Starr, C. R. (in press). A Latent Profile Analysis of Gender and Ethnic/Racial Stereotypes about Who Belongs in STEM. Journal of Diversity in Higher Education. Advance online publication. https://dx.doi.org/10.1037/dhe0000666
Starr, C. R., Tulagan, N., & ^Simpkins, S. D. (in press). Black and Latinx parent's STEM support matters: How patterns of parent support relate to adolescents' STEM outcomes across high school. Developmental Psychology. Advance online publication. https://doi.org/10.1037/dev0001929
Starr, C. R., Lee, G., Rubach, C., Safavian, N., ^Eccles, J. S., & ^Simpkins, S. D. (2025). Girls and boys typically have similar math value beliefs: Replication evidence across historical time, high school, and racial/ethnic groups. Journal of Adolescence, 97(3), 808-825. https://doi.org/10.1002/jad.12456.
Starr, C. R., & Meca, A. (in press). pSTEM implicit stereotypes and pSTEM motivation among Black and Latina undergraduate women: The role of gender and ethnic/racial typicality. Sex Roles.
https://doi.org/10.1007/s11199-024-01492-z
Starr, C. R., & Leaper, C. (2024). That’s not me: (Dis)concordance between pSTEM nerd-genius stereotypes and self-concepts predicts high school students’ pSTEM identity. Social Psychology of Education, 27, 1161–1192. https://doi.org/10.1007/s11218-023-09851-6
Rivas Vega, A., Ben Hagai, E., & Starr, C. R. (2024). Immigrant’s death at the border: Do they influence Latinx and White Americans’ belief in the American dream? Analysis of Social Issues and Public Policy, 24(1), 261-282. https://doi.org/10.1111/asap.12382
Paechter, M., Luttenberger, S., Starr, C.R., Mackenzie, E., & Ertl, B. (2024). From early interest to career persistence: Understanding and supporting STEM pathways. Education Sciences, 14(7), 767-769. https://doi.org/10.3390/educsci14070767
Ben Hagai, E. & Starr, C.R. (2023). International perspectives on lesbian psychology. Journal of Lesbian Studies, 27(1), 1-6. https://doi.org/10.1080/10894160.2023.2156059
Starr, C. R., & Leaper, C. (2023). Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations. Group Processes & Intergroup Relations, 26(8), 1774-1800. https://doi.org/10.1177/13684302221128235
Starr, C. R., Gao, Y., Lee, G., Dicke, A., Rubach, C., Safavian, N. S. Eccles, J. S., & Simpkins, S. D. (2023). “Who’s better at math, boys or girls?”: Math gender stereotypes in early and late adolescence and their relation to motivational beliefs. Education Sciences, 13(9), 866; https://doi.org/10.3390/educsci13090866
Starr, C. R., Tulagan, N., & Simpkins, S. D. (2022). Black and Latinx adolescents’ STEM motivational beliefs: A systematic review of the literature on parent STEM support. Educational Psychology Review, 34, 1877–1917. https://doi.org/10.1007/s10648-022-09700-6
Starr, C. R., Gao, Y., Lee, G., Dicke, A., Rubach, C., Safavian, N. S. Eccles, J. S., & Simpkins, S. D. (2022). Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years. Sex Roles, 87, 603–619. https://doi.org/10.1007/s11199-022-01337-7
Starr, C. R., Ramos Carranza, P., & Simpkins, S. D. (2022). Stability and changes in high school students’ STEM career expectations: Variability based on STEM support and parent education. Journal of Adolescence, 94(6), 906-919. https://doi.org/10.1002/jad.12067
Rubach, C., Lee, G., Starr, C. R., Gao, Y., Safavian, N., Dicke, A. L., Eccles, J.S., & Simpkins, S.D. (2022). Is there any evidence of historical changes in gender differences in American high school students’ math competence-related beliefs over the last 30 years? International Journal of Gender, Science, and Technology, 14(2), 55–126.
