Literature Resources


Webinar Slides

SF BUILD Presentation Slides (PDF)


Trujillo G, Aguinaldo PG, Anderson C, Bustamante J, Gelsinger D, Pastor M, Wright J, Marquez-Magana L, Riggs B. 2015. Near-peer STEM Mentoring Offers Unexpected Benefits for Mentors from Traditionally Underrepresented Backgrounds. Perspectives on Undergraduate Research and Mentoring, 4(4.1) |(PDF)

Ben-Zeev, A. Paluy, Y., Milless, K.L., Goldstein, E.J., Wallace, L., Marquez-Magana, L., Bibbins-Domingo, K., Estrada, M. (2017). Underrepresented Minorities' Intellectual Performance and Safety in STEM. Education Sciences, 7(65), 1-12.(PDF)

Estrada, M., Eroy-Reveles, A., Ben-Zeev, A., Baird, T., Domingo, C., Gomez, C.A., Bibbins-Domingo, K., Parangan-Smith, A., Marquez-Magana, L. (2017). Enabling full representation in science: The San Francisco BUILD project's agents of change affirm science skills, belonging and community. BMC Proceedings. 11(Suppl 12)(25), 57-67.(PDF)

Estrada, M., Eroy-Reveles, A., Matsui, J. (2018). The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways. Social Issues and Policy Review, 12(1), 258-297.(PDF)

Eliason, M.J. (2019) Social Justice Pedagogy Plus: Transforming undergraduate research methods courses. Amazon Kindle Direct | Website

Estrada, M, Young, G, Nagy, J., Goldstein, E.J., Ben-Zeev, A., Marquez-Magana, L.M., Eroy-Reveles, A. (2019). The Influence of Microaffirmations on Undergraduate Persistence in Science Career Pathways, CBE Life Sicences Education, 18(3): ar30-mr3(PDF)

NIH Scientific Workforce Diversity Toolkit (PDF)

"A free, downloadable interactive resource from the NIH Scientific Workforce Diversity (SWD) Office that institutions can use to help advance their own faculty diversity and inclusion. The toolkit guides users through evidence-based interrelated activities that SWD is currently using to foster an inclusive culture that unleashes the power of diversity to achieve research and institutional excellence." (National Institute of Health Office of the Director, Scientific Workforce Diversity)

 Visit the NIH Scientific Workforce Diversity website for more information.

A donut diagram divided into four sections

Walton, G. M., & Cohen, G. L. (2011).A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students. Science, 331(6023), 1447-1451. doi:10.1126/science.1198364(PDF)

Yeager, D. S., & Dweck, C. S. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4), 302-314. doi:10.1080/00461520.2012.722805(PDF)

Mendes, W. B., Major, B., Mccoy, S., & Blascovich, J. (2008). How attributional ambiguity shapes physiological and emotional responses to social rejection and acceptance. Journal of Personality and Social Psychology, 94(2), 1-25. doi:10.1037/0022-3514.94.2.278(PDF)

Freeman, J. B., Ambady, N., & Holcomb, P. J. (2010). The face-sensitive N170 encodes social category information. NeuroReport, 21(1), 1-9. doi:10.1097/wnr.0b013e3283320d54(PDF)

Johns, M, Schmader, T., and Martens A. 2005. Knowledge is half the battle: Teaching stereotype threat as a means of improving women’s math performance. Psychological Science 16:175-179. DOI: 10.1111/j.0956-7976.2005.00799.x(PDF)

Ho, A. K., & Sidanius, J. (2009). Preserving positive identities: Public and private regard for one's ingroup and susceptibility to stereotype threat. Group Processes & Intergroup Relations, 13(1), 55-67. doi:10.1177/1368430209340910(PDF)

D'Lauro, C., Tanaka, J. W., & Curran, T. (2008). The preferred level of face categorization depends on discriminability. Psychonomic Bulletin & Review, 15(3), 623-629. doi:10.3758/pbr.15.3.623(PDF)