Chaffee, K., Plante, I., Good, C., Aronson, J., Kinch, S.-B., & Gauvin, I. (In Press). When stereotypes disadvantage boys: Strength of stereotypes in mathematics and language arts and their relations with grades. Journal of Applied Social Psychology.

Good, C., Milless, K., & Godbole, M. (In Press). Overcoming socio-cultural barriers to learning. In Robert K Kamei, Fung Fun Man, & Magdeline Ng (Eds). The Science of Learning to Learn Better in Higher Education. Springer Verlag.

Oliver, A., Gomez, B., Milless, K., Godbole, M.,  & Good, C. (In Press). Stereotype threat: Overview, current trends in research, and interventions to bolster achievement and learning. In P. Watson, C. Rubie-Davies, & B. Ertl (Eds.), The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations. Routledge Press. 

Vokos, A., Keller, J., Buxner, S., Zhu, B., Citkowicz, M., Yisak, M., Good, C., Horvath, L., Sessoms, D., Donnelly-Hermosillo, D., & Bailey, E. (In Press). The impacts of the STEM teachers as research program on teachers, students, and classrooms. In Jennifer E. Carinci & Lauren Manier (Eds). A Guide: Effectiveness, Persistence, and Retention Research of the STEM Education Community.



Buxner, S., Vokos, S., Keller, J., Good, C., Donnelly-Hermosillo, D., Horvath, L., … Pardo, M. (2022). Impacts of the STEM teacher and researcher (STAR) program on teachers, students, and classrooms. In L. Manier, T. T. York, & B. Calinger (Eds.), Research in Practice: Preparing and Retaining K-12 STEM Teachers in High-Need School Districts. Washington, DC: American Association for the Advancement of Science.

Bakerman, M., Buxner, S., Horvath, L., Vokos, S., Yisak, M., Lemmer, B., Good, C., Wakeman, K., & Beekman, M. (2021, December). Outcomes for science and math teachers who have participated in NSF-funded intensive summer research internships or modeling institutes. In AGU Fall Meeting Abstracts (Vol. 2021, pp. ED12C-04).

Bakerman, M., Buxner, S., Vokos, S., Wakeman, K., Jensen, J. L., & Good, C. (2020, December). The STEM teacher and researcher program: Improving classroom practices of K-12 STEM teachers through authentic research. In AGU Fall Meeting Abstracts (Vol. 2020, pp. ED056-04).

Good, C. (2014). Building bridges to belonging: Mindsets that reduce stereotype threat and increase participation, achievement, and learning in STEM. Bulletin of the American Physical Society, 59.

Good, C., Dweck, C. S., & Rattan, A. (2012).  Why do women opt out?  Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102, 700-717.

Rattan, A., Good, C., & Dweck, C. S.  (2012).  It’s OK—Not everyone can be good at math: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48, 731-737.

Mangels, J. A., Good, C., Whiteman, R. C., Maniscalco, B., & Dweck, C. S. (2011).  Emotion blocks the path to learning under stereotype threat.  Social Cognitive and Affective Neuroscience, 7, 230-241.

Stroessner, S., & Good, C. (2011). Stereotype threat: An overview. Excerpts and adaptations From ReducingStereotypeThreat.Org.

Good, C., Aronson, J., & Harder, J.A. (2008). Problems in the pipeline: Women’s achievement in high-level math courses. Journal of Applied Developmental Psychology, 29, 17-28.

Inzlicht, M., Aronson, J., Good, C., & McKay, L. (2006). The particular resiliency of self monitors to threatening environments. Journal of Experimental Social Psychology, 42, 323-336.

Mangels, J. A., Butterfield, B., Lamb, J., Good, C., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience, 1, 75-86.

Good, C., Aronson, I., & Inzlicht, M. (2003.). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24, 645-662.

Aronson, J., Freid, C., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113-125.

Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., & Brown, J. (1999). When white men can’t do math: Necessary and sufficient factors in stereotype threat. Journal of Experimental Social Psychology, 35, 1, 29-46.