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venue-0036-8326

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Equity and justice in science education: Toward a pluriverse of multiple identities and onto-epistemologies. 106:1097-1117. 2022
The cognitive and affective roles of learning assistants in science, technology, engineering, and mathematics college classrooms: An exploration of classroom experiences and students' metacognitive awareness and disciplinary identity. 106:545-572. 2022
Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers. 106:57-87. 2022
Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study. 105:1126-1150. 2021
Early informal STEM experiences and STEM identity: The importance of talking science. 103:623-637. 2019
Answering the Questions of Whether and When Learning Occurs: Using Discrete-Time Survival Analysis to Investigate the Ways in Which College Chemistry Students' Ideas About Structure-Property Relationships Evolve. 99:1055-1072. 2015
Stability and Volatility of STEM Career Interest in High School: A Gender Study. 96:411-427. 2012
Unraveling Bias From Student Evaluations of Their High School Science Teachers. 93:827-845. 2009
Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors. 91:847-876. 2007

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EDUCATION & EDUCATIONAL RESEARCH Category