This project focuses on fostering equitable and inclusive STEM contexts with attention to documenting and reducing adolescents' experiences of harassment, bias, prejudice and stereotyping. This research will contribute to understanding of the current STEM educational climates in high schools and will help to identify factors that promote resilience in the STEM contexts, documenting how K-12 educators can structure their classrooms and schools to foster success of all students in STEM classes.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Mulvey, K. L., & Irvin, M. J. (2018). Judgments and reasoning about exclusion from counter-stereotypic STEM career choices in early childhood. Early Childhood Research Quarterly, 44, 220-230. doi: https://doi.org/10.1016/j.ecresq.2018.03.016.*
- Mulvey, K. L., Gönültaş, S., Goff, E., Irdam, G., Carlson, R., DiStefano, C., & Irvin, M. J. (2019). School and family factors predicting adolescent cognition regarding bystander intervention in response to bullying and victim retaliation. Journal of Youth and Adolescence, 48, 581-596. doi: 10.1007/s10964-018-0941-3.*
- McGuire, L., Mulvey, K. L., Goff, E., Irvin, M. J., Winterbottom, M., Fields, G. E., Hartstone-Rose, A., Rutland, A. (2020). STEM gender stereotypes from early childhood through adolescence at informal science centers. Journal of Applied Developmental Psychology, 67, 101109. doi: https://doi.org/10.1016/j.appdev.2020.101109.*
- Mulvey, K. L., Miller, B., & Rizzardi, V. (2017). Gender and engineering aptitude: Is the color of STEM materials related to children’s performance? Journal of Experimental Child Psychology, 160, 117-126. doi: 10.1016/j.jecp.2017.03.006.*
- Hoffman, A. J., McGuire, L., Rutland, A., Hartstone-Rose, A., Irvin, M. J., Winterbottom, M., Balkwill, F., Fields, G. E., & Mulvey, K. L. (Under Review). The relations and role of social competencies and belonging with math and science interest and efficacy.