Cited by 747Career Development and DiversityEducation, Achievement, and GiftednessSocial and Intergroup Psychology

The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.

Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

Miyake, Akira, Kost-Smith, Lauren E., Finkelstein, Noah D., Pollock, Steven J., Cohen, Geoffrey L., Ito, Tiffany A.·2010·Science

DOI 10.1126/science.1195996

Open this paper in CoChat — free account

Abstract

In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing the gender achievement gap in a college-level introductory physics class. In this randomized double-blind study, 399 students either wrote about their most important values or not, twice at the beginning of the 15-week course. Values affirmation reduced the male-female performance and learning difference substantially and elevated women's modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. A brief psychological intervention may be a promising way to address the gender gap in science performance and learning.

Integrity signals

Registry

Crossref · 10.1126/science.1195996

Cites

25 of 25 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

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?

The Psychology of Self-Affirmation: Sustaining the Integrity of the Self
Steele, C. M. (1988) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(08)60229-4 · Cited by 3,697
Stereotype Threat and Women's Math Performance
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999) · Journal of Experimental Social Psychology · doi:10.1006/jesp.1998.1373 · Cited by 3,435
The psychology of self-defense: Self-affirmation theory
Sherman, D. K., & Cohen, G. L. (2006) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(06)38004-5 · Cited by 1,614
Self-citation
An integrated process model of stereotype threat effects on performance
Schmader, T., Johns, M., & Forbes, C. (2008) · Psychological Review · doi:10.1037/0033-295x.115.2.336 · Cited by 1,576
Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat
Good, C., Aronson, J., & Inzlicht, M. (2003) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2003.09.002 · Cited by 1,096
Reducing the racial achievement gap: A social-psychological intervention
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006) · Science · doi:10.1126/science.1128317 · Cited by 1,073
Self-citation
Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula
Thornton, R., & Sokoloff, D. (1998) · American Journal of Physics · doi:10.1119/1.18863 · Cited by 871
Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap
Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009) · Science · doi:10.1126/science.1170769 · Cited by 800
Self-citation
Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving
Heller, P. M., Keith, R. L., & Anderson, S. M. (1992) · American Journal of Physics · doi:10.1119/1.17117 · Cited by 736
Stereotype threat and working memory: mechanisms, alleviation, and spillover
Beilock, S. L., Rydell, R. J., & McConnell, A. R. (2007) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.136.2.256 · Cited by 587

Show all 25 references

Research works printed but not linked: 3

National Academy of Sciences Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Future (National Academy Press Washington DC 2005).
Brahmia S., Etkina E., J. Coll. Sci. Teach. 31, 183 (2001).
C. M. Steele S. J. Spencer J. Aronson in Advances in Experimental Social Psychology M. P. Zanna Ed. (Academic Press San Diego CA 2002) pp. 183–242.

