I am a PhD student in Educational Psychology, in the human development area. I obtained my bachelor's in Neurobiology and Psychology from the University of Wisconsin-Madison in 2023. My research interests focus on identifying the barriers and costs adolescents and college students encounter in STEM fields. I am particularly interested in how these barriers affect motivation, achievement, and STEM identity, with a special emphasis on women and underrepresented minority students. Outside of research, I enjoy coaching and doing gymnastics, cooking, and hiking!  

Current Publications

Veenendall, A. & Starr, C.R. (under review). Classroom climate matters: Positive classroom climate protects biology students from decreases in motivational beliefs across the semester.

Starr, C. R., Veenendall, A., & Mello, Z. (2026). Social class discrimination and academic success: A person-centered approach among adolescents disadvantaged in social class. Journal of Adolescence. https://doi.org/10.1002/jad.70126

Starr, C.R., Hunter, L., & Veenendall, A. (2026). Classroom experiences help student’s flourish: How in and out of classroom experiences relate to changes in undergraduate’s affective beliefs across introductory biology courses. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2025.102425

Cambria is a PhD student studying Human Development in the Educational Psychology program at UW-Madison. She holds a bachelor’s degree in family studies and a master’s degree in human development and family studies from Brigham Young University. Cambria’s research centers on how adolescent girls navigate experiences of gender discrimination and how these experiences affect identity development, wellbeing, and academic trajectories. Her work considers how teen girls process, internalize, and cope with rigid gender messaging (i.e., stereotypes, sexual harassment), in addition to exploring how girls conceptualize and make meaning of feminism. She is interested in examining these experiences within school and media contexts. Beyond research, Cambria enjoys climbing, yoga, and reading!

Current Publications

Siddoway, C., Rogers, A. A., & Duerden, C. (2026). “Proud To Be a Girl”: A Mixed Methods Study of Feminist Identification and Beliefs About Feminism in Adolescent Girls. Archives of Sexual Behavior, 1-16. https://doi.org/10.1007/s10508-026-03460-y

Starr, C. R., Veenendall, A. P., & Siddoway, C., & Mello, Z. (Under review). Gender and Racial/Ethnic Microaggressions: Links to Academic and Mental Health Outcomes for Adolescent Girls of Color

Starr, C. R., Siddoway, C., & Rogers, A. A. (Under review). Boys Like Science, Girls Like English: Academic Interest Stereotype Trajectories Across High School.

Starr, C. R., Veenendall, A. P., & Siddoway, C. (Under review). Believes Boys Are Better? Profiles and Transitions in Math and Science Gender Stereotypes Across High School.