Literature Resources

Literatures

Webinar Slides

SF BUILD Presentation Slides Here

Literatures

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: Diverse Candidate Pool,  Unbiased Talent Searches, Outreach and Networking, and Mentoring Relationships with a title in the center that reads "NIH Scientific Workforce Diversity Toolkit"

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