Olusola David Ayibiowu

Scopus Publications

Sending a Message: Tuning into Graduate Student Values Can Benefit STEM Research Labs
Christal D Sohl, Ivan A Hernandez, Dustin B Thoman, Miguel T Villodas, Jessi L Smith
Bioscience, 2026
Traditional scientific values are often described as agentic (e.g., independence, competition); however, scientists identifying as racially minoritized and marginalized (RMM) or as women are also often highly motivated by communal values (e.g., collaboration, prosocial behaviors). Although alignment of one's values in one's work facilitates a persistence in motivation, it is not well understood if STEM faculty researchers are aware of the communal values their student researchers often hold. Here we focus on a key engine of the university research enterprise—graduate students—and ask if faculty mentors are cognizant of and make explicit their attunement to the communal values of their graduate student researchers. We found that when describing the values of graduate students, faculty underestimate the communal values that members of RMM groups are more likely to hold. When faculty communicated communal values, this correlated positively with a more diverse research lab and several measures of faculty success.
Helping Students See and Identify Purpose and Relevance in Life Sciences Courses
Dustin B. Thoman, Claudia C. Sutter, Jessi L. Smith, Chris S. Hulleman
Cbe Life Sciences Education, 2025
To science instructors, it may seem obvious that understanding cell theory is essential for understanding how some diseases spread and can be treated. For students, these connections are often unclear at best. For some students, this knowledge might help propel their interest in life science and keep them motivated to engage and persist even when the content is difficult. Infusing purpose and relevance into the classroom is more than the instructor just giving an example from time to time. Our teaching guide describes the evidence for the positive impact of teaching strategies that promote purpose and relevance into introductory science classrooms. We review the various motivational theories that underlie why purpose and relevance matter and describe evidence-based strategies for engaging students in the deliberate process of drawing connections, finding and affirming value, and creating a purpose-filled science classroom culture.
The Pathway to Full Professor: Associate Professor Women’s Institutional Concerns
Sylvia L. Mendez, Jessi L. Smith, Kathryn J. Watson, Jennifer A. Tygret, Jennifer Poe, et al.
Journal of Culture and Values in Education, 2025
The route to tenure is often clear and well-defined, while the path to full professor is notoriously described as ambiguous and elusive, which raises questions and uncertainty on how to be promoted. In order to explore institutional concerns expressed by associate professor women in science, technology, engineering, and mathematics (STEM) and social and behavioral sciences (SBS) regarding the pathway to full professor, interviews were conducted with members of the Belayers Network at the University of Colorado Colorado Springs (UCCS). The Belayers Network consists of STEM and SBS associate professor women and is designed to support their promotion to full professor through opportunities to come together for informational, tangible, and emotional resources. An instrumental case study with a pragmatic theoretical lens was employed for this study. Interviews were analyzed inductively and resulted in five themes: (1) Full professor promotion criteria are ambiguous; (2) Teaching and service expectations are too high; (3) Lack of research collaborators inhibits scholarly output; (4) Scarce research-related resources are a persistent struggle; and (5) Mentoring and support are absent. The academy may find it instructive to understand better associate professor women’s institutional concerns about the pathway to full professor and possible ways to offset the obstacles toward achievement. Additionally, pragmatic solutions and implications are offered to mitigate these concerns in the context of UCCS. This research is sponsored by a National Science Foundation ADVANCE Adaptation Award.
