*Kiefer, A. K., Sekaquaptewa, D., & Barczyk, A. (2006). When appearance concerns make women look bad: Solo status and body image concerns diminish women’s academic performance. Journal of Experimental Social Psychology42, 78-86. 

Vargas, P., Sekaquaptewa, D., & von Hippel, W. (2007).  Armed only with paper and pencil: “Low-tech” measures of implicit attitudes. In B. Wittenbrink & N. Schwarz (Eds.), Implicit Measures of Attitudes (pp 103-124).  New York, NY: Guilford Press.

*Kiefer, A. K., & Sekaquaptewa, D. (2007).  Implicit stereotypes and women's math performance: How implicit gender math stereotyping influences women's susceptibility to stereotype threat. Journal of Experimental Social Psychology43, 825-832.
 
*Kiefer, A. K., & Sekaquaptewa, D. (2007).  Implicit stereotypes, gender identification, and math-related outcomes: A prospective study of female college students.  Psychological Science18, 13-18.

Sekaquaptewa, D., Waldman, A., & *Thompson, M. (2007).  Solo status and self-construal: Being distinctive influences racial self-construal and performance apprehension in African American women.  Cultural Diversity and Ethnic Minority Psychology13, 321-327. 

Keller, J., & Sekaquaptewa, D. (2008). Solo status and women’s spatial test performance: The role of individuation tendencies.  European Journal of Social Psychology38, 1044-1053.
 
von Hippel, W., Sekaquaptewa, D., & Vargas, P. (2009).  Linguistic markers of implicit attitudes.  In R. E. Petty, R. H. Fazio, & P. Brinol (Eds.), Attitudes: Insights from the new implicit measures.  New York: Psychology Press. 
 
*Tatum, T. J. D., & Sekaquaptewa, D. (2009).  Teachers and learners: Roles adopted by African Americans and Whites during interracial discussions about race.  Group Processes and Intergroup Relations12, 579-190.

Sekaquaptewa, D., Vargas, P., & von Hippel, W. (2010). A practical guide to paper and pencil implicit measures of attitudes.  In B. Gawronski & B. K. Payne (Eds.), Handbook of Implicit Social Cognition: Measurement, theory and applications.  New York: Guilford Press.
 
Sekaquaptewa, D. (2011). Discounting their own success: A case for the role of implicit stereotypic attribution bias in women’s STEM outcomes.  Psychological Inquiry22, 291-295.
 
*Ramsey, L. R., & Sekaquaptewa, D. (2011). Changing stereotypes, changing grades:  A longitudinal study of stereotyping during a college math course. Social Psychology of Education: An International Journal14, 377-387.
 
Meadows, L., & Sekaquaptewa, D. (2011).  The effect of group gender composition on student participation and learning in undergraduate engineering project teams.  Proceedings of ASEE Annual Conference, Vancouver, BC, Paper 2011-1319.
 
*Betz, D. E., & Sekaquaptewa, D. (2012).  My fair physicist?  Feminine math and science role models demotivate young girls.  Social Psychological and Personality Science3738-746.
 
Meadows, L., & Sekaquaptewa, D. (2013).  The influence of gender stereotypes on role adoption in student teams.  Proceedings of ASEE Annual Conference, Atlanta, GA, Paper 2013-6744.   [Best Paper Award, ASEE Women in Engineering Division]
 
*Bennett, J., & Sekaquaptewa, D. (2014).  A social norms message improves attitudes towards diversity among male undergraduate engineering students.  Social Psychology of Education: An International Journal, 17 (2), 343-355.

Sekaquaptewa, D. (in press).  On being the solo faculty member of color: Research evidence from field and laboratory studies.  To appear in S. Fryberg & E. Martinez (Eds.), Engaging our Faculties: Junior Faculty of Color and University Administrators on Diversity and Excellence in Higher Education.
 
*Betz, D. E., *Ramsey, L. R., & Sekaquaptewa, D. (in press).  Gender stereotype threat among women and girls.  Chapter to appear in Branscombe, N., & Ryan, M. (Eds.), Handbook of Gender and Psychology.  New York: Sage.
 
*Betz, D. E., *Ramsey, L. R., & Sekaquaptewa, D. (in press).  Perceiving race relevance in everyday events: Target race matters, perceiver race does not.  Group Processes and Intergroup Relations.
 
*Ramsey, L. R., *Betz, D. E., & Sekaquaptewa, D. (in press).  The effects of an academic environment intervention on science identification among women in STEM.  Social Psychology of Education: An International Journal.

* indicates graduate student collaborators