chillab

STEM Gender and Race Stereotypes

Cvencek, D., Sanders, E. A., del Río, M. F., Susperreguy, M. I., Strasser, K., Brečić, R., Gaćeša, D., Skala, D., Tomasetto, C., Galdi, S., Cadinu, M., Kapur, M., Passolunghi, M. C., Rueda Ferreira, T. I., Mirisola, A., Mariani, B., & Meltzoff, A. N. (2024). National disparities favoring males are reflected in girls’ implicit associations about gender and academic subjects. Developmental Psychology. Click here for reprint.

Cvencek, D., Brečić, R., Gaćeša, D., & Meltzoff, A. N. (2021). Development of math attitudes and math self-concepts: Gender differences, implicit–explicit dissociations, and relations to math achievement. Child Development, 92, e940–e956. Click here for reprint.

del Río, M. F., Susperreguy, M. I., Strasser, K., Cvencek, D., Iturra, C., Gallardo, I., & Meltzoff, A. N. (2020). Early sources of children’s math achievement in Chile: The role of parental beliefs and feelings about math. Early Education and Development. Click here for reprint.

del Río, M. F., Strasser, K., Cvencek, D., Susperreguy, M. I., & Meltzoff, A. N. (2019). Chilean kindergarten children’s beliefs about mathematics: Family matters. Developmental Psychology, 55, 687–702. Click here for reprint.

Meltzoff, A. N., & Cvencek, D. (2019). How stereotypes shape children’s STEM identity and learning. In P. K. Kuhl, S.-S. Lim, S. Guerriero, & D. van Damme (Eds.), Developing minds in the digital age: Towards a science of learning for 21st century education. Paris, France: OECD. Click here for reprint.

Paz-Albo Prieto, J., Cvencek, D., Herranz Llácer, C. V., Hervás Escobar, A., & Meltzoff, A. N. (2017). Preschoolers' mathematical play and colour preferences: A new window into the development of gendered beliefs about math. Early Child Development and Care, 187, 1273–1283. Click here to receive a reprint.

Cvencek, D., Kapur, M., & Meltzoff, A. N. (2015). Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore. Learning and Instruction, 39, 1–10. Click here to receive a reprint

Cvencek, D., Nasir, N. S., O’Connor, K., Wischnia, S., & Meltzoff, A. N. (2015). The development of math–race stereotypes: “They say Chinese people are the best at math.” Journal of Research on Adolescence, 25, 630–637. Click here to receive a reprint

Cvencek, D., & Meltzoff, A. N. (2012). Math–gender stereotypes in elementary school children. In J. A. Banks (Ed.), Encyclopedia of diversity in education, (Vol. 3, pp. 1455–1460). Thousand Oaks, CA: Sage. Click here to receive a reprint

Cvencek, D., Meltzoff, A. N., & Greenwald, A.G. (2011). Math–gender stereotypes in elementary school children. Child Development, 82, 776–779. Click here to receive a reprint

Self-Esteem

Cvencek, D., Brečić, R., Sanders, E. A., Gaćeša, D., Skala, D., & Meltzoff, A. N. (2023). Am I a good person? Academic correlates of explicit and implicit self-esteem during early childhood. Child Development. Advance online publication. Click here to receive a reprint.

Reid-Russell, A., Miller, A. B., Cvencek, D., Meltzoff, A. N., & McLaughlin, K. A. (2021). Lower implicit self-esteem as a pathway linking childhood abuse to depression and suicidal ideation. Development and Psychopathology, 1-15. Click here to receive a reprint.

Cvencek, D., & Greenwald, A. G. (2020). Expressions of self-esteem. In B. J. Carducci & C. S. Nave (Eds.), The Wiley encyclopedia of personality and individual differences: Personality processes and individual differences (1st ed., Vol. 3, pp. 399–404). Hoboken, NJ: Wiley. Click here for reprint.