Cultivating Faculty-Driven Reform of Promotion to Full Professor Structures to Reward and Regard the Scholarship of Engagement
Jessi Smith, Jennifer Poe, Emily Skop
Journal of Participatory Research Methods, 2025
Faculty who conduct community-engaged scholarship (CES) are often evaluated for promotion using “traditional” metrics of success. In this one-year project, we established a space to focus on the contributions of, and evaluation metrics for, CES. Goals included creating sense-giving opportunities to articulate terms, grapple with traditional metrics of faculty promotion criteria, and encourage better alignment with the university mission, values, and faculty work. We describe how we used Participatory Research Methods (PRM) to engage our campus community in a four-phased project designed to identify and define the issue and then co-create tangible solutions related to CES promotion processes. Five transformational action items were identified and implemented as a result of the project : a) the addition of “holistic” promotion criteria to include community and institution building in 11 departments; b) a standing committee to encourage the revision of evaluation criteria to be more inclusive of multiple forms of scholarship; c) a revised faculty success web-based tool to assist faculty with tracking their impacts; d) a dossier repository and sample CES vita template; and e) reviewer resources, templates, and instructions for how to review CES. Results of our partner survey as well as our campus-wide survey suggest a positive view of the PRM we employed and benefits associated with supporting CES including greater job satisfaction, feelings of belonging, and retention intentions. Details and results of the year-long project are described and all of the materials are shared to inspire, support, and provide a blueprint on how to facilitate the career progression of community-engaged scholars.
The Making of Future Scientists: Faculty Mentor Cultural Awareness and Inclusive Science Labs
Ivan A. Hernandez, Oliva Mota Segura, Rosalva Romero Gonzalez, Lilibeth Flores, Miguel T. Villodas, et al.
Cbe Life Sciences Education, 2024
Student researchers from racially marginalized and minoritized backgrounds who perceived their faculty research mentor to be more culturally aware experienced more positive social climates in the lab and were more identified as scientists. Increased science identity, in turn, predicted their motivation to pursue STEM careers three months later.
Undergraduate research data crucial to equity
Dustin B. Thoman, Jessi L. Smith, Ivan A. Hernandez, Christal D. Sohl, Miguel T. Villodas
Science, 2024
Scaling Up: Lessons for Persuading Science Faculty to Adopt an Evidence-Based Intervention
Jessi L. Smith, Dustin B. Thoman
Journal of College Science Teaching, 2024
From mandate to co-create: leading the development of inclusive performance evaluation criteria
Jessi L. Smith, Sylvia Mendez, Jennifer Poe, Camille Johnson, Dale K. Willson, et al.
Equality Diversity and Inclusion, 2024
PurposeAnnual performance evaluations of faculty are a routine, yet essential, task in higher education. Creating (or revising) performance criteria presents an opportunity for leaders to work with their teams to co-create evaluation metrics that broaden participation and minimise inequity. The purpose of this study was to support organisational leaders in developing equitable performance criteria.Design/methodology/approachWe adopted the “dual-agenda” dialogues training that draws on concepts of collective self-efficacy and intersectionality for department leaders to co-create annual review criteria with their faculty members at one university. We used qualitative and quantitative data to assess the training and conducted an equity audit of the resulting annual review criteria.FindingsSurvey results from faculty members and departmental leaders (n = 166) demonstrated general satisfaction with the process used to create new criteria, perceptions that their criteria were inclusive and optimism about future reviews. Those with greater familiarity with the dialogues process had more positive perceptions of the inclusivity of their department’s criteria and more positive expectations of future reviews. The examination of eight indicators of equity illustrated that the resultant criteria were transparent and holistic.Originality/valueThis study builds on the relatively little research on faculty members’ annual performance evaluations, focussing on inclusive dialogues that centre equity and diversity. Results highlight the value of providing department leaders with evidence-based tools to foster system-level change through equitable evaluation policies. A toolkit is available for adaptation of the “dual-agenda” leadership training to both co-create annual review criteria and improve equity and inclusion.
