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https://doi.org/10.2139/ssrn.4635510
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Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1007/978-3-030-25304-2_1openalex-extracted
Why We Are Still Talking About Leaving
inferredcites →https://doi.org/10.1007/978-3-030-25304-2_7openalex-extracted
Weed-Out Classes and Their Consequences
inferredcites →https://doi.org/10.1007/s11199-004-5461-9openalex-extracted
Why the Academic Pipeline Leaks: Fewer Men than Women Perceive Barriers to Becoming Professors
inferredcites →https://doi.org/10.1007/s11199-023-01406-5openalex-extracted
Brilliance Beliefs, Not Mindsets, Explain Inverse Gender Gaps in Psychology and Philosophy
inferredcites →https://doi.org/10.1016/j.cedpsych.2020.101859openalex-extracted
From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation
inferredcites →https://doi.org/10.1016/j.cedpsych.2023.102173openalex-extracted
A bioecological perspective on mindset
inferredcites →https://doi.org/10.1016/j.jesp.2012.07.008openalex-extracted
A cultural mismatch: Independent cultural norms produce greater increases in cortisol and more negative emotions among first-generation college students
inferredcites →https://doi.org/10.1016/j.jesp.2017.11.006openalex-extracted
Messages about brilliance undermine women's interest in educational and professional opportunities
inferredcites →https://doi.org/10.1016/j.jsp.2007.05.001openalex-extracted
Teacher expectations, classroom context, and the achievement gap
inferredcites →https://doi.org/10.1016/j.jvb.2017.08.010openalex-extracted
Discrimination, friendship diversity, and STEM-related outcomes for incoming ethnic minority college students
inferredcites →https://doi.org/10.1016/j.lindif.2021.102088openalex-extracted
Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms
inferredcites →https://doi.org/10.1016/j.tate.2022.103717openalex-extracted
An Exploratory Study of the Behaviors that Communicate Perceived Instructor Mindset Beliefs in College STEM Classrooms
inferredcites →https://doi.org/10.1016/s0065-2601(02)80009-0openalex-extracted
Contending with group image: The psychology of stereotype and social identity threat
inferredcites →https://doi.org/10.1037/a0026659openalex-extracted
Why do women opt out? Sense of belonging and women's representation in mathematics.
inferredcites →https://doi.org/10.1037/a0036620openalex-extracted
Gender differences in scholastic achievement: A meta-analysis.
inferredcites →https://doi.org/10.1037/bul0000052openalex-extracted
Why are some STEM fields more gender balanced than others?
inferredcites →https://doi.org/10.1037/edu0000075openalex-extracted
Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power.
inferredcites →https://doi.org/10.1037/edu0000620openalex-extracted
The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest.
inferredcites →https://doi.org/10.1037/edu0000669openalex-extracted
Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance.
inferredcites →https://doi.org/10.1037/xge0000763openalex-extracted
Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class.
inferredcites →https://doi.org/10.1038/s41539-023-00164-zopenalex-extracted
Overemphasizing individual differences and overlooking systemic factors reinforces educational inequality
inferredcites →https://doi.org/10.1080/00461520.2017.1421466openalex-extracted
Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures
inferredcites →https://doi.org/10.1080/03075070309290openalex-extracted
Challenging Cultures? Student Conceptions of 'Belonging' and 'Isolation' at a Post-1992 University
inferredcites →https://doi.org/10.1080/10824660701601266openalex-extracted
Science, Technology, Engineering, and Mathematics (STEM) Pathways: High School Science and Math Coursework and Postsecondary Degree Attainment
inferredcites →https://doi.org/10.1080/11038120600691082openalex-extracted
Understanding the multiple realities of everyday life: Basic assumptions in focus-group methodology
inferredcites →https://doi.org/10.1111/j.1471-6712.2012.01052.xopenalex-extracted
The large sample size fallacy
inferredcites →https://doi.org/10.1111/j.1753-6405.2007.00096.xopenalex-extracted
Designing and Conducting Mixed Methods Research
inferredcites →https://doi.org/10.1111/puar.13496openalex-extracted
The Racialized Dimensions of Contemporary Immigration and Border Enforcement Policies and Practices
inferredcites →https://doi.org/10.1126/sciadv.aau4734openalex-extracted
STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes
inferredcites →https://doi.org/10.1126/science.1261375openalex-extracted
