University of Wisconsin–Madison
Economics of Education Review (2025) Authors: Taylor Odle, Michael Gottfried, Trey Miller, Rodney Andrews Abstract: Despite consistent evidence on the benefits of same-race instructor matching in K-12 settings and developing work in higher education, research has yet to conceptualize and document the incidence of same-race matching. That is, even if same-race matching produces positive effects, how …
Education Finance & Policy (2025) Authors: Jennifer Delaney and Taylor Odle Abstract: Prospective college students—particularly students of color and those from low-income families—face a myriad of challenges applying to and enrolling in college, including constraints on information, financial aid, and academic preparation. Within the college search process alone, the number, diversity, and complexity of applications …
Life Sciences Education (2025) Authors: Sarah Miller, Paul R. Hernandez, Wenyi Du, Cristian Cervantes Aldana, Hyewon Lee, Natalia Maldonado, Perla Sandoval, Janice Vong, Gerald Young, Jo Handelsman, Nichole A. Broderick, and Mica Estrada Abstract: Course-based undergraduate research experiences (CURE) enhance student retention in science, technology, engineering, and math (STEM), particularly among students who belong to …
Child Development (2023) Authors: Katharine E. Scott, Tory L. Ash, Bailey Immel, MaKayla A. Liebeck, Patricia G. Devine, and Kristin Shutts Abstract: Multiple studies (n = 1065 parents, 625 females, 437 males, 3 nonbinary, 99.06% White; n = 80, 5 to 7-year-old children, 35 girls, 45 boys, 87.50% White; data collection September 2017–January 2021) investigated White …
Applied Developmental Psychology (2024) Authors: Katharine E. Scott, Nicole Huth, Eren Fukuda, Kristin Shutts, Patricia G. Devine Abstract: We evaluated the EmBARK (Empowering Behaviors to Address Race with Kids) program, which we developed to help White parents in the US address race and racial biases with their White 5- to 7-year-old children. Parents (N = …
Educational Sciences (2023). Authors: Christine R. Starr, Yannan Gao, Charlott Rubach, Glona Lee, Nayssan Safavian, Anna-Lena Dicke, Jacquelynne S. Eccles, and Sandra D. Simpkins Abstract: Though adults tend to endorse the stereotype that boys are better than girls in math, children tend to favor their own gender or be gender egalitarian. When do individuals start endorsing …
Group Processes & Intergroup Relations (2023) Authors: Christine R. Starr and Campbell Leaper Abstract: Women and underrepresented minoritized (URM) persons remain marginalized in physical science, technology, engineering, and math (pSTEM). Relative to non-URM men, URM women may experience a double disadvantage based on their gender and race whereby they observe few same-gender and few same-race role …
Social Psychology of Education (2023) Authors: Christine R. Starr and Campbell Leaper Abstract: Nerd-genius stereotypes about people in the physical sciences, technology, engineering, and mathematics (pSTEM) are barriers to getting many adolescent girls interested in pSTEM. Endorsing these stereotypes may undermine youths’ pSTEM identity especially when they are incongruent with their self-concepts—possibly more likely for girls …
Sex Roles (2024) Authors: Christine R. Starr and Alan Meca Abstract: Implicitly stereotyping pSTEM (physical sciences, technology, engineering, and math) with Asian and White men can demotivate Black and Latina women in pSTEM. However, theory suggests that stereotypes might not affect all members of a group in the same way. In a sample of 345 undergraduate …
Journal of Health Communication (2025) Authors: Soya Nah, Lillie D. Williamson, Lee Ann Kahlor, Lucy Atkinson, Jean-Louis Ntang-Beb and Sean J. Upshaw Abstract: Most African countries report low COVID-19 vaccination rates (Msellati et al., 2022; WHO Africa; 2020). This study focuses on factors associated with vaccine hesitancy specifically in the country of Cameroon. Social media …