Reducing the Racial Achievement Gap: A Social-Psychological Intervention

The relation between academic achievement and the spontaneous use of design-thinking strategies

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Modeling Exploration Strategies to Predict Student Performance within a Learning Environment and Beyond

Closing Gaps with a Utility-Value Intervention- Reference Citation

Educating and Measuring Choice: A Test of the Transfer of Design Thinking in Problem Solving and Learning

Achievement Gap Definition

Identifying and serving nontraditional students at the University of Michigan, Ann Arbor Campus

Pandemic School Closures May Increase Inequality in Test Scores

The Achievement Gap and the Discipline Gap: Two Sides of the Same Coin?

Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students' Academic Performance and All Students' College Transition

The Political Foundations of the Black-White Education Achievement Gap

Latino English Language Learners: Bridging Achievement and Cultural Gaps Between Schools and Families

Multicultural Education

Gender Differences in Computer Science Education: Lessons Learnt from an Empirical Study at NTNU

Speed and Studying: Gendered Pathways to Success

Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

Stereotyped: Investigating gender in introductory science courses

School Gardens in the City: Does Environmental Equity Help Close the Achievement Gap?

Outliers by Malcom Gladwell

Gender Achievement Gaps: The Role of Social Costs to Trying Hard in High School

College readiness and engagement gaps between domestic and international students: re-envisioning educational diversity and equity for global campus

Understanding Students’ Parental Education Beyond First-Generation Status

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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.

Anatomy of an Enduing Gender Gap: The Evolution of Women's Participation in Computer Science

Towards a Socio-Ecological Framework to Address Gender Inequity in Computer Science

Egalite, A. J., Kisida, B., & Winters, M. A. (2015). Representation in the classroom: The effect of own-race teachers on student achievement. Economics of Education Review, 45, 44-52.

Rodriguez, F., Rivas, M. J., Matsumura, L. H., Warschauer, M., & Sato, B. K. (2018). How do students study in STEM courses? Findings from a light-touch intervention and its relevance for underrepresented students. PloS one, 13(7), e0200767.

Matthew Effects for Whom- Citation Reference

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Kerridge & Simpson (2019)

Stephens, Hamedani, & Destin (2014)

Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement (Kuhfeld et al., 2020)

The Cultural Gap Hypothesis as an Explanation for the Achievement Patterns of Mexican-American Students

Expectations of brilliance underlie gender distributions across academic disciplines (Leslie et al., 2015)

Experiences and Outcomes of First-Generation Students in Community Colleges (Pascarella et al., 2003)

The Gap between Educational Aspirations and Attainment for First-Generation College Students and the Role of Parental Involvement - Reference Citation