Expectations of brilliance underlie gender distributions across academic disciplines
inferredcites →https://doi.org/10.1126/science.aah6524openalex-extracted
Gender stereotypes about intellectual ability emerge early and influence children’s interests
inferredcites →https://doi.org/10.1177/0098628321990362openalex-extracted
Identity Safety Cues Predict Instructor Impressions, Belonging, and Absences in the Psychology Classroom
inferredcites →https://doi.org/10.1177/0146167212468332openalex-extracted
When Trying Hard Isn’t Natural
inferredcites →https://doi.org/10.1177/0743558418788402openalex-extracted
“You Never Become Fully Independent”: Family Roles and Independence in First-Generation College Students
inferredcites →https://doi.org/10.1177/1049732318821692openalex-extracted
What Influences Saturation? Estimating Sample Sizes in Focus Group Research
inferredcites →https://doi.org/10.1177/1525822x05282260openalex-extracted
Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice
inferredcites →https://doi.org/10.1177/1948550619882032openalex-extracted
Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students
inferredcites →https://doi.org/10.1177/2332858419872445openalex-extracted
Pathways to Inequality: Between-District Segregation and Racial Disparities in School District Expenditures
inferredcites →https://doi.org/10.1177/2515245919847202openalex-extracted
Evaluating Effect Size in Psychological Research: Sense and Nonsense
inferredcites →https://doi.org/10.1186/s40594-021-00315-xopenalex-extracted
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM
inferredcites →https://doi.org/10.1187/cbe.16-01-0020openalex-extracted
Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?
inferredcites →https://doi.org/10.1191/1478088706qp063oaopenalex-extracted
Using thematic analysis in psychology
inferredcites →https://doi.org/10.1353/rhe.2019.0010openalex-extracted
More Classes, More Access? Understanding the effects of course offerings on Black-White gaps in Advanced Placement course-taking
inferredcites →https://doi.org/10.1371/journal.pone.0150194openalex-extracted
The Frequency of “Brilliant” and “Genius” in Teaching Evaluations Predicts the Representation of Women and African Americans across Fields
inferredcites →https://doi.org/10.15195/v4.a6openalex-extracted
Degrees of Difference: Gender Segregation of U.S. Doctorates by Field and Program Prestige
inferredcites →https://doi.org/10.29245/2578-2959/2020/3.1207openalex-extracted
Commentary: Prevalence, Predictors, and Treatment of Imposter Syndrome: A Systematic Review
inferredcites →https://doi.org/10.3102/0002831219842571openalex-extracted
A Canonical Correlational Analysis Examining the Relationship Between Peer Mentorship, Belongingness, Impostor Feelings, and Black Collegians’ Academic and Psychosocial Outcomes
inferredcites →https://doi.org/10.3102/00346543211012751openalex-extracted
Factors Associated With College STEM Participation of Racially Minoritized Students: A Synthesis of Research
inferredcites →https://doi.org/10.3386/w17633openalex-extracted
Gains and Gaps: Changing Inequality in U.S. College Entry and Completion
inferredcites →https://doi.org/10.3389/feduc.2021.633570openalex-extracted
Who Is Part of the “Mindset Context”? The Unique Roles of Perceived Professor and Peer Mindsets in Undergraduate Engineering Students’ Motivation and Belonging
inferredcites →https://doi.org/10.3389/fpsyg.2015.00235openalex-extracted
Women are underrepresented in fields where success is believed to require brilliance
inferredcites →https://doi.org/10.3389/fpsyg.2019.01114openalex-extracted
Beliefs in “Brilliance” and Belonging Uncertainty in Male and Female STEM Students
inferredcites →https://doi.org/10.4135/9781483399980openalex-extracted
Developing a Mixed Methods Proposal: A Practical Guide for Beginning Researchers
inferredcites →https://doi.org/10.4300/jgme-d-12-00156.1openalex-extracted
Using Effect Size—or Why the P Value Is Not Enough
inferredcites →https://doi.org/10.4324/9780203155721-28openalex-extracted
Expanding the Counterstory: The Potential for Critical Race Mixed Methods Studies in Education
inferredcites →https://doi.org/10.4324/9781315100944-14openalex-extracted
Critical Race Mixed Methodology
inferredcites →https://doi.org/10.5951/jresematheduc.49.3.0330openalex-extracted
Brief Report: The Role of Mathematics Teaching in Fostering Student Growth Mindset
inferredcites →https://doi.org/10.7916/j637-g306openalex-extracted
Black-White Disparity in Student Loan Debt More Than Triples After Graduation
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