Sorted by citations

Social-Psychological Interventions in Education: They’re Not Magic
Yeager, D. S., & Walton, G. M. (2011) · Review of Educational Research · doi:10.3102/0034654311405999 · Cited by 1,345
Gender Similarities and Differences
Hyde, J. S. (2014) · Annual Review of Psychology · doi:10.1146/annurev-psych-010213-115057 · Cited by 1,262
The Psychology of Change: Self-Affirmation and Social Psychological Intervention
Cohen, G. L., & Sherman, D. K. (2014) · Annual Review of Psychology · doi:10.1146/annurev-psych-010213-115137 · Cited by 1,302
Self-citation
The Psychology of Working Theory.
Duffy, R. D., Blustein, D. L., Diemer, M. A., & Autin, K. L. (2016) · Journal of Counseling Psychology · doi:10.1037/cou0000140 · Cited by 1,209
Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields
Wang, M.-T., & Degol, J. (2013) · Developmental Review · doi:10.1016/j.dr.2013.08.001 · Cited by 837
The new science of wise psychological interventions
Walton, G. M. (2014) · Current Directions in Psychological Science · doi:10.1177/0963721413512856 · Cited by 655
Wise interventions: Psychological remedies for social and personal problems.
Walton, G. M., & Wilson, T. D. (2018) · Psychological Review · doi:10.1037/rev0000115 · Cited by 617
Changing climates of conflict: A social network experiment in 56 schools
Paluck, E. L., Shepherd, H., & Aronow, P. M. (2016) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1514483113 · Cited by 610
Motivation Interventions in Education: A Meta-Analytic Review
Lazowski, R. A., & Hulleman, C. S. (2016) · Review of Educational Research · doi:10.3102/0034654315617832 · Cited by 607
Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering.
Walton, G. M., Logel, C. R., Peach, J. M., Spencer, S. J., & Zanna, M. P. (2014) · Journal of Educational Psychology · doi:10.1037/a0037461 · Cited by 613
Synthesis of discipline-based education research in physics
Docktor, J. L., & Mestre, J. P. (2014) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.10.020119 · Cited by 656
Closing achievement gaps with a utility-value intervention: Disentangling race and social class.
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Priniski, S. J., & Hyde, J. S. (2015) · Journal of Personality and Social Psychology · doi:10.1037/pspp0000075 · Cited by 570
Helping Parents to Motivate Adolescents in Mathematics and Science: An Experimental Test of a Utility-Value Intervention
Harackiewicz, J. M., Rozek, C. S., Hulleman, C. S., & Hyde, J. S. (2012) · Psychological Science · doi:10.1177/0956797611435530 · Cited by 503
The role of stereotype threats in undermining girls' and women's performance and interest in STEM fields
Shapiro, J. R., & Williams, A. M. (2012) · Sex Roles · doi:10.1007/s11199-011-0051-0 · Cited by 501
Female peer mentors early in college increase women’s positive academic experiences and retention in engineering
Dennehy, T. C., & Dasgupta, N. (2017) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1613117114 · Cited by 557
Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations.
Miller, D. I., Eagly, A. H., & Linn, M. C. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000005 · Cited by 499
Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity
Tanner, K. (2013) · CBE - Life Sciences Education · doi:10.1187/cbe.13-06-0115 · Cited by 189
Malleability in communal goals and beliefs influences attraction to stem careers: Evidence for a goal congruity perspective.
Diekman, A. B., Clark, E. K., Johnston, A. M., Brown, E. R., & Steinberg, M. (2011) · Journal of Personality and Social Psychology · doi:10.1037/a0025199 · Cited by 526
Girls and Women in Science, Technology, Engineering, and Mathematics: STEMing the Tide and Broadening Participation in STEM Careers
Dasgupta, N., & Stout, J. G. (2014) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732214549471 · Cited by 471
The new science of cognitive sex differences
Miller, D. I., & Halpern, D. F. (2014) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2013.10.011 · Cited by 610
Improving Student Outcomes in Higher Education: The Science of Targeted Intervention
Harackiewicz, J. M., & Priniski, S. J. (2018) · Annual Review of Psychology · doi:10.1146/annurev-psych-122216-011725 · Cited by 429
Writing About Testing Worries Boosts Exam Performance in the Classroom
Ramirez, G., & Beilock, S. L. (2011) · Science · doi:10.1126/science.1199427 · Cited by 434
Diversity in the Economics Profession: A New Attack on an Old Problem