Cvencek, D., Greenwald, A. G., McLaughlin, K. A., & Meltzoff, A. N. (2020). Early implicit–explicit discrepancies in self-esteem as correlates of childhood depressive symptoms. Journal of Experimental Child Psychology, 200, 104962. Click here for reprint. Click here for supplemental materials.

Cvencek, D., Fryberg, S. A., Covarrubias, R., & Meltzoff, A. N. (2017). Self-concepts, self-esteem, and academic achievement of minority and majority North American elementary school children. Child Development, 89, 1099–1109. Click here to receive a reprint.

Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2016). Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity. Journal of Experimental Social Psychology, 62, 50–57. Click here to receive a reprint

Cognitive Consistency

Cvencek, D., Meltzoff, A. N., Maddox, C. D., Nosek, B. A., Rudman, L. A., Devos, T., Dunham, Y., Baron, A. S., Steffens, M. C., Lane, K., Horcajo, J., Ashburn-Nardo, L., Quinby, A., Srivastava, S. B., Schmidt, K., Aidman, E., Tang, E., Farnham, S., Mellott, D. S., Banaji, M. R., & Greenwald, A. G. (2021). Meta-analytic use of Balanced Identity Theory to validate the Implicit Association Test. Personality and Social Psychology Bulletin, 47, 185–200. Click here for reprint. Click here for supplemental materials.

Greenwald, A. G., Brendl, M., Cai, H., Cvencek, D., Dovidio, J. F., Friese, M., Hahn, A., Hehman, E., Hofmann, W., Hughes, S., Hussey, I., Jordan, C., Jost, J., Kirby, T., Lai, C. K., Lang, J., Lindgren, K. P., Maison, D., . . . Wiers, R. (2020, April 7). The Implicit Association Test at age 20: What is known and what is not known about implicit bias. Click here for reprint.

Cvencek, D., Meltzoff, A. N., & Kapur, M. (2014). Cognitive consistency and math-gender stereotypes in Singaporean children. Journal of Experimental Child Psychology, 117, 73–91. Click here to receive a reprint

Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2012). Balanced identity theory: Evidence for implicit consistency in social cognition. In B. Gawronski & F. Strack (Eds.), Cognitive consistency: A unifying concept in social psychology (pp. 157–177). Guilford, NY: Guilford Press. Click here to receive a reprint

Equity, Diversity, & Cross-Cultural Work

Cvencek, D., Paz-Albo, J., Master, A., Herranz Llácer, C. V., Hervás-Escobar, A., & Meltzoff, A. N. (2020). Math is for me: A field intervention to strengthen math self-concepts in Spanish-speaking 3rd grade children. Frontiers in Psychology, 11, 593995. Click here for reprint.

Del Río, M. F., Susperreguy, M. I., Strasser, K., Cvencek, D., Iturra, C., Gallardo, I., & Meltzoff, A. N. (2020). Early sources of children's math achievement in Chile: The role of parental beliefs and feelings about math. Early Education and Development. Click here for reprint.

Del Río, M. F., Strasser, K., Cvencek, D., Susperreguy, M. I., & Meltzoff, A. N. (2019). Chilean kindergarten children’s beliefs about mathematics: Family matters. Developmental Psychology, 55, 687–702. Click here for reprint.

Cvencek, D., Kapur, M., & Meltzoff, A. N. (2015). Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore. Learning and Instruction, 39, 1–10. Click here to receive a reprint.

Children's Attitudes and Preferences

Kasparek, S. W., Rosen, M. L., Lurie, L. A., Cikara, M., Sambrook, K., Cvencek, D., Meltzoff, A. N., & McLaughlin, K. A. (in press). Differentiating between us & them: Reduced in-group bias as a novel mechanism linking childhood violence exposure with internalizing psychopathology. Research on Child and Adolescent Psychopathology. Click here to receive a reprint.

