- 38%: (Executive Summary) REPORT TO THE PRESIDENT Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America's Future
- 38%: Intersectional analysis of Advanced Placement Physics participation and performance by gender and ethnicity
- 37%: Report to the President: Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America's Future
- 36%: Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
- 35%: Disciplinary significance of social caring in postsecondary science, technology, engineering, and mathematics
- 34%: STEMing the tide: Using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM).
- 30%: Science, Technology, Engineering, and Math (STEM)
- 30%: How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses
- 29%: Gender differences in the use of an online homework system in an introductory physics course
- 29%: Significant Reduction in Gender Grade Disparities in a Reformed Introductory Physics Course
- 29%: The Impacts of Instructor and Student Gender on Student Performance in Introductory Modeling Instruction Courses
- 27%: Choosing physics within a gendered power structure: The academic career in physics as a “deal”
- 26%: Preliminary Results of Gender Equity Variations in a Large Active-Learning Introductory Physics Course Due to Laboratory Activity Instructions
- 26%: Physics Career Intentions: The Effect of Physics Identity, Math Identity, and Gender
- 26%: How a gender gap in belonging contributes to the gender gap in physics participation
- 25%: Gender, text, and discussion: examining intellectual safety in the science classroom
- 25%: Investigating students' course performance by groups' gender compositions
- 24%: Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom
- 24%: Centering and marginalization in introductory university physics courses
