Sense of belonging is an important predictor of introductory physics students’ academic performance by Yangqiuting Li, Chandralekha Singh

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Do female and male students’ physics motivational beliefs change in a two-semester introductory physics course sequence? by Yangqiuting Li, Chandralekha Singh

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Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses by Yangqiuting Li, Chandralekha Singh

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Statistically equivalent models with different causal structures: An example from physics identity by Yangqiuting Li, Chandralekha Singh

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Investigating students’ self-identified and reflected appraisal of femininity, masculinity, and androgyny in introductory physics courses by Yangqiuting Li, Eric Burkholder

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Impact of perceived recognition by physics instructors on women’s self-efficacy and interest by Yangqiuting Li, Chandralekha Singh

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Inclusive learning environments can improve student learning and motivational beliefs by Yangqiuting Li, Chandralekha Singh

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Challenges in addressing student difficulties with quantum measurement of two-state quantum systems using a multiple-choice question sequence in online and in-person classes by Peter Hu, Yangqiuting Li, Chandralekha Singh

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Systemic advantage has a meaningful relationship with grade outcomes in students’ early STEM courses at six research universities by Sarah D. Castle, W. Carson Byrd, Benjamin P. Koester, Meaghan I. Pearson, Emily Bonem, Natalia Caporale, Sonja Cwik, Kameryn Denaro, Stefano Fiorini, Yangqiuting Li, Chris Mead, Heather Rypkema, Ryan D. Sweeder, Montserrat B. Valdivia Medinaceli, Kyle M. Whitcomb, Sara E. Brownell, Chantal Levesque-Bristol, Marco Molinaro, Chandralekha Singh, Timothy A. McKay, Rebecca L. Matz

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