Bayer, A., & Rouse, C. E. (2016) · The Journal of Economic Perspectives · doi:10.1257/jep.30.4.221 · Cited by 404
Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat.
Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., Tomassetti, S., Nussbaum, A. D., & Cohen, G. L. (2013) · Journal of Personality and Social Psychology · doi:10.1037/a0031495 · Cited by 371
Self-citation
Closing the social class achievement gap for first-generation students in undergraduate biology.
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014) · Journal of Educational Psychology · doi:10.1037/a0034679 · Cited by 360
Unconscious (Implicit) Bias and Health Disparities: Where Do We Go from Here?
Blair, I. V., Steiner, J. F., & Havranek, E. P. (2011) · The Permanente Journal · doi:10.7812/tpp/11.979 · Cited by 329
Nudging in education
Damgaard, M. T., & Nielsen, H. S. (2018) · Economics of Education Review · doi:10.1016/j.econedurev.2018.03.008 · Cited by 321
The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses
Herrmann, S. D., Adelman, R. M., Bodford, J. E., Graudejus, O., Okun, M. A., & Kwan, V. S. Y. (2016) · Basic and Applied Social Psychology · doi:10.1080/01973533.2016.1209757 · Cited by 321
Self-Affirmation Underlies Facebook Use
Toma, C. L., & Hancock, J. T. (2013) · Personality and Social Psychology Bulletin · doi:10.1177/0146167212474694 · Cited by 362
Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms
Eddy, S. L., Brownell, S. E., & Wenderoth, M. P. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.13-10-0204 · Cited by 281
Seepage: Climate change denial and its effect on the scientific community
Lewandowsky, S., Орескес, Н., Risbey, J. S., Newell, B. R., & Smithson, M. J. (2015) · Global Environmental Change · doi:10.1016/j.gloenvcha.2015.02.013 · Cited by 281
Exploring the relationship between self‐efficacy and retention in introductory physics
Sawtelle, V., Brewe, E. T., & Kramer, L. (2012) · Journal of Research in Science Teaching · doi:10.1002/tea.21050 · Cited by 239
Self‐Affirmation: Understanding the Effects
Sherman, D. K. (2013) · Social and Personality Psychology Compass · doi:10.1111/spc3.12072 · Cited by 232
Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines
Eddy, S. L., & Brownell, S. E. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.020106 · Cited by 253
Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics
Lewis, K. L., Stout, J. G., Pollock, S. J., Finkelstein, N. D., & Ito, T. A. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.020110 · Cited by 261
Self-citation
Closing global achievement gaps in MOOCs
Kizilcec, R. F., Saltarelli, A. J., Reich, J., & Cohen, G. L. (2017) · Science · doi:10.1126/science.aag2063 · Cited by 210
Self-citation
Gender gap on concept inventories in physics: What is consistent, what is inconsistent, and what factors influence the gap?
Madsen, A., McKagan, S. B., & Sayre, E. C. (2013) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.9.020121 · Cited by 205
Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey
Reilly, D., Neumann, D. L., & Andrews, G. (2017) · Research in Science Education · doi:10.1007/s11165-017-9630-6 · Cited by 256
The Impact of Cognitive Stressors in the Emergency Department on Physician Implicit Racial Bias
Johnson, T. J., Hickey, R. W., Switzer, G. E., Miller, E. P., Winger, D. G., Nguyen, M. B., Saladino, R. A., & Hausmann, L. R. M. (2016) · Academic Emergency Medicine · doi:10.1111/acem.12901 · Cited by 210
Women and Suicidal Behavior
Canetto, S. S., & Chen, J. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716.042 · Cited by 194
Racism and Health II: A Needed Research Agenda for Effective Interventions
Williams, D. R., & Mohammed, S. A. (2013) · American Behavioral Scientist · doi:10.1177/0002764213487341 · Cited by 189
Stereotype threat in organizations: implications for equity and performance
Walton, G. M., Murphy, M. C., & Ryan, A. M. (2015) · Annual Review of Organizational Psychology and Organizational Behavior · doi:10.1146/annurev-orgpsych-032414-111322 · Cited by 184
Reducing achievement gaps in undergraduate general chemistry could lift underrepresented students into a “hyperpersistent zone”
Harris, R. B., Mack, M. R., Bryant, J. R., Theobald, E. J., & Freeman, S. (2020) · Science Advances · doi:10.1126/sciadv.aaz5687 · Cited by 198
The Past, Present, and Future of Ego Depletion
Inzlicht, M., & Friese, M. (2019) · Social Psychology · doi:10.1027/1864-9335/a000398 · Cited by 192
Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research
Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2021) · Educational Psychologist · doi:10.1080/00461520.2021.1984242 · Cited by 199
Demystifying Values-Affirmation Interventions: Writing About Social Belonging Is a Key to Buffering Against Identity Threat
Shnabel, N., Purdie-Vaughns, V., Cook, J. E., Garcia, J., & Cohen, G. L. (2013) · Personality and Social Psychology Bulletin · doi:10.1177/0146167213480816 · Cited by 166
Self-citation
Single-session digital intervention for adolescent depression, anxiety, and well-being: Outcomes of a randomized controlled trial with Kenyan adolescents.
Osborn, T. L., Rodriguez, M., Wasil, A. R., Venturo‐Conerly, K. E., Gan, J. Y., Alemu, R. E. G., Roe, E., Susana Arango, G., Otieno, B. H., Wasanga, C., et al. (2020) · Journal of Consulting and Clinical Psychology · doi:10.1037/ccp0000505 · Cited by 181
INCREASING ACHIEVEMENT AND HIGHER-EDUCATION REPRESENTATION OF UNDER-REPRESENTED GROUPS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS FIELDS: A REVIEW OF CURRENT K-12 INTERVENTION PROGRAMS
Valla, J. M., & Williams, W. M. (2012) · Journal of Women and Minorities in Science and Engineering · doi:10.1615/jwomenminorscieneng.2012002908 · Cited by 161
Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students
Hsu, J. L., & Goldsmith, G. R. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-08-0189 · Cited by 205
Minding and mending the gap: Social psychological interventions to reduce educational disparities
Spitzer, B., & Aronson, J. (2015) · British Journal of Educational Psychology · doi:10.1111/bjep.12067 · Cited by 152
Am I a Science Person? A Strong Science Identity Bolsters Minority Students’ Sense of Belonging and Performance in College
Chen, S., Binning, K. R., Manke, K. J., Brady, S. T., McGreevy, E. M., Betancur, L., Limeri, L. B., & Kaufmann, N. (2020) · Personality and Social Psychology Bulletin · doi:10.1177/0146167220936480 · Cited by 185
The effects of an academic environment intervention on science identification among women in STEM
Ramsey, L. R., Betz, D. E., & Sekaquaptewa, D. (2013) · Social Psychology of Education · doi:10.1007/s11218-013-9218-6 · Cited by 152
Fixing the Leaky Pipeline: Strategies for Making Economics Work for Women at Every Stage
Buckles, K. (2019) · The Journal of Economic Perspectives · doi:10.1257/jep.33.1.43 · Cited by 145
Implicit Science Stereotypes Mediate the Relationship between Gender and Academic Participation
Lane, K. A., Goh, J. X., & Driver‐Linn, E. (2011) · Sex Roles · doi:10.1007/s11199-011-0036-z · Cited by 160
Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science.
Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2014) · Journal of Educational Psychology · doi:10.1037/a0036981 · Cited by 158
Enriching gender in physics education research: A binary past and a complex future
Traxler, A. L., Cid, X. C., Blue, J., & Barthelemy, R. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.020114 · Cited by 172
The role of cost in adolescent students' maladaptive academic outcomes
Jiang, Y., Kim, S., & Bong, M. (2020) · Journal of School Psychology · doi:10.1016/j.jsp.2020.08.004 · Cited by 159
Values are not just goals: online ACT-based values training adds to goal setting in improving undergraduate college student performance
Chase, J. A., Houmanfar, R., Hayes, S. C., Ward, T. A., Vilardaga, J. P., & Follette, V. (2013) · Journal of Contextual Behavioral Science · doi:10.1016/j.jcbs.2013.08.002 · Cited by 135
Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course
Seidel, S. B., Reggi, A. L., Schinske, J. N., Burrus, L. W., & Tanner, K. D. (2015) · CBE—Life Sciences Education · doi:10.1187/cbe.15-03-0049 · Cited by 134
Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses
Brame, C. J., & Biel, R. (2015) · CBE—Life Sciences Education · doi:10.1187/cbe.14-11-0208 · Cited by 154
Harnessing Values to Promote Motivation in Education
Harackiewicz, J. M., Tibbetts, Y., Canning, E., & Hyde, J. S. (2014) · Motivational Interventions · doi:10.1108/s0749-742320140000018002 · Cited by 131
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework
Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2016) · Plenum series on human exceptionality · doi:10.1007/978-3-319-28606-8_10 · Cited by 142
The influence of stereotype threat on immigrants: review and meta-analysis
