The effects of an academic environment intervention on science identification among women in STEM
By Laura R. Ramsey, Diana E. Betz, Denise Sekaquaptewa. 2013
147 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Safety Research, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/593749eb76a04f84b344b0cc9b07691cdcd67ef2
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Experimental and Cognitive Psychology
In Safety Research
In Sociology and Political Science
- Sarah Herrmann
- Jessica E. Bodford
- Robert M. Adelman
- Virginia S. Y. Kwan
- Felicia Fullilove
- Oliver Graudejus
- Samantha M. Mowrer
- India R. Johnson
Citations in the corpus
- The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses (2016, background): “…to think about time and effort spent on academics as an investment for the future (e.g., Destin & Oyserman, 2010), and (c) serves as an example that similar others can overcome challenges to succeed (e.g., Lin-Siegler et al., 2016; Marx & Roman, 2002; Ramsey et al., 2013; Stout et al., 2011).”
- Teaching and Learning in the Time of COVID: The Student Perspective (2021, background): “Peer interactions and strong interpersonal relationships can increase students’ sense of belonging (Ramsey et al., 2013; Smith et al., 2013), and students’ sense of belonging is associated with student retention and persistence in their studies (National Academies of Sciences, Engineering, and Medic”
- Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines (2016, unknown): “Finally, sense of belonging in STEM for undergraduate women, but not graduate women, seems to be impacted by stereotype threat and mediates some of the impact of stereotype threat on performance [63,65,79,105].”
- Exploring Identity-Safety Cues and Allyship Among Black Women Students in STEM Environments (2019, background): “For instance, women-only colleges can encourage the attainment of STEM degrees among women undergraduates (Rayman & Brett, 1995) and promote greater feelings of belonging relative to a traditional STEM environment (Ramsey et al., 2013).”