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Papers on Motivation, Achievement, and Gender Gaps
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[pdf] Donovan, B. M., Syed, A., Arnold, S. H., Lee, D., Weindling, M., Stuhlsatz, M. A. M., Riegle-Crumb, C., & Cimpian, A. (2024). Sex and gender essentialism in textbooks. Science, 383(6685), 822–825. 

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[pdf] MacDonald, C., Oh, D., Barger, M. M., Cimpian, A., & Pomerantz, E. M. (in press). Does inducing growth-oriented mindsets about math ability in parents enhance children’s math mindsets, affect, and achievement? Developmental Psychology.

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[pdf] Verniers, C., Aelenei, C., Breda, T., Cimpian, J. R., Girerd, L., Molina, E., Sovet, L., & Cimpian, A. (in press). The double-edged sword of role models: A systematic narrative review of the unintended effects of role model interventions on support for the status quo. Review of Research in Education.

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[pdf] Bailey, A. H., Dembroff, R., Wodak, D., Ikizer, E. G., & Cimpian, A. (in press). People's beliefs about pronouns reflect both the language they speak and their ideologies. Journal of Experimental Psychology: General.

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[pdf] Bailey, A. H., Williams, A., Poddar, A., & Cimpian, A. (in press). Intersectional male-centric and White-centric biases in collective concepts. Personality and Social Psychology Bulletin.

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[pdf] Goudeau, S., Stephens, N. M., Markus, H. R., Darnon, C., Croizet, J.-C., & Cimpian, A. (in press). What causes social class disparities in education? The role of the mismatches between academic contexts and working-class socialization contexts and how the effects of these mismatches are explained. Psychological Review. 

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[pdf] Renoux, M., Goudeau, S., Alexopoulos, T., Bouquet, C. A., & Cimpian, A. (2024). The inherence bias in preschoolers’ explanations for achievement differences: Replication and extension. npj Science of Learning, 9, 10.

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[pdf] Muradoglu, M., Arnold, S. H., Poddar, A., Stanaland, A., Yilmaz, D., & Cimpian, A. (2024). Why a culture of brilliance is bad for physics. Nature Reviews Physics, 6, 75–77.

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[pdf] Vial, A. C., & Cimpian, A. (2024). Gender differences in children’s reasoning about and motivation to pursue leadership roles. Sex Roles, 90, 42–65. 

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[pdf] Arnold, S. H., Bailey, A. H., Ma, W. J., Shahade, J., & Cimpian, A. (2024). Checking gender bias: Parents and mentors perceive less chess potential in girls. Journal of Experimental Psychology: General, 153(1), 1–14. 

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[pdf] Gladstone, J. R., Tallberg, M., Jaxon, J., & Cimpian, A. (2024). What makes a role model motivating for young girls? The effects of the role model’s growth versus fixed mindsets about ability and interest. Journal of Experimental Child Psychology, 238, 105775. 

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[pdf] Jenifer, J. B., Jaxon, J., Levine, S. C., & Cimpian, A. (2024). “You need to be super smart to do well in math!” Young children’s field-specific ability beliefs. Developmental Science, 27, e13429.

 

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[pdf] Goudeau, S., Sanrey, C., Autin, F., Stephens, N. M., Markus, H. R., Croizet, J.-C., & Cimpian, A. (2023). Unequal opportunities from the start: Socioeconomic disparities in classroom participation in preschool. Journal of Experimental Psychology: General, 152(11), 3135–3152.

 

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[pdf] Muradoglu, M., Arnold, S. H., Leslie, S. J., & Cimpian, A. (2023). “What does it take to succeed here?” The belief that success requires brilliance is an obstacle to diversity. Current Directions in Psychological Science, 32(5), 379–386. 

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[pdf] Hannak, A., Joseph, K., Larremore, D. B., & Cimpian, A. (2023). Field-specific ability beliefs as an explanation for gender differences in academics’ career trajectories: Evidence from public profiles on ORCID.org. Journal of Personality and Social Psychology, 125(4), 681–698.

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[pdf] Carroll, J. M., Yeager, D. S., Buontempo, J., Hecht, C., Cimpian, A., Mhatre, P., Muller, C., & Crosnoe, R. (2023). Mindset × context: Schools, classrooms, and the unequal translation of expectations into math achievement. Monographs of the Society for Research in Child Development, 88(2), 7–109.

