All Stories

  1. The role of conformity in mask-wearing during COVID-19
  2. Engineering ethics education: aligning practice and outcomes
  3. Diversifying Science
  4. GENDER-BIASED SELF-EVALUATIONS OF FIRST-YEAR ENGINEERING STUDENTS
  5. The role of motivation in engineering students': Ethical Decisions
  6. Automaticity and Control in Stereotyping and Prejudice:
  7. "Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM": Correction to Hernandez et al. (2013).
  8. Engineering Students' Beliefs About Research: Sex Differences, Personality, and Career Plans
  9. Exploring and measuring differences in person–thing orientations
  10. Schooling the Cognitive Monster: The Role of Motivation in the Regulation and Control of Prejudice
  11. Modern Forms of Prejudice
  12. Creating a Common Ingroup to Combat Implicit Bias
  13. The ironic impact of counterstereotype affirmation on stereotype threat
  14. Exploring the Moderating Effects of Self-Efficacy on Stereotype Threat
  15. Stereotype threat and talented minority students: Can minority research training programs act as a buffer?
  16. Exploring the relationship between person thing orientation and technical aptitudes
  17. A Leaky Pipeline? Minority Student Integration into the Scientific Community
  18. Reducing Implicit Bias Through the Self-Regulation of Prejudiced Responses
  19. Differences in Ethical Decision-making Between Experts and Novices: A Comparative Study
  20. Attracting person and thing oriented people to STEM
  21. Stereotype lift: The moderating role of prejudice toward a negatively stereotyped group
  22. I Can, but I'm Not Staying! The Integration of Underrepresented Minority Students Into the Sciences
  23. Evidence of anxiety as a mediator of stereotype threat in highly math-identified women
  24. "I never liked the sciences anyways": Effect of chronic stereotype threat on disengagement through disidentification
  25. Mastery Achievement Goals Among Underrepresented Science Students: A Longitudinal Analysis