Anti-Racist, Culturally Responsive, and Inclusive (ACRI)

Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5(2), eaau4734. https://doi.org/10.1126/sciadv.aau4734

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.