Research Publications from The Science Study
Estrada, M., Hernandez, P. R., & Schultz, P. W. (2018). A longitudinal study of how quality mentorship and research experience integrate underrepresented minorities into STEM careers. CBE: Life Science Education, 17(1). https://doi.org/10.1187/cbe.17-04-0066
Estrada, M., Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2011). Toward a social influence framework that explains minority student integration into the scientific community. Journal of Educational Psychology, 103, 206–222. https://doi.org/10.1037/a0020743
Hernandez, P. R., Estrada, M., Woodcock, A., & Schultz, P.W. (2017). Protégé perceptions of high mentorship quality depend on shared values more than on demographic match. Journal of Experimental Education, 85, 450–468. https://doi.org/10.1080/00220973.2016.1246405
Hernandez, P. R., Schultz, P. W., Estrada, M., Chance, R., & Woodcock, A. (2013). Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM. Journal of Educational Psychology, 105, 89–107. https://doi.org/10.1037/a0029691
Hernandez, P. R., Woodcock, A., Estrada, M., & Schultz, P. W. (2018). Undergraduate research experiences broaden diversity in the scientific workforce. BioScience, 68, 204–211. https://doi.org/10.1093/biosci/bix163
Merolla, D. (2016). Reflected appraisals and stereotype threat: The relationship between role and social identity feedback. In J. E. Stets & R. T. Serpe (Eds.), New directions in identity theory and research (pp. 417–442). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780190457532.003.0015
Merolla, D. M., & Serpe, R. T. (2013). STEM enrichment programs and graduate school matriculation: The role of science identity salience. Social Psychology of Education, 16(4), 575–597. https://doi.org/10.1007/s11218-013-9233-7
Merolla, D., Serpe, R., Stryker, S., & Schultz, P. W. (2012). Structural precursors to identity processes: The role of proximate social structures. Social Psychology Quarterly, 75, 149–172. https://doi.org/10.1177/0190272511436352
Schultz, P. W., Hernandez, P. R., Woodcock, A., Estrada, M., Chance, R., Aguilar, M., & Serpe, R. T. (2011). Patching the pipeline: Reducing educational disparities in the sciences through minority training programs. Educational Evaluation and Policy Analysis, 33(1), 95–114. https://doi.org/10.3102/016237371039237
Tise, J., Hernandez, P. R., & Schultz, P. W. (2023). Mentoring underrepresented students for success: Self-regulated learning strategies as a critical link between mentor support and educational attainment. Contemporary Educational Psychology, 75, Article 102233. https://doi.org/10.1016/j.cedpsych.2023.102233
Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2016). Diversifying science: Intervention programs moderate the effect of stereotype threat on motivation and career choice. Social Psychological and Personality Science, 7, 184–192. https://doi.org/10.1177/1948550615608401
Woodcock, A., Hernandez, P. R., Estrada, M., & Schultz, P. W. (2012). The consequences of chronic stereotype threat: Domain identification and attrition. Journal of Personality and Social Psychology, 103, 635–646. https://doi.org/10.1037/a0029120