For a full list of publications, see:
Allison Master's Google Scholar Page
Master, A., Meltzoff, A. N., & Cheryan, S. (2021). Gender stereotypes about interests start early
and cause gender disparities in computer science and engineering. Proceedings of the National Academy of Sciences, 118, e2100030118.
Master, A. (2021). Gender stereotypes influence children’s STEM motivation. Child Development Perspectives, 15, 203-210.
Zucker, T. A., Montroy, J., Master, A., Assel, M., McCallum, C., & Yeomans-Maldonado, G. (2021). Expectancy-value theory & preschool parental involvement in informal STEM learning. Journal of Applied Developmental Psychology, 76, 101320.
Cvencek, D., Paz-Albo, J., Master, A., Herranz, C. V., Hervás, 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.
Master, A., & Meltzoff, A. N. (2020). Cultural stereotypes and sense of belonging contribute to gender gaps in STEM. International Journal of Gender, Science, and Technology, 12, 152-198.
Goyer, J. P., Cohen, G. L., Cook, J. E., Master, A., Apfel, N., Lee, W., Henderson, A. G., Reeves, S. L., Okonofua, J. A., & Walton, G. M. (2019). Targeted identity-safety interventions cause lasting reductions in discipline citations among minority boys. Journal of Personality and Social Psychology, 117, 229-259.
Master, A., Butler, L. P., & Walton, G. M. (2017). How the subjective relationship between the self, others, and a task drives interest. In O'Keefe, P. A., & Harackiewicz, J. M. (Eds.), The science of interest (pp. 209-226). New York, NY: Springer.
Master, A., Cheryan, S., & Meltzoff, A. N. (2017). Social group membership increases STEM engagement among preschoolers. Developmental Psychology, 53, 201-209.
Master, A., Cheryan, S., Moscatelli, A., & Meltzoff, A. N. (2017). Programming experience promotes higher STEM motivation among first-grade girls. Journal of Experimental Child Psychology, 160, 92-106.
Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Computing whether she belongs: Stereotypes undermine girls' interest and sense of belonging in computer science. Journal of Educational Psychology, 108, 424-437.
Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Motivation and identity. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school, 2nd edition (pp. 300-319). New York, NY: Routledge.
Master, A., & Meltzoff, A. N. (2016). Building bridges between psychological science and education: Cultural stereotypes, STEM, and equity. Prospects, 46, 215-234.
Master, A., Meltzoff, A. N., & Lent, R. (2016). Neuroscience, psychology, and society: Translating research to improve learning. Prospects, 46, 191-198.
Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls' interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6, 49.