 

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[pdf] Porter, T., & Cimpian, A. (2023). A context’s emphasis on intellectual ability discourages expression of intellectual humility. Motivation Science, 9(2), 120–130.

 

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[pdf] Heyder, A., Steinmayr, R., & Cimpian, A. (2023). Reflecting on their mission increases preservice teachers’ growth mindsets. Learning and Instruction, 86, 101770. 

 

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[pdf] Barger, M. M., Wu, J., Xiong, Y., Oh, D. D., Cimpian, A., & Pomerantz, E. M. (2022). Parents’ responses to children’s math performance in early elementary school: Links with parents’ math beliefs and children’s math adjustment. Child Development, 93, e639–e655.

 

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[pdf] Zhao, S., Setoh, P., Storage, D., & Cimpian, A. (2022). The acquisition of the gender-brilliance stereotype: Age trajectory, relation to parents’ stereotypes, and intersections with race/ethnicity. Child Development, 93, e581–e597.

 

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[pdf] Porter, T., Catalán Molina, D., Cimpian, A., Roberts, S., Frederiks, A., Blackwell, L. S., & Trzesniewski, K. (2022). Growth mindset intervention delivered by teachers boosts achievement in early adolescence. Psychological Science, 33(7), 1086–1096.

 

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[pdf] Muradoglu, M., Horne, Z., Hammond, M. D., Leslie, S. J., & Cimpian, A. (2022). Women—particularly underrepresented minority women—and early-career academics feel like impostors in fields that value brilliance. Journal of Educational Psychology, 114(5), 1086–1100. 

 

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[pdf] Vial, A. C., Muradoglu, M., Newman, G., & Cimpian, A. (2022). An emphasis on brilliance fosters masculinity-contest cultures. Psychological Science, 33(4), 595–612.

 

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[pdf] Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., Muller, C., Murray, J., Mhatre, P., Kersting, N., Hulleman, C., Kudym, M., Murphy, M., Duckworth, A., Walton, G. M., & Dweck, C. S. (2022). Teacher mindsets help explain where a growth mindset intervention does and doesn’t work. Psychological Science, 33(1), 18–32.

 

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[pdf] Gladstone, J. R., & Cimpian, A. (2021). Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM​. International Journal of STEM Education, 8, 59.

 

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[pdf] Heck, I. A., Santhanagopalan, R., Cimpian, A., & Kinzler, K. D. (2021). Understanding the developmental roots of gender gaps in politics. Psychological Inquiry, 32(2), 53–71. [target article]

 

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[pdf] Heck, I. A., Santhanagopalan, R., Cimpian, A., & Kinzler, K. D. (2021). An integrative developmental framework for studying gender inequities in politics. Psychological Inquiry, 32(2), 137–152. [response to commentaries]

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[pdf] Goudeau, S., & Cimpian, A. (2021). How do young children explain differences in the classroom? Implications for achievement, motivation, and educational equity. Perspectives on Psychological Science, 16(3), 533–552. 

 

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[pdf] Hammond, M. D., & Cimpian, A. (2021). “Wonderful but weak”: Children’s ambivalent attitudes toward women. Sex Roles, 84, 76–90. 

 

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[pdf] Storage, D., Charlesworth, T. E. S., Banaji, M. R., & Cimpian, A. (2020). Adults and children implicitly associate brilliance with men more than women. Journal of Experimental Social Psychology, 90, 104020.   

 

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[pdf] Muradoglu, M., & Cimpian, A. (2020). Children’s intuitive theories of academic performance. Child Development, 91(4), e902–e918. 

 

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[pdf] Vial, A. C., & Cimpian, A. (2020). Evaluative feedback expresses and reinforces cultural stereotypes. In E. Brummelman (Ed.), Psychological Perspectives on Praise (pp. 119–128). Abingdon, UK: Routledge.

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[pdf] Foster-Hanson, E., Cimpian, A., Leshin, R. A., & Rhodes, M. (2020). Asking children to “be helpers” can backfire after setbacks. Child Development, 91(1), 236–248. 

 

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[pdf] Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (2020). Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction, 65, 101220. 

 

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[pdf] *Jaxon, J., *Lei, R. F., Shachnai, R., Chestnut, E. K., & Cimpian, A. (2019). The acquisition of gender stereotypes about intellectual ability: Intersections with race. Journal of Social Issues, 75(4), 1192–2015. 

