Ingroup role models and underrepresented students’ performance and interest in STEM: A meta-analysis of lab and field studies
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
A meta-analysis of 45 studies found an overall positive effect of in-group role models on the performance and interest in STEM subjects of members of groups underrepresented in STEM.
“a meta-analysis of 45 studies found an overall positive effect of in-group role models on the performance and interest in STEM subjects of members of groups who are underrepresented in STEM fields (Lawner, Quinn, Camacho, Johnson, & Pan-Weisz, 2019).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Lawner, Quinn, Camacho, Johnson, & Pan-Weisz, 2019
Cites
Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011) · Journal of Personality and Social Psychology · doi:10.1037/a0021385 · Cited by 1,050 · see citing works
Stanley, T. D., & Doucouliagos, H. (2014) · Research Synthesis Methods · doi:10.1002/jrsm.1095 · Cited by 916 · see citing works
Nguyen, H.-H. D., & Ryan, A. M. (2008) · Journal of Applied Psychology · doi:10.1037/a0012702 · Cited by 845 · see citing works
Shapiro, J. R., Williams, A. M., & Hambarchyan, M. (2013) · Journal of Personality and Social Psychology · doi:10.1037/a0030461 · Cited by 119 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions
Easterbrook, M. J., & Hadden, I. R. (2021) · Social Issues and Policy Review · doi:10.1111/sipr.12070 · Cited by 110 · see citing works
- Authors
- Lawner, E. K., Quinn, D. M., Camacho, G., Johnson, B. T., & Pan-Weisz, B.
- Affiliations
- University of Connecticut (US)
- Corresponding author
- Lawner, Elizabeth K.
- Venue
- Social Psychology of Education
- Published
- 2019-08-14
- Volume
- 22
- Issue
- 5
- Pages
- 1169-1195
- ISSN
- 1381-2890 (ISSN-L)
- 1573-1928
- OpenAlex
- W2968034333
- Cited by
- 55
- References
- 4
- Citations by year
- 2026: 8 · 2025: 10 · 2024: 8 · 2023: 11 · 2022: 6 · 2021: 6 · 2020: 5 · 2019: 1
- FWCI
- 1.13
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Social Psychology of Education (publishedVersion)
- Topics
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Keywords
- underrepresented students, STEM interest, gender stereotypes, minority students, small sample bias
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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