Facilitating the Success of Women’s Early Career Grants: A Local Solution to a National Problem
Chatanika Stoop, Rebecca Belou, Jessi L. Smith
Innovative Higher Education, 2023
Grant funding is essential to the advancement of science, technology, engineering and math (STEM) fields with certain grants viewed as especially prestigious and career formative. The goal of this project was twofold: first to describe the gender demographics of the national winners of two prestigious grants and second, to document the impact of an educational program aimed at improving the success for women in STEM fields in a local setting. In Study 1, we analyzed publicly available national data to document gender gaps in National Science Foundation’s Faculty Early Career Development Program (CAREER) and National Institutes of Health’s K01 awards from 2008-2021. Results showed that, while the ratio of K01 awards favored women, the ratio of men-to-women CAREER awardees favored men. In Study 2, we implemented a grant-writing program for CAREER awards based in self-determination theory at one university and analyzed its impact on funding success. Results comparing before the educational program and after showed that the average annual success rate increased for everyone from 11% to 33%. Women-identified faculty who participated in the program were awarded CAREER funding at a higher rate than would be expected from the number of women eligible to apply or submission rates. While the correlational and observational nature of this study make it impossible to conclude that it was only the educational programs that resulted in the benefits to women’s award success, we encourage other universities to consider adapting the program and enable faculty development around grant success.
An Intersectional Application of Expectancy-Value Theory in an Undergraduate Chemistry Course
Allison M. French, Nicole M. Else-Quest, Michael Asher, Dustin B. Thoman, Jessi L. Smith, et al.
Psychology of Women Quarterly, 2023
The underrepresentation of women and Black, Latinx, and Native Americans within the United States scientific workforce is a persistent and multifaceted problem warranting an intersectional approach. Applying intersectionality to the expectancy-value theory of motivation, we examined initial motivation and subsequent achievement among a sample of undergraduate students ( N = 687) enrolled in the science, technology, engineering, and mathematics (STEM) gateway course of introductory chemistry at a diverse 4-year university. We found no racial/ethnic group differences in initial motivation, but small ( d = .30) group differences in achievement. Results revealed a pattern of gender differences across both underrepresented (i.e., Black, Latinx, and Native American) and well-represented (i.e., White, Asian American) racial/ethnic groups such that, relative to men, women began the class with lower levels of confidence about their performance, but greater utility value and attainment value in learning chemistry. Consistent with expectancy-value theory, motivation at the beginning of the semester positively predicted final exam scores across gender and racial/ethnic intersectional groups. For Black, Latinx, and Native American students, attainment value was an especially strong predictor of subsequent achievement. Our findings point to the need to cultivate social contexts within undergraduate STEM education that promotes all aspects of science motivation among students from underrepresented groups. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/doi/suppl/10.1177/03616843231153390 .
Utility-value intervention promotes persistence and diversity in STEM
Michael W. Asher, Judith M. Harackiewicz, Patrick N. Beymer, Cameron A. Hecht, Liana B. Lamont, et al.
Proceedings of the National Academy of Sciences of the United States of America, 2023
Creating an inclusive research lab with student onboarding materials
Ivan A. Hernandez, Jessi L. Smith, Miguel T. Villodas, Dustin B. Thoman
Nature Reviews Psychology, 2023
A Prosocial Value Intervention in Gateway STEM Courses
Judith M. Harackiewicz, Cameron A. Hecht, Michael W. Asher, Patrick N. Beymer, Liana B. Lamont, et al.
Journal of Personality and Social Psychology, 2023
Editorial: Women in academia: Challenges and solutions to representation in the social sciences
Camille S. Johnson, Jessi L. Smith, Colette Van Laar
Frontiers in Psychology, 2022
Appealing to Faculty Gatekeepers: Motivational Processes for Intentions to Adopt an Evidence-B ased Intervention
Peter McPartlan, Dustin B Thoman, Jennifer Poe, Felisha A Herrera, Jessi L Smith
Bioscience, 2022
The Reproducibility Movement in Psychology: Does Researcher Gender Affect How People Perceive Scientists With a Failed Replication?
Leslie Ashburn-Nardo, Corinne A. Moss-Racusin, Jessi L. Smith, Christina M. Sanzari, Theresa K. Vescio, et al.
