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Eduardo O. Jones & Stanley J. Huey$suffix/text()$suffix/text(). (2020) Affirmation and Majority Students: Does Affirmation Impair Academic Performance in White Males?. Basic and Applied Social Psychology 42:3, pages 176-191.
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Ronald D. Fricker$suffix/text()$suffix/text(), Katherine Burke, Xiaoyan Han & William H. Woodall. (2019) Assessing the Statistical Analyses Used in Basic and Applied Social Psychology After Their p-Value Ban. The American Statistician 73:sup1, pages 374-384.
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Sarah D. Herrmann, Robert Mark Adelman, Jessica E. Bodford, Oliver Graudejus, Morris A. Okun & Virginia S. Y. Kwan. (2016) The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses. Basic and Applied Social Psychology 38:5, pages 258-268.
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Cynthia S. Levine, Kimberly A. Bourne, Rachel Song & Katherine Weltzien. (2023) Creating inclusive schools to reduce health and well‐being disparities. Social and Personality Psychology Compass 18:1.
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Jamaal Sharif Matthews, Kyle M. Boomhower & Chino Ekwueme. 2024.
Wei Yan, Yuling Wang, Zhongxin Jiang, Kaiping Peng & Geoffrey Cohen. (2023) Effects of a self‐affirmation intervention among Chinese adolescents during the COVID‐19 pandemic: A large‐scale randomized controlled trial. Applied Psychology: Health and Well-Being.
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Carolang Escobar-Soler, Raúl Berrios, Gabriel Peñaloza-Díaz, Carlos Melis-Rivera, Alejandra Caqueo-Urízar, Felipe Ponce-Correa & Jerome Flores. (2023) Effectiveness of Self-Affirmation Interventions in Educational Settings: A Meta-Analysis. Healthcare 12:1, pages 3.
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Sara Haire, Aurélia Lépine, Daniel A. Effron & Carole Treibich. (2023) Can Self-affirmation Encourage HIV-Prevention? Evidence from Female Sex Workers in Senegal. AIDS and Behavior 27:10, pages 3183-3196.
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Bruce J. Ellis, Laura S. Abrams, Ann S. Masten, Robert J. Sternberg, Nim Tottenham & Willem E. Frankenhuis. 2023. The Hidden Talents Framework. The Hidden Talents Framework.
Nandini Bhattacharya, Regina D. Langhout, S. Sylvane Vaccarino‐Ruiz, Natalya Jackson, Maya Woolfe, Wendy Matta, Britney Zuniga, Zella Rowe & Leilani Gibo. (2021) “Being a team of five strong women… we had to make an impression:” The College Math Academy as an intervention into mathematics education. American Journal of Community Psychology 70:1-2, pages 228-241.
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Rebecca Covarrubias & Giselle Laiduc. (2021) Complicating College-Transition Stories: Strengths and Challenges of Approaches to Diversity in Wise-Story Interventions. Perspectives on Psychological Science 17:3, pages 732-751.
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Linnea K. Beckett, Flora Lu & Sheeva Sabati. (2022) Beyond Inclusion: Cultivating a Critical Sense of Belonging through Community-Engaged Research. Social Sciences 11:3, pages 132.
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Andrea DeCapua & Helaine W. Marshall. 2022. English and Students with Limited or Interrupted Formal Education. English and Students with Limited or Interrupted Formal Education
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Laura Celeste, Gülseli Baysu, Karen Phalet & Rupert Brown. (2021) Self‐affirmation and test performance in ethnically diverse schools: A new dual‐identity affirmation intervention. Journal of Social Issues 77:3, pages 824-850.
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Cameron A. Hecht, Stacy J. Priniski, Yoi Tibbetts & Judith M. Harackiewicz. (2021) Affirming both independent and interdependent values improves achievement for all students and mitigates cultural mismatch for first‐generation college students. Journal of Social Issues 77:3, pages 851-887.