Appel, M., Weber, S., & Kronberger, N. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00900 · Cited by 144
Stereotypes and the Achievement Gap: Stereotype Threat Prior to Test Taking
Appel, M., & Kronberger, N. (2012) · Educational Psychology Review · doi:10.1007/s10648-012-9200-4 · Cited by 148
Effect of Knowledge of APOE Genotype on Subjective and Objective Memory Performance in Healthy Older Adults
Lineweaver, T. T., Bondi, M. W., Galasko, D. R., & Salmon, D. P. (2013) · American Journal of Psychiatry · doi:10.1176/appi.ajp.2013.12121590 · Cited by 133
Patterns of Gendered Performance Differences in Large Introductory Courses at Five Research Universities
Matz, R. L., Koester, B. P., Fiorini, S., Гром, Г., Shepard, L., Stangor, C., Weiner, B., & McKay, T. A. (2017) · AERA Open · doi:10.1177/2332858417743754 · Cited by 139
Mathematics—a Critical Filter for STEM-Related Career Choices? A Longitudinal Examination among Australian and U.S. Adolescents
Watt, H. M. G., Hyde, J. S., Petersen, J. L., Morris, Z., Rozek, C. S., & Harackiewicz, J. M. (2016) · Sex Roles · doi:10.1007/s11199-016-0711-1 · Cited by 141
An Examination of Age-Based Stereotype Threat About Cognitive Decline
Barber, S. J. (2017) · Perspectives on Psychological Science · doi:10.1177/1745691616656345 · Cited by 137
Self-Affirmation Improves Problem-Solving under Stress
Creswell, J. D., Dutcher, J. M., Klein, W. M. P., Harris, P. R., & Levine, J. M. (2013) · PLoS ONE · doi:10.1371/journal.pone.0062593 · Cited by 121
Gendered patterns in the construction of physics identity from motivational factors
Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes‐Malach, T. J., & Singh, C. (2019) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.15.020119 · Cited by 131
Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way
Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes‐Malach, T. J., & Singh, C. (2019) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.15.020148 · Cited by 122
Are all interventions created equal? A multi-threat approach to tailoring stereotype threat interventions.
Shapiro, J. R., Williams, A. M., & Hambarchyan, M. (2013) · Journal of Personality and Social Psychology · doi:10.1037/a0030461 · Cited by 119
Comparison of Physician Implicit Racial Bias Toward Adults Versus Children
Johnson, T. J., Winger, D. G., Hickey, R. W., Switzer, G. E., Miller, E. P., Nguyen, M. B., Saladino, R. A., & Hausmann, L. R. M. (2016) · Academic Pediatrics · doi:10.1016/j.acap.2016.08.010 · Cited by 117
Advancing Women of Color in STEM: An Imperative for U.S. Global Competitiveness
Alfred, M. V., Ray, S. M., & Johnson, M. A. (2018) · Advances in Developing Human Resources · doi:10.1177/1523422318814551 · Cited by 118
Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes
Jordt, H., Eddy, S. L., Brazil, R., Lau, I. H., Mann, C., Brownell, S. E., King, K. R., & Freeman, S. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-12-0351 · Cited by 123
Damage caused by women’s lower self-efficacy on physics learning
Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes‐Malach, T. J., & Singh, C. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.010118 · Cited by 134
Instructional interventions that motivate classroom learning.
Lin‐Siegler, X., Dweck, C. S., & Cohen, G. L. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000124 · Cited by 148
Self-citation
Sense of Belonging and Its Contributing Factors in Graduate Education
O’Meara, K., Griffin, K. A., Kuvaeva, A., Nyunt, G., & Robinson, T. (2017) · International journal of doctoral studies · doi:10.28945/3903 · Cited by 115
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
Helping the self help others: self-affirmation increases self-compassion and pro-social behaviors
Lindsay, E. K., & Creswell, J. D. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00421 · Cited by 112
Now Hiring! Empirically Testing a Three-Step Intervention to Increase Faculty Gender Diversity in STEM
Smith, J. L., Handley, I. M., Zale, A. V., Rushing, S., & Potvin, M. A. (2015) · BioScience · doi:10.1093/biosci/biv138 · Cited by 112
A longitudinal analysis of students’ motivational characteristics in introductory physics courses: Gender differences
Marshman, E., Kalender, Z. Y., Schunn, C. D., Nokes‐Malach, T. J., & Singh, C. (2017) · Canadian Journal of Physics · doi:10.1139/cjp-2017-0185 · Cited by 116
Exams disadvantage women in introductory biology
