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References

1995Teaching to transgress: education as the practice of freedom8,835 cited
1995Stereotype threat and the intellectual test performance of African Americans.8,134 cited
1917Democracy and Education.6,772 cited
1997Talking about Leaving: Why Undergraduates Leave the Sciences3,086 cited
2007Sense of Belonging in College Freshmen at the Classroom and Campus Levels1,112 cited
2007Signaling Threat1,048 cited
2011Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology958 cited
1995Stereotype threat and the intellectual test performance of African Americans.934 cited
2016Improving Underrepresented Minority Student Persistence in STEM768 cited
2011Whistling Vivaldi: How stereotypes affect us and what we can do.740 cited
2005Clearing the Air: Identity Safety Moderates the Effects of Stereotype Threat on Women's Leadership Aspirations.713 cited
2013The role of identity development, values, and costs in college STEM retention.641 cited
2003Stereotype Threat and Arousal: Effects on Women's Math Performance415 cited
2023College and University 1975–1986353 cited
2014Support, belonging, motivation, and engagement in the college classroom: a mixed method study

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336 cited

2015Belonging and Academic Engagement Among Undergraduate STEM Students: A Multi-institutional Study324 cited

Cited by

2024CULTURAL COMPETENCE IN EDUCATION: STRATEGIES FOR FOSTERING INCLUSIVITY AND DIVERSITY AWARENESS191 cited
2019The Elephant in the Room: Race and STEM Diversity126 cited
2020From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond118 cited
2020Equitable and Inclusive Practices Designed to Reduce Equity Gaps in Undergraduate Chemistry Courses112 cited
2023Immersive technologies and consumer behavior: A systematic review of two decades of research109 cited
2021Inside and Out: Factors That Support and Hinder the Self-Advocacy of Undergraduates with ADHD and/or Specific Learning Disabilities in STEM85 cited
2020Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities84 cited
2022Inclusive and active pedagogies reduce academic outcome gaps and improve long-term performance82 cited
2022“It’s completely erasure”: A Qualitative Exploration of Experiences of Transgender, Nonbinary, Gender Nonconforming, and Questioning Students in Biology Courses77 cited
2022Six Principles for Embracing Gender and Sexual Diversity in Postsecondary Biology Classrooms62 cited
2022I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic58 cited
2022“It made me feel like a bigger part of the STEM community”: Incorporation of Learning Assistants Enhances Students’ Sense of Belonging in a Large Introductory Biology Course58 cited
2020Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race57 cited
2022What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities54 cited
2020Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM53 cited
2024An Educational Framework for Teaching Chemistry Using a Systems Thinking Approach50 cited