Supporting Online Material for Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

By Akira Miyake, Lauren E. Kost-Smith, Noah Finkelstein, S. Pollock, Tiffany A. Ito. 2010

513 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/03afdabeddf5a42903952378e77cce426410ce26

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Citations in the corpus

Patterns of Gendered Performance Differences in Large Introductory Courses at Five Research Universities (2017, background): “Although they have been found effective in some contexts (Miyake et al., 2010; Unkovic, Sen, & Quinn, 2016; Walton, Logel, Peach, Spencer, & Zanna, 2015), replication has not always been FIGURE 3.”
Communities in Action: Pathways to Health Equity (2017, background): “…423 Mounting evidence suggests that focusing on measures of student engagement—especially those that have to do with sense of self, selfregulation, social awareness, and self-efficacy—both foster a sense of wellbeing in students and promote learning (see Dweck et al., 2014; Miyake et al., 2010).”
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “…2017; Hayes, Zinner, Wise, & Carton, 2019; E. O. Jones & Huey, 2020; Protzko & Aronson, 2016), and indeed some have found evidence of backfire effects for specific groups of students (Bayly & Bumpus, 2020; Brady et al., 2016; Cohen et al., 2006; Dee, 2015; Liu & Huang, 2019; Miyake et al., 2010).”
The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields (2012, unknown): “For example, Miyake et al. (2010) administered a self-affirmation task in a college-level introductory physics class at the beginning of the semester and again prior to the first midterm exam.”
Gender gap on concept inventories in physics: what is consistent, what is inconsistent,and what factors influence the gap? (2013, background): “SAT math score x FMCE [17,29], BEMA [21], FCI [15]”
Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology (2013, result): “underperform in a way that is consistent with the stereotype (Aronson & Steele, 2005; Miyake et al., 2010; Ong, Wright, Espinosa, & Orfield, 2011).”
An Informal Science Education Program’s Impact on STEM Major and STEM Career Outcomes (2020, background): “Women (Miyake et al. 2010) and members of historically marginalized racial and ethnic groups (Landivar 2013a; Palmer et al.”
The psychology of change: self-affirmation and social psychological intervention. (2014, background): “…tested the effectiveness of values affirmation in lifting the achievement of African Americans (Cohen et al. 2006, 2009) and Latino Americans (Sherman et al. 2013; for additional published replications, see Bowen et al. 2012, Harackiewicz et al. 2014, Miyake et al. 2010, Woolf et al. 2009).”
Choosing the Geoscience Major: Important Factors, Race/Ethnicity, and Gender (2015, background): “Miyake et al. (2010) determined that a ‘‘stereotype threat’’ exists for women in college math and physics courses and that this issued affected the diversity within their physics major.”
Social Identity and Achievement Gaps: Evidence From an Affirmation Intervention (2015, background): “More recent field-experimental studies have examined the effects of a similar affirmation in a variety of settings and, generally, though not always, found positive effects (Bowen, Wegmann, & Webber, 2013; Cook, Purdie-Vaughns, Garcia, & Cohen, 2012; Hanselman, Bruch, Gamoran, & Borman, 2014, Harack”
Self-Affirmation: Understanding the Effects (2013, background): “…completed in class values affirmations had significantly improved grade point average over the school year, as the affirmation deflecting the downward trajectory in performance that was observed among the non-affirmed Latino American students (Sherman et al., 2013; see also Miyake et al., 2010).”
Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence from 66 Nations. (2015, background): “For instance, such stereotypes negatively impact women by causing underachievement in introductory undergraduate STEM courses (Miyake et al., 2010), disidentification with and negative attitudes toward science (Good, Rattan, & Dweck, 2012; Nosek & Smyth, 2011; Steffens et al., 2010), and gender…”
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking (2012, background): “Stereotype threat and learning: evidence from intervention research Several field studies highlight the substantial effects that brief interventions can elicit on the academic achievement of students who are faced with a group stereotype (Aronson et al. 2002; Cohen et al. 2006, 2009; Miyake et al. 2”
Seepage: Climate change denial and its effect on the scientific community (2015, background): “…American Geophysical Union hosted 128 sessions over 5 days that contained the theme ‘‘uncertainty’’ (http:// fallmeeting.agu.org/2013/files/2013/11/2013-FMPB_Web_new. pdf), as compared, for example, to only 13 sessions on carbon capture and storage, even though both were highlighted themes for…”
The Psychology of the Affirmed Learner: Spontaneous Self-Affirmation in the Face of Stress. (2016, background): “That said, negative effects of affirmation have occasionally been observed for nonstereotyped students (Dee, 2015; Miyake et al., 2010; Vohs, Park, & Schmeichel, 2013).”