Frontiers in Psychology, 2022
“Broad” Impact: Perceptions of Sex/Gender-Related Psychology Journals
Elizabeth R. Brown, Jessi L. Smith, Doralyn Rossmann
Frontiers in Psychology, 2022
The “Gift” of Time: Documenting Faculty Decisions to Stop the Tenure Clock During a Pandemic
Jessi L. Smith, L. Lynn Vidler, Michele S. Moses
Innovative Higher Education, 2022
Department Leaders as Critical Conduits for the Advancement of Gender Equity Programs
Bryce E. Hughes, Jessi L. Smith, Megan Bruun, Elizabeth A. Shanahan, Sara Rushing, et al.
Journal of Women and Gender in Higher Education, 2022
Diversity Interventions in the Classroom: From Resistance to Action
Dustin B. Thoman, Melo-Jean Yap, Felisha A. Herrera, Jessi L. Smith
Cbe Life Sciences Education, 2021
Nevertheless, she persisted (in science research): Enhancing women students’ science research motivation and belonging through communal goals
Jill Allen, Elizabeth R. Brown, Alexi Ginther, Jasmine Elise Graham, Dominic Mercurio, et al.
Social Psychology of Education, 2021
Diversity Fatigue: A Survey for Measuring Attitudes Towards Diversity Enhancing Efforts in Academia
Jessi L. Smith, Peter McPartlan, Jennifer Poe, Dustin B. Thoman
Cultural Diversity and Ethnic Minority Psychology, 2021
Assimilation Undercuts Authenticity: A Consequence of Women’s Masculine Self-Presentation in Masculine Contexts
Rose Dormanen, Courtney S. Sanders, Joseph Maffly-Kipp, Jessi L. Smith, Matthew Vess
Psychology of Women Quarterly, 2020
Open science, communal culture, and women's participation in the movement to improve science
Mary C. Murphy, Amanda F. Mejia, Jorge Mejia, Xiaoran Yan, Sapna Cheryan, et al.
Proceedings of the National Academy of Sciences of the United States of America, 2020
The Role of Prosocial Goal Congruity on Student Motivation in Electrical Engineering
Brock J. Lameres, Maxwell S. Burns, Dustin B. Thoman, Jessi L. Smith
IEEE Transactions on Education, 2019
Cultural Processes of Ethnoracial Disadvantage among Native American College Students
Erin A Cech, Jessi L Smith, Anneke Metz
Social Forces, 2019
Engineering prosocial engagement in electrical & computer engineering
ASEE Annual Conference and Exposition Conference Proceedings, 2019
Social influences of interest: Conceptualizing group differences in education through a self-regulation of motivation model
Dustin B. Thoman, Garam A. Lee, Jeanette Zambrano, Danielle M. Geerling, Jessi L. Smith, et al.
Group Processes and Intergroup Relations, 2019
Missing or seizing the opportunity? The effect of an opportunity hire on job offers to science faculty candidates
Jill Allen, Jessi L. Smith, Lynda B. Ransdell
Equality Diversity and Inclusion, 2019
Self-regulation of motivation: A renewable resource for learning
Cambridge Handbook of Motivation and Learning, 2019
Identifying the stereotypical who, what, and why of physics and biology
Megan Bruun, Shannon Willoughby, Jessi L. Smith
Physical Review Physics Education Research, 2018
Added benefits: How supporting women faculty in STEM improves everyone's job satisfaction
Jessi L. Smith, Ian M. Handley, Sara Rushing, Rebecca Belou, Elizabeth A. Shanahan, et al.
Journal of Diversity in Higher Education, 2018
Absent autonomy: Relational competence and gendered paths to faculty self-determination in the promotion and tenure process
Monica C. Skewes, Elizabeth A. Shanahan, Jessi L. Smith, Joy C. Honea, Rebecca Belou, et al.
