Replicating a self-affirmation intervention to address gender differences: Successes and challenges

AIP Conference Proceedings

Volumn 1413, Issue , 2012, Pages 231-234

  Kost Smith, Lauren E ^a   Pollock, Steven J ^a   Finkelstein, Noah D ^a   Cohen, Geoffrey L ^b   Ito, Tiffany A ^a   Miyake, Akira ^a  

^a UNIVERSITY OF COLORADO   (United States)

^b STANFORD UNIVERSITY   (United States)

Author keywords

conceptual learning; gender; introductory physics; self affirmation; stereotype threat

Indexed keywords

EID: 84857472847     PISSN: 0094243X     EISSN: 15517616     Source Type: Conference Proceeding    
DOI: 10.1063/1.3680037     Document Type: Conference Paper

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14. As is usually the case, students who participated in the study had higher course grades than those who did not.
15. Prior factors included SAT-Verbal, SAT-Math, SAT total score, ACT-Reading, ACT-English, ACT-Math, ACT-Scientific Reasoning, ACT total score, years of high school physics and calculus, and high school GPA.
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17. The math score is an average of normalized SAT- and ACT-Math scores.