top of page
Clean and shiny lightbulb with a brain a
Promoting the success of underrepresented students in STEM

Greider, C.W., Sheltzer, J.M., Cantalupo, N.C., Copeland, W.B., Dasgupta, N., Hopkins, N.,

Jansen, J.M., Joshua-Tor, L., McDowell, G.S., Metcalf, J.L., McLaughlin, B., Olivarius, A., O’Shea, E.K., Raymond, J.L., Ruebain, D., Steitz, J.A., Stillman, B., Tilghman, S.M., Valian, V., Villa-Komaroff, L., Wong, J.Y. (2019). Increasing gender diversity in the STEM research workforce.Science, 366 (6466), 692-695. [get paper]

Griffith, E., & Dasgupta, N. (2018). How the demographic composition of academic science and

engineering departments influences workplace culture, faculty experience, and retention risk. Social Sciences, 7, 71. [get paper]

Dennehy*, T.C. & Dasgupta, N. (2017). Female peer mentors early in college increase women’s

positive academic experiences and retention in engineering. Proceedings of the National Academy of Sciences. [get paper]


Dennehy, T.C., Smith, J.S., Moore, C.D., & Dasgupta, N. (2017). Stereotype Threat and

Stereotype Inoculation: Barriers and Interventions that Promote the Success of Underrepresented Students in the First Year of College. In R. Feldman (Ed.), First Year Student Success. Cambridge University Press. [get paper]

Dasgupta, N., McManus Scircle, M., & Hunsinger, M. (2015). Female peers in small work teams

enhance women's motivation, verbal participation, and career aspirations in engineering. Proceedings of the National Academy of Sciences, accessed online from [get paper]


Stout, J. G., & Dasgupta, N. (2013). Mastering one's destiny mastery goals promote challenge

and success despite social identity threat. Personality and Social Psychology Bulletin, 39(6), 748-762. [get paper]


Asgari, S., Dasgupta, N., & Stout, J. G. (2012). When do counterstereotypic ingroup members

inspire vs. deflate? The effect of successful professional women on women's leadership self-concept. Personality and Social Psychology Bulletin, 38, 370-383. [get paper]


Dasgupta, N. (2011). Ingroup experts and peers as social vaccines who inoculate the self-

concept: The stereotype inoculation model. Psychological Inquiry, 22, 231-246. [get paper]


Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. (2011). STEMing the tide: Using

ingroup experts to inoculate women’s self-concept and professional goals in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100, 255-270. [get paper]

Stout, J.G., & Dasgupta, N. (2011). When he doesn't mean you: Gender-exclusive language as

ostracism for women. Personality and Social Psychology Bulletin, 37, 757-769. [get paper]


Asgari, S., Dasgupta, N., & Gilbert Cote, N. (2010). When does contact with successful ingroup

members change self-stereotypes? A longitudinal study comparing the effect of quantity vs. quality of contact with successful individuals. Social Psychology, 41, 202-211. [get paper]

bottom of page