Journal of Diversity in Higher Education, 2018
Motivational climates: assessing and testing how science classroom environments contribute to undergraduates’ self-determined and achievement-based science goals
Eric D. Deemer, Jessi L. Smith
Learning Environments Research, 2018
Measuring the pro-social value system of electrical engineering students
ASEE Annual Conference and Exposition Conference Proceedings, 2018
Epistemological Dominance and Social Inequality: Experiences of Native American Science, Engineering, and Health Students
Erin A. Cech, Anneke Metz, Jessi L. Smith, Karen deVries
Science Technology and Human Values, 2017
Grant-Writing Bootcamp: An Intervention to Enhance the Research Capacity of Academic Women in STEM
Jessi L. Smith, Chatanika Stoop, Micaela Young, Rebecca Belou, Suzanne HELD
Bioscience, 2017
Engineering a culture of engagement
ASEE Annual Conference and Exposition Conference Proceedings, 2017
Research Microcultures as Socialization Contexts for Underrepresented Science Students
Dustin B. Thoman, Gregg A. Muragishi, Jessi L. Smith
Psychological Science, 2017
Discounting input from older adults: the role of age salience on partner age effects in the social contagion of memory
Michelle L. Meade, Jaimie C. McNabb, Meghan I. H. Lindeman, Jessi L. Smith
Memory, 2017
Academically contingent self-worth and vulnerability: When approach self-validation goals are more threatening than avoidance self-validation goals
Jason S. Lawrence, Jessi L. Smith
Self and Identity, 2017
A recipe for change: Creating a more inclusive academy
Beth Mitchneck, Jessi L. Smith, Melissa Latimer
Science, 2016
Interest Matters: The Importance of Promoting Interest in Education
Judith M. Harackiewicz, Jessi L. Smith, Stacy J. Priniski
Policy Insights from the Behavioral and Brain Sciences, 2016
Closing the communal gap: The importance of communal affordances in science career motivation
Elizabeth R. Brown, Dustin B. Thoman, Jessi L. Smith, Amanda B. Diekman
Journal of Applied Social Psychology, 2015
From bench to bedside: A communal utility value intervention to enhance students'biomedical science motivation
Elizabeth R. Brown, Jessi L. Smith, Dustin B. Thoman, Jill M. Allen, Gregg Muragishi
Journal of Educational Psychology, 2015
Quality of evidence revealing subtle gender biases in science is in the eye of the beholder
Ian M. Handley, Elizabeth R. Brown, Corinne A. Moss-Racusin, Jessi L. Smith
Proceedings of the National Academy of Sciences of the United States of America, 2015
Now Hiring! Empirically Testing a Three-Step Intervention to Increase Faculty Gender Diversity in STEM
Jessi L. Smith, Ian M. Handley, Alexander V. Zale, Sara Rushing, Martha A. Potvin
Bioscience, 2015
Losing its expected communal value: how stereotype threat undermines women’s identity as research scientists
Jessi L. Smith, Elizabeth R. Brown, Dustin B. Thoman, Eric D. Deemer
Social Psychology of Education, 2015
The role of altruistic values in motivating underrepresented minority students for biomedicine
Dustin B. Thoman, Elizabeth R. Brown, Andrew Z. Mason, Allen G. Harmsen, Jessi L. Smith
Bioscience, 2015
Women’s Bragging Rights: Overcoming Modesty Norms to Facilitate Women’s Self-Promotion
Jessi L. Smith, Meghan Huntoon
Psychology of Women Quarterly, 2014
Precision in Career Motivation Assessment: Testing the Subjective Science Attitude Change Measures
Eric D. Deemer, Jessi L. Smith, Dustin B. Thoman, Justin P. Chase
Journal of Career Assessment, 2014
Tuning out in order to fit in: The effects of gender role expectations and affiliation motives on men's interpersonal sensitivity
Managing Interpersonal Sensitivity Knowing When and When Not to Understand Others, 2014
Feeling the Threat: Stereotype Threat as a Contextual Barrier to Women's Science Career Choice Intentions
Eric D. Deemer, Dustin B. Thoman, Justin P. Chase, Jessi L. Smith
Journal of Career Development, 2014
Preface: Interpersonal sensitivity: A set of abilities we can dial up or down as needed?