Puente, K., Starr, C. R., Eccles, J. S., & Simpkins, S. D. (2021). Developmental trajectories of science identity beliefs: Within-group differences among Black, Latinx, Asian, and White students. Journal of Youth and Adolescence, 50, 2394–2411. https://doi.org/10.1007/s10964-021-01493-1
Starr, C. R. (2021). Born to code: Does the portrayal of computer scientists as geniuses undermine adolescent youths' motivational beliefs? Frontiers in Psychology, 12. Article ID: 709427. https://doi.org/10.3389/fpsyg.2021.709427
Starr, C. R., & Simpkins, S. D. (2021). High school students’ math and science gender stereotypes: Relations with their STEM outcomes and socializers’ stereotypes. Social Psychology of Education, 24(1), 273-298. https://doi.org/10.1007/s11218-021-09611-4
Starr, C. R., Hunter, L., Dunkin, R., Honig, S., Palomino, R., & Leaper, C. (2020). Doing science makes a difference: Engaging students in STEM practices increases science identity, motivation, and career interest over time. Journal of Research in Science Teaching, 57(7), 1093-1118. https://doi.org/10.1002/tea.21623
Starr, C. R., Hunter, L., Dunkin, R., Honig, S., Palomino, R., & Leaper, C. (2020). Doing science makes a difference: Engaging students in STEM practices increases science identity, motivation, and career interest over time. Journal of Research in Science Teaching, 57(7), 1093-1118. https://doi.org/10.1002/tea.21623
Starr, C. R., & Zurbriggen, E. L. (2019). Self-sexualization, self-objectification, academic outcomes, and career aspirations among pre-adolescent girls. International Journal of Behavioral Development, 43(6), 515-522. https://doi.org/10.1177/0165025419873036
Starr, C. R., & Leaper, C. (2019). Do Adolescents’ self-concepts moderate the relationship between STEM stereotypes and motivation? Social Psychology of Education. https://doi.org/10.1007/s11218-019-09515-4
Starr, C. R., Anderson, B. R., & Green, K. A. (2019). “I’m a computer scientist!”: Virtual reality experience influences stereotype threat and STEM motivation among undergraduate women. Journal of Science Education and Technology, 28(5), 493–507. https://doi.org/10.1007/s10956-019-09781-z
Leaper, C., & Starr, C. R. (2019). Helping or hindering undergraduate women’s STEM motivation: Experiences with STEM support, STEM-related gender bias, and sexual harassment. Psychology of Women Quarterly. https://doi.org/10.1177/0361684318806302
Starr, C. R. (2018). “I’m not a science nerd!”: STEM stereotypes, identity, and motivation among undergraduate women. Psychology of Women Quarterly, 42(4), 489-503. https://doi.org/10.1177/0361684318793848
Barns, A., Ball, T., Starr, C. R., Seagroves, S., Perez, K., & Hunter, L. (2018). Successfully building a diverse telescope workforce: The design of the Akamai Internship Program in Hawaii. Journal of Engineering Education. https://doi.org/10.18260/1-2--31030
Starr, C. R., & Zurbriggen, E. L. (2017). Sandra Bem's gender schema theory after 34 years: A review of its reach and impact. Sex Roles, 76, 556-578. https://doi.org/10.1007/s11199-016-0591-4
Kondiles, B., Starr, C. R., Larson, E., & Zollman, F. (2015). Method of assessment and symptom reporting post mild traumatic brain injury. Health Psychology & Behavioral Medicine, 3, 1-11. https://doi.org/10.1080/21642850.2014.966717
Larson, E., Kondiles, B., Zollman, F., & Starr, C. R. (2014). Memory deficits, postconcussive complaints, and posttraumatic stress disorder in a volunteer sample of veterans. Rehabilitation Psychology, 58(3), 245-252. https://doi.org/10.1037/a0032953
Zollman, F., Starr, C. R., Kondiles, B., Cyborski, C., & Larson, E. (2013). The Rehabilitation Institute of Chicago military traumatic brain injury screening instrument: Determination of sensitivity, specificity, and predictive value. Journal of Head Trauma Rehabilitation, 29(1), 99-107. https://doi.org/10.1097/HTR.0b013e318294dd37.
Larson, E., Kondiles, B., Starr, C. R., & Zollman, F. (2013). Postconcussive complaints, cognition, symptom attribution, and effort among veterans. Journal of the International Neuropsychological Society, 19, 88-95. https://doi.org/10.1017/S1355617712000999
Starr, C. R., & Ferguson, G. M. (2012). Sexy dolls, sexy gradeschoolers? Media and maternal influences on young girls’ self-sexualization. Sex Roles, 67, 463-476. https://doi.org/10.1007/s11199-012-0183-x