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Rebecca Covarrubias. (2021) What We Bring With Us: Investing in Latinx Students Means Investing in Families. Policy Insights from the Behavioral and Brain Sciences 8:1, pages 3-10.
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Mesmin Destin, R. Josiah Rosario & Shirin Vossoughi. (2021) Elevating the Objectives of Higher Education to Effectively Serve Students From Diverse Socioeconomic Backgrounds. Policy Insights from the Behavioral and Brain Sciences 8:1, pages 59-66.
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Ellen M. Carroll, Tammi D. Walker & Alyssa Croft. (2020) Diversifying the bench: Applying social cognitive theories to enhance judicial diversity. Social and Personality Psychology Compass 15:2.
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Esra Çetinkaya, Sarah D. Herrmann & Yasemin Kisbu-Sakarya. (2020) Adapting the values affirmation intervention to a multi-stereotype threat framework for female students in STEM. Social Psychology of Education 23:6, pages 1587-1607.
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Jackie E. Shay, Ruth Solis & Marcos E. García-Ojeda. (2020) Tackling Real-World Environmental Paper Pollution: A Problem-Based Microbiology Lesson About Carbon Assimilation. Frontiers in Microbiology 11.
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Rebecca Covarrubias, James Jones & Rosalind Johnson. (2018) Exploring the Links Between Parent–Student Conversations About College, Academic Self-Concepts, and Grades for First-Generation College Students. Journal of College Student Retention: Research, Theory & Practice 22:3, pages 464-480.
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Ian Robert Hadden, Matthew John Easterbrook, Marlon Nieuwenhuis, Kerry Jane Fox & Paul Dolan. (2019) Self‐affirmation reduces the socioeconomic attainment gap in schools in England. British Journal of Educational Psychology 90:2, pages 517-536.
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Michael R. Sladek, Leah D. Doane, Linda J. Luecken, Nancy A. Gonzales & Kevin J. Grimm. (2020) Reducing cultural mismatch: Latino students' neuroendocrine and affective stress responses following cultural diversity and inclusion reminder. Hormones and Behavior 120, pages 104681.
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Mar Yam G. Hamedani & Hazel Rose Markus. (2019) Understanding Culture Clashes and Catalyzing Change: A Culture Cycle Approach. Frontiers in Psychology 10.
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Rebecca Covarrubias, Giselle Laiduc & Ibette Valle. (2019) Growth messages increase help-seeking and performance for women in STEM. Group Processes & Intergroup Relations 22:3, pages 434-451.
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Laura M. Brady, Stephanie A. Fryberg & Yuichi Shoda. (2018) Expanding the interpretive power of psychological science by attending to culture. Proceedings of the National Academy of Sciences 115:45, pages 11406-11413.
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Shantal R. Marshall & Laura P. Naumann. (2018) What’s your favorite music? Music preferences cue racial identity. Journal of Research in Personality 76, pages 74-91.
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Ronnel B. King, Dennis M. McInerney & Riddhi J. Pitliya. (2018) Envisioning a Culturally Imaginative Educational Psychology. Educational Psychology Review 30:3, pages 1031-1065.
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Yoi Tibbetts, Stacy J. Priniski, Cameron A. Hecht, Geoffrey D. Borman & Judith M. Harackiewicz. (2018) Different Institutions and Different Values: Exploring First-Generation Student Fit at 2-Year Colleges. Frontiers in Psychology 9.
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Laura M Brady, Adriana L Germano & Stephanie A Fryberg. (2017) Leveraging cultural differences to promote educational equality. Current Opinion in Psychology 18, pages 79-83.
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Ren? F. Kizilcec, Glenn M. Davis & Geoffrey L. Cohen. (2017) Towards Equal Opportunities in MOOCs. Towards Equal Opportunities in MOOCs.
Brandi Nicole Hinnant-Crawford, Morgan Z. Faison & Mei-Lin Chang. (2016) Culture as mediator. Journal for Multicultural Education 10:3, pages 274-293.
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