Managing Interpersonal Sensitivity Knowing When and When Not to Understand Others, 2014
To be, or not to be, accurate: Addressing that and other complicated questions
Managing Interpersonal Sensitivity Knowing When and When Not to Understand Others, 2014
Managing interpersonal sensitivity: Knowing when - and when not - to understand others
Managing Interpersonal Sensitivity Knowing When and When Not to Understand Others, 2014
Motivation under the microscope: Understanding undergraduate science students' multiple motivations for research
Jessi L. Smith, Eric D. Deemer, Dustin B. Thoman, Lisa Zazworsky
Motivation and Emotion, 2014
Academic procrastination in STEM: Interactive effects of stereotype threat and achievement goals
Eric D. Deemer, Jessi L. Smith, Ashley N. Carroll, Jenna P. Carpenter
Career Development Quarterly, 2014
The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes: Examining the Role of Competing Belonging to Undergraduate Women's Vulnerability to Being Pulled Away From Science
Dustin B. Thoman, Jessica A. Arizaga, Jessi L. Smith, Tyler S. Story, Gretchen Soncuya
Psychology of Women Quarterly, 2014
Giving back or giving up: Native American student experiences in science and engineering
Jessi L. Smith, Erin Cech, Anneke Metz, Meghan Huntoon, Christina Moyer
Cultural Diversity and Ethnic Minority Psychology, 2014
Sit Big to Eat Big: The Interaction of Body Posture and Body Concern on Restrained Eating
Jill Allen, Sarah J. Gervais, Jessi L. Smith
Psychology of Women Quarterly, 2013
Beyond Performance: A Motivational Experiences Model of Stereotype Threat
Dustin B. Thoman, Jessi L. Smith, Elizabeth R. Brown, Justin Chase, Joo Young K. Lee
Educational Psychology Review, 2013
Too exhausted to remember: Ego depletion undermines subsequent event-based prospective memory
Jian‐Bin Li, Yan‐Gang Nie, Min‐Xia Zeng, Meghan Huntoon, Jessi L. Smith
International Journal of Psychology, 2013
When Trying Hard Isn't Natural: Women's Belonging With and Motivation for Male-Dominated STEM Fields As a Function of Effort Expenditure Concerns
Jessi L. Smith, Karyn L. Lewis, Lauren Hawthorne, Sara D. Hodges
Personality and Social Psychology Bulletin, 2013
Goals Can Be Threatened to Extinction: Using the Stroop Task to Clarify Working Memory Depletion Under Stereotype Threat
Keith A. Hutchison, Jessi L. Smith, Amber Ferris
Social Psychological and Personality Science, 2013
Regulating interest when learning online: Potential motivation and performance trade-offs
Carol Sansone, Jessi L. Smith, Dustin B. Thoman, Atara MacNamara
Internet and Higher Education, 2012
Tuning out in order to fit in: The effects of gender role expectations and affiliation motives on men's interpersonal sensitivity
Managing Interpersonal Sensitivity Knowing When and When Not to Understand Others, 2011
Managing interpersonal sensitivity: Knowing when - and when not - to understand others
Managing Interpersonal Sensitivity Knowing When and When Not to Understand Others, 2011
Preface
Managing Interpersonal Sensitivity Knowing When and When Not to Understand Others, 2011
To be, or not to be, accurate: Addressing that and other complicated questions
Managing Interpersonal Sensitivity Knowing When and When Not to Understand Others, 2011
The resource replenishment function of interest
Dustin B. Thoman, Jessi L. Smith, Paul J. Silvia
Social Psychological and Personality Science, 2011
Caring for our own: The role of institutionalized support structures in native american nursing student success
Erin A. Cech, Anneke M. Metz, Tracy Babcock, Jessi L. Smith
Journal of Nursing Education, 2011
Spoiled milk: An experimental examination of bias against mothers who breastfeed
Jessi L. Smith, Kristin Hawkinson, Kelli Paull
Personality and Social Psychology Bulletin, 2011
Effects of formal and informal support structures on the motivation of native American students in nursing
Anneke M. Metz, Erin A. Cech, Tracy Babcock, Jessi L. Smith
Journal of Nursing Education, 2011
The Influence of