Brecic, R., Gorton, M., & Cvencek, D. (2022). Development of children's implicit and explicit attitudes toward healthy food: Personal and environmental factors. Appetite, 176, Article 106094. Click here to receive a reprint.

Cvencek, D., Meltzoff, A. N., & Baron, A. S. (2012). Implicit measures of attitudes of preschool children. In J. A. Banks (Ed.), Encyclopedia of diversity in education, (Vol. 1, pp. 192–196). Thousand Oaks, CA: Sage. Click here to receive a reprint

Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2011). Measuring implicit attitudes of 4-year-olds: The Preschool Implicit Association Test. Journal of Experimental Child Psychology, 109, 187–200. Click here to receive a reprint

Methodological Advancements

Greenwald. A. G., Brendl, M., Cai, H., Cvencek, D., Dovidio, J., F., Hahn, A., Hehman, E., Hofmann, W., Hughes, S., Hussey, I., Jordan, C., Kirby, T. A., Lai, C. K., Lang, J. W. B., Lindgren, K. P., Maison, D., Ostafin, B. D., Rae, J. R., Ratliff, K. A., … Wiers, R. W. (2021). Best research practices for using the Implicit Association Test. Behavioral Research Methods. Click here to receive a reprint.

Cvencek, D., Meltzoff, A., Greenwald, A. G., & Harris, C. (2009, November 5). Method and system for developing and administering subject-appropriate implicit tests of association (Patent no. 20090275006).

All Publications

Greenwald, A. G., Brendl, M., Cai, H., Cvencek, D., Dovidio, J. F., Hahn, A., Hehman, E., Hofmann, W., Hughes, S., Hussey, I., Jordan, C., Kirby, T. A., Lai, C. K., Lang, J. W. B., Lindgren, K. P., Maison, D., Ostafin, B. D., Rae, J. R., Ratliff, K. A., … Wiers, R. W. (2021). Best research practices for using the Implicit Association Test. Behavioral Research Methods. Click here for reprint.

del Río, M. F., Susperreguy, M. I., Strasser, K., Cvencek, D., Iturra, C., Gallardo, I., & Meltzoff, A. N. (2020). Early sources of children's math achievement in Chile: The role of parental beliefs and feelings about math. Early Education and Development, 32, 637–652. Click here for reprint.

Lindgren, K. P., Neighbors, C., Gasser, M. L., Ramirez, J. J., & Cvencek, D. (2016). A review of implicit and explicit substance self-concept as a predictor of alcohol and tobacco use and misuse. The American Journal of Drug and Alcohol Abuse, 43, 237–246. Click here to receive a reprint.

Cvencek, D., & Meltzoff, A. N. (2015). Developing implicit social cognition in early childhood: Methods, phenomena, prospects. In S. Flannery Quinn & S. Robson (Eds.), The Routledge international handbook of young children’s thinking and understanding (pp. 43–53). Abingdon, England: Routledge. Click here to receive a reprint

Baron, A. S., Schmader, T., Cvencek, D., & Meltzoff, A. N. (2014). The gendered self-concept: How implicit gender stereotypes and attitudes shape self-definition. In P. J. Leman & H. R. Tenenbaum (Eds.), Gender and development (pp. 109–132). East Sussex, England: Psychology Press. Click here to receive a reprint

Cvencek, D., Meltzoff, A., Greenwald, A. G., & Harris, C. (2014). Method and system for developing and administering subject-appropriate implicit tests of association Click here to view the patent.

Cvencek, D., Meltzoff, A. N., & Greenwald, A.G. (2011). Math–gender stereotypes in elementary school children. Child Development, 82, 776–779. Click here to receive a reprint

Cvencek, D., Greenwald, A. G., Brown, A. S., Gray, N. S., & Snowden, R. J. (2010). Faking of the Implicit Association Test is statistically detectable and partly correctable. Basic and Applied Social Psychology, 32, 302–314. Click here to receive a reprint