Ballen, C. J., Salehi, S., & Cotner, S. H. (2017) · PLoS ONE · doi:10.1371/journal.pone.0186419 · Cited by 113
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments
Chen, Y., Park, S., & Hand, B. M. (2016) · Cognition and Instruction · doi:10.1080/07370008.2016.1145120 · Cited by 116
Anti-racist interventions to transform ecology, evolution and conservation biology departments
Cronin, M. R., Alonzo, S. H., Adamczak, S. K., Baker, D. N., Beltran, R. S., Borker, A. L., Favilla, A. B., Gatins, R., Goetz, L. C., Hack, N. L., et al. (2021) · Nature Ecology & Evolution · doi:10.1038/s41559-021-01522-z · Cited by 114
Factors that affect the physical science career interest of female students: Testing five common hypotheses
Hazari, Z., Potvin, G., Lock, R. M., Lung, F., Sonnert, G., & Sadler, P. M. (2013) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.9.020115 · Cited by 103
Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students.
Tibbetts, Y., Harackiewicz, J. M., Canning, E. A., Boston, J. S., Priniski, S. J., & Hyde, J. S. (2016) · Journal of Personality and Social Psychology · doi:10.1037/pspa0000049 · Cited by 111
Gender disparities in second-semester college physics: The incremental effects of a “smog of bias”
Kost, L. E., Pollock, S. J., & Finkelstein, N. D. (2010) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.6.020112 · Cited by 102
Self-citation
An Informal Science Education Program’s Impact on STEM Major and STEM Career Outcomes
Habig, B., Gupta, P., Levine, B., & Adams, J. (2020) · Research in Science Education · doi:10.1007/s11165-018-9722-y · Cited by 103
Self-affirmation facilitates minority middle schoolers' progress along college trajectories
Goyer, J. P., Garcia, J., Purdie-Vaughns, V., Binning, K. R., Cook, J. E., Reeves, S. L., Apfel, N., Taborsky-Barba, S., Sherman, D. K., & Cohen, G. L. (2017) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1617923114 · Cited by 102
Self-citation
Choosing the Geoscience Major: Important Factors, Race/Ethnicity, and Gender
Stokes, P. J., Levine, R. E., & Flessa, K. W. (2015) · Journal of Geoscience Education · doi:10.5408/14-038.1 · Cited by 101
Social identity and achievement gaps: Evidence from an affirmation intervention
Dee, T. S. (2015) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2014.906009 · Cited by 98
A combined experimental and individual-differences investigation into mind wandering during a video lecture.
Kane, M. J., Smeekens, B. A., von Bastian, C. C., Lurquin, J., Carruth, N. P., & Miyake, A. (2017) · Journal of Experimental Psychology General · doi:10.1037/xge0000362 · Cited by 116
Self-citation
A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap
Schippers, M. C., Scheepers, A. W. A., & Peterson, J. B. (2015) · Humanities and Social Sciences Communications · doi:10.1057/palcomms.2015.14 · Cited by 92
Wise psychological interventions to improve gender and racial equality in STEM
Casad, B. J., Oyler, D. L., Sullivan, E. T., McClellan, E. M., Tierney, D. N., Anderson, D. A., Greeley, P. A., Fague, M. A., & Flammang, B. J. (2018) · Group Processes & Intergroup Relations · doi:10.1177/1368430218767034 · Cited by 109
Typical physics Ph.D. admissions criteria limit access to underrepresented groups but fail to predict doctoral completion
Miller, C. W., Zwickl, B. M., Posselt, J. R., Silvestrini, R. T., & Hodapp, T. (2019) · Science Advances · doi:10.1126/sciadv.aat7550 · Cited by 89
Relationship between Course-Level Social Belonging (Sense of Belonging and Belonging Uncertainty) and Academic Performance in General Chemistry 1
Edwards, J. D., Barthelemy, R. S., & Frey, R. F. (2021) · Journal of Chemical Education · doi:10.1021/acs.jchemed.1c00405 · Cited by 97
The psychology of the affirmed learner: Spontaneous self-affirmation in the face of stress.
Brady, S. T., Reeves, S. L., Garcia, J., Purdie-Vaughns, V., Cook, J. E., Taborsky-Barba, S., Tomasetti, S., Davis, E. M., & Cohen, G. L. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000091 · Cited by 120
Self-citation
Chilly Climates, Balancing Acts, and Shifting Pathways: What Happens to Women in STEM Doctoral Programs
Cabay, M., Bernstein, B. L., Rivers, M., & Fabert, N. (2018) · Social Sciences · doi:10.3390/socsci7020023 · Cited by 95
Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data
Vooren, M., Haelermans, C., Groot, W. N. J., & van den Brink, H. M. (2022) · International Journal of STEM Education · doi:10.1186/s40594-021-00318-8 · Cited by 103

