Publications

• Z. Y. Kalender, E. Marshman, C. Schunn, T.Nokes-Malach and C. Singh, Mindset views in physics Courses: Gender Analysis, Phys. Rev. PER. (link)

• N. G. Holmes, G. Heath, K. Hubenig, S. Jeon, Z.Y. Kalender, E. Stump, and E. Sayre, Defining and observing physics lab group equity from multiple perspectives, Physical Review: Physics Education Research 18, 010106, (2022) (link)

• Z.Y. Kalender, K. Hubenig, E. Stump, and N. G. Holmes, Re-structuring physics labs to cultivate sense of student agency, Physical Review: Physics Education Research 17, 020128 (2021). (link)

• Z. Y. Kalender, M. Stein, and N. G. Holmes, Sense of agency, gender, and students’ perception in open-ended physics labs, accepted on June 2020, (in PERC 2020 Virtual Meeting, link).

• S. Jeon, Z. Y. Kalender, E. Sayre, and N. G. Holmes, How do gender and inchargeness interact to affect equity in lab group interactions? (accepted on June 2020, (in PERC 2020 Virtual Meeting, link).

• Z. Y. Kalender, E. Marshman, C. Schunn, T.Nokes-Malach and C. Singh, Damage caused by women’s lower self-efficacy on learning physics, Physical Review: Physics Education Research, 16, 010118 (2020) access paper from here

• K. Binning, N. Kaufmann, E. McGreevy, O. Fotuhi, Susie Chen, E. Marshman, Z. Y. Kalender, L. Limeri, L. Betancur and C. Singh, Changing Social Norms to Foster the Benefits of Collaboration in Diverse Workgroups, in Psychological Sciences 2020 access paper from here.

• K. M. Whitcomb, Z. Y. Kalender, T.Nokes-Malach, C. Schunn, and C. Singh, Engineering Students’ Performance in Foundational Courses as a Predictor of Future Academic Success, International Journal of Engineering Education, https://www.ijee.ie/contents/c360420.html

• Z. Y. Kalender, E. Marshman, C. Schunn, T. Nokes-Malach and C. Singh, Why Female STEM Majors Don’t Identify With Physics: They Don’t Think Others See Them That Way, Physical Review: Physics Education Research 15, 020148 (2019). access paper from here

• Z. Y. Kalender, E. Marshman, C. Schunn, T.Nokes-Malach and C. Singh, Gendered patterns in the construction of physics identity from motivational factors, Physical Review: Physics Education Research 15, 020119 (2019). access paper from here

• Z. Y. Kalender, E. Marshman, T.Nokes-Malach, C. Schunn, and C. Singh, Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements, paper presented at Physics Education Research Conference Proceedings, Provo, UTAH, 2019. access paper from here

• Z. Y. Kalender, E. Marshman, T.Nokes-Malach, C. Schunn, and C. Singh, Large gender differences in physics self-efficacy at equal performance levels: A warning sign?paper presented at PERC Proceedings 2018, Washington DC, 2018. access paper from here.

• Z. Y. Kalender, E. Marshman, T.Nokes-Malach, C. Schunn, and C. Singh, Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics courses, paper presented at Physics Education Research Conference Proceedings, Cincinnati, OH, 204-207 (2018).  access paper from here

• E. Marshman, Z. Y. Kalender, C. Schunn, T.Nokes-Malach and C. Singh, Female Students with A’s have similar physics self-efficacy as male students with C’s: A cause for alarm?, Physical Review: Physics Education Research, 14, 020123, 2018. access paper from here.

• E. Marshman, Z. Y. Kalender, C. Schunn, T. Nokes-Malach and C. Singh, A longitudinal analysis of underrepresented students’ motivational characteristics in introductory physics courses, Canadian Journal of Physics 96(4), 391-405 (2017). access paper from here

• K. M. Whitcomb, Z.Y. Kalender, T.Nokes-Malach, C. Schunn, and C. Singh, A mismatch between self-efficacy and performance: Undergraduate women in engineering tend to have lower self-efficacy despite earning higher grades than men, Journal of Engineering Education, https://arxiv.org/abs/2003.06006

• K. M. Whitcomb, Z. Y. Kalender, T.Nokes-Malach, C. Schunn, and C. Singh, An examination of gender differences in self-efficacy and academic performance in different STEM domains, paper presented at Physics Education Research Conference Proceedings, Provo, UTAH, 2019. access paper from here

• T. Nokes-Malach, Z. Y. Kalender, E. Marshman, C. Schunn, and C. Singh, How is perception of being recognized by others as someone good at physics related to female and male students’ physics identities?, paper presented at Physics Education Research Conference Pro- ceedings, Provo, UTAH, 2019. access paper from here.

• T.Nokes-Malach, Z. Y. Kalender, E. Marshman, C. Schunn, and C. Singh, Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics, paper presented at PERC Proceedings 2018, Washington DC, 2018. access paper from here.

• K. M. Whitcomb, Z. Y. Kalender, T.Nokes-Malach, C. Schunn, and C. Singh, How do intro- ductory physics and mathematics courses impact engineering students’ performance in subsequent engineering courses?, paper presented at PERC Proceedings 2018, Washington DC, 2018. access paper from here.

• T.Nokes-Malach, Z. Y. Kalender, E. Marshman, C. Schunn, and C. Singh, Investigation of male and female students’ motivational characteristics throughout an introductory physics course sequence, Physics Education Research Conference Proceedings, 276-279 (2017). access paper from here. 

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