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Access2Success Curriculum Resources

List of References / Bibliography

Ambady, N., Paik, S. K., Steele, J., Owen-Smith, A., & Mitchell, J. P. (2004). Deflecting negative self-relevant stereotype activation: The effects of individuation. Journal of Experimental Social Psychology, 40, 401-408.
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effect of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113-125.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263.
Carrell, S. E., Page, M. P., & West, J. E. (2010). Sex and science: How professor gender perpetuates the gender gap. The Quarterly Journal of Economics, 125, 1101- 1144.
Cheryan, S., Plaut, V.C., Davies, P., & Steele, C. M. (2009). Ambient belonging: How stereotypical environments impact gender participation in computer science. Journal of Personality and Social Psychology, 97, 1045-1060.
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 1307-1310.
Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400-403.
Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25, 1302–1318.
Danaher, K. & Crandall, C. S. (2008). Stereotype threat in applied settings re-examined. Journal of Applied Social Psychology, 38, 1639-1655.
Dee, T. S. (2004). Teachers, race, and student achievement in a randomized experiment. The Review of Economics and Statistics, 86, 195-210.
Forbes, C. E. & Schmader, T. (2010). Retraining attitudes and stereotypes to affect motivation and cognitive capacity under stereotype threat. Journal of Personality and Social Psychology, 99, 740-754.
Good, C., Aronson, J., & Harder, J. A. (2008). Problems in the pipeline: Stereotype threat and women’s achievement in high-level math courses. Journal of Applied Developmental Psychology, 29, 17-28.
Gresky, D. M., Ten Eyck, L. L., Lord, C. G., & McIntyre, R. B. (2005). Effects of salient multiple identities on women’s performance under mathematics stereotype threat. Sex Roles, 53, 703-716.
Inzlicht, M. & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males. Psychological Science, 11, 365-371.
Johns, J., Inzlicht, M., & Schmader, T. (2008). Stereotype threat and executive resource depletion: Examining the influence of emotion regulation. Journal of Experimental Psychology: General, 137, 691-705.
Johns, M., Schmader, T., & Martens, A. (2005). Knowing is half the battle: Teaching stereotype threat as a means of improving women’s math performance. Psychological Science, 16, 175-179.
Logel, C., Walton, G. M., Spencer, S. J., Iserman, E. C., von Hippel, W., & Bell, A. (2009). Interacting with sexist men triggers social identity threat among female engineers. Journal of Personality and Social Psychology, 96, 1089-1103.
Martens, A., Johns, M., Greenberg, J., & Schimel, J. (2006). Combating stereotype threat: The effect of self-affirmation on women’s intellectual performance. Journal of Experimental Social Psychology, 42, 236-243.
Marx, D. M. & Goff, P. A. (2005). Clearing the air: The effect of experimenter race on target’s test performance and subjective experience. British Journal of Social Psychology, 44, 645-657.
Marx, D. M. & Roman, J. S. (2002). Female role models: Protecting women’s math test performance. Personality and Social Psychology Bulletin, 28, 1183-1193.
Massey, D. S. & Fischer, M. J. (2005). Stereotype threat and academic performance: New findings from a racially diverse sample of college freshmen. Du Bois Review, 2, 45-67.
McIntyre, R. B., Paulson, R. M., & Lord, C. G. (2003). Alleviating women’s mathematics stereotype threat through salience of group achievements. Journal of Experimental Social Psychology, 39, 83-90.
Mendoza-Denton, R., & Page-Gould, E. (2008). Can cross-group friendships influence minority students’ well being at historically White universities? Psychological Science, 19, 933-939.
Miyake, A., Smith-Kost, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 1234-1237.
Murphy, M. C., Steele, C. M., & Gross, J. J. (2007). Signaling threat: How situational cues affect women in math, science, and engineering settings. Psychological Science, 18, 879-885.
Purdie-Vaughns, V., Steele, C. M., Davies, P. G., Ditlmann, R., & Crosby, J. R. (2008). Social identity contingencies: How diversity cues signal threat or safety for African Americans in mainstream institutions. Journal of Personality and Social Psycholog
Rosenthal, H. E. S. & Crisp, R. J. (2006). Reducing stereotype threat by blurring intergroup boundaries. Personality and Social Psychology Bulletin, 32, 501-511.
Spencer, S., Steele, C. M., & Quinn, D. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4-28.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.

Steele, C. M. (2010). Whistling Vivaldi: And other clues how stereotypes affect us. New York: Norton & Company Inc.