 

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[pdf] Bian, L., Leslie, S. J., & Cimpian, A. (2018). Evidence of bias against girls and women in contexts that emphasize intellectual ability. American Psychologist, 73(9), 1139–1153. 

 

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[pdf] Boston, J. S., & Cimpian, A. (2018). How do we encourage gifted girls to pursue and succeed in science and engineering? Gifted Child Today, 41(4), 196–207. 

 

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[pdf] Chestnut, E. K., Lei, R. F., Leslie, S. J., & Cimpian, A. (2018). The myth that only brilliant people are good at math and its implications for diversity. Education Sciences, 8(2), 65. 

 

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[pdf] Bian, L., Leslie, S. J., Murphy, M. C., & Cimpian, A. (2018). Messages about brilliance undermine women’s interest in educational and professional opportunities. Journal of Experimental Social Psychology, 76, 404–420. 

 

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[pdf] Cimpian, A., Hammond, M. D., Mazza, G., & Corry, G. (2017). Young children’s self-concepts include representations of abstract traits and the global self. Child Development, 88(6), 1786–1798. 

 

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[pdf] Cimpian, A., & Leslie, S. J. (2017). The brilliance trap: How a misplaced emphasis on genius subtly discourages women and African-Americans from certain academic fields. Scientific American, 317, 60–65.

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[pdf] Hammond, M. D., & Cimpian, A. (2017). Investigating the cognitive structure of stereotypes: Generic beliefs about groups predict social judgments better than statistical beliefs. Journal of Experimental Psychology: General, 146(5), 607–614. 

 

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[pdf] Bian, L., Leslie, S. J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children's interests. Science, 355(6323), 389–391. 

 

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[pdf] Cimpian, A. (2017). Early reasoning about competence is not irrationally optimistic, nor does it stem from inadequate cognitive representations. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of Competence and Motivation (2nd Edition): Theory and Application (pp. 387–407). New York: Guilford Press.

 

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[pdf] Bian, L., & Cimpian, A. (2017). Are stereotypes accurate? A perspective from the cognitive science of concepts. Behavioral and Brain Sciences, 40, e3. [commentary]​

  

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[pdf] Qu, Y., Pomerantz, E. M., Wang, M., Cheung, C., & Cimpian, A. (2016). Conceptions of adolescence: Implications for differences in engagement in school over early adolescence in the United States and China. Journal of Youth and Adolescence, 45(7), 1512–1526.

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[pdf] Storage, D., Horne, Z., Cimpian, A., & Leslie, S. J. (2016). The frequency of “brilliant” and “genius” in teaching evaluations predicts the representation of women and African Americans across fields. PLOS ONE, 11(3), e0150194.

   

  • Notes: Top 1% most downloaded of all PLOS ONE articles published in 2016.

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[pdf] Cimpian, A., & Leslie, S. J. (2015). Response to comment on “Expectations of brilliance underlie gender distributions across academic disciplines.” Science, 349(6246), 391.

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[pdf] Meyer, M., Cimpian, A., & Leslie, S. J. (2015). Women are underrepresented in fields where success is believed to require brilliance. Frontiers in Psychology, 6, 235. 

 

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[pdf] *Leslie, S. J., *Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262–265. 

 

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[pdf] Cimpian, A. (2013). Generic statements, causal attributions, and children’s naive theories. In M. R. Banaji & S. A. Gelman (Eds.), Navigating the Social World: What infants, children, and other species can teach us (pp. 269–274). New York: Oxford University Press.

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[pdf] Cimpian, A., Mu, Y., & Erickson, L. C. (2012). Who is good at this game? Linking an activity to a social category undermines children’s achievement. Psychological Science, 23(5), 533–541. 

 

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[pdf] Cimpian, A., & Erickson, L. C. (2012). The effect of generic statements on children’s causal attributions: Questions of mechanism. Developmental Psychology, 48(1), 159–170.

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[pdf] Cimpian, A., & Markman, E. M. (2011). The generic/nongeneric distinction influences how children interpret new information about social others. Child Development, 82(2), 471–492.

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[pdf] Cimpian, A. (2010). The impact of generic language about ability on children’s achievement motivation. Developmental Psychology, 46(5), 1333–1340.

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[pdf] Cimpian, A., Arce, H. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18(4), 314–316. 

 

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