Authors: Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A.
Affiliations: University of Colorado Boulder (US)
Department of Physics, University of Colorado at Boulder, Boulder, CO, USA.
Stanford University (US)
Corresponding author: Miyake, Akira
ORCID: Miyake, Akira
Finkelstein, Noah D.
Pollock, Steven J.
Cohen, Geoffrey L.
Venue: Science
Publisher: American Association for the Advancement of Science (AAAS)
Published: 2010-11-26
Volume: 330
Issue: 6008
Pages: 1234-1237
ISSN: 0036-8075 (ISSN-L)
1095-9203
DOI: 10.1126/science.1195996
OpenAlex: W2123684590
Cited by: 746
References: 25
Citations by year: 2026: 10 · 2025: 26 · 2024: 24 · 2023: 23 · 2022: 44 · 2021: 71 · 2020: 150 · 2019: 64 · 2018: 48 · 2017: 48 · 2016: 56 · 2015: 48 · 2014: 53 · 2013: 38 · 2012: 21
FWCI: 68.77
Type: journal article
Language: en
Open access: closed
Locations: Science (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
Keywords: gender differences in achievement, values affirmation, gender stereotypes, women in physics, university science education, psychological intervention, gender gap in STEM, introductory physics, student performance
MeSH terms: Achievement, Educational Measurement, Female, Humans, Learning, Male, Physics, Self Concept, Sex Factors, Social Values, Stereotyping, Universities

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.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks