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Gendered Performance Gaps in an Upper-Division Biology Course: Academic, Demographic, Environmental, and Affective Factors
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Gendered Performance Gaps in an Upper-Division Biology Course: Academic, Demographic, Environmental, and Affective Factors (2023)Gendered Performance Gaps in an Upper-Div…From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)From expectancy-value theory …Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020)Active learning narrows achie…Active learning increases student performance in science, engineering, and mathematics (2014)Active learning increases stu…Science faculty’s subtle gender biases favor male students (2012)Science faculty’s subtle gend…lavaan : An R Package for Structural Equation Modeling (2012)lavaan : An R Package for Str…Social-Psychological Interventions in Education (2011)Social-Psychological Interven…Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation (2011)Microaggressions in Everyday …Sex and Science: How Professor Gender Perpetuates the Gender Gap * (2010)Sex and Science: How Professo…Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation (2010)Reducing the Gender Achieveme…Persistence of women and minorities in STEM field majors: Is it the school that matters? (2010)Persistence of women and mino…Gender Identification Moderates Stereotype Threat Effects on Women's Math Performance (2002)Gender Identification Moderat…Stereotype Threat and Women's Math Performance (1999)Stereotype Threat and Women's…Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Cutoff criteria for fit index…Talking about Leaving: Why Undergraduates Leave the Sciences (1997)Talking about Leaving: Why Un…Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color (1991)Mapping the Margins: Intersec…The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. (1978)The imposter phenomenon in hi…Asymptotic Confidence Intervals for Indirect Effects in Structural Equation Models (1982)Structural Equations with Latent Variables. (1991)Testing Structural Equation Models. 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References

  • 1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives110,919 cited
  • 1991Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color32,775 cited
  • 2012lavaan : An R Package for Structural Equation Modeling28,451 cited
  • 2014Active learning increases student performance in science, engineering, and mathematics11,824 cited
  • 1999Stereotype Threat and Women's Math Performance3,690 cited
  • 2012Science faculty’s subtle gender biases favor male students3,373 cited
  • 1997Talking about Leaving: Why Undergraduates Leave the Sciences3,096 cited
  • 2020From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation3,004 cited
  • 1978The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention.2,649 cited
  • 2011Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation1,763 cited
  • 2020Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math1,713 cited
  • 2011Social-Psychological Interventions in Education1,476 cited
  • 2010Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation782 cited
  • 2002Gender Identification Moderates Stereotype Threat Effects on Women's Math Performance

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773 cited
  • 2010Persistence of women and minorities in STEM field majors: Is it the school that matters?696 cited
  • 2010Sex and Science: How Professor Gender Perpetuates the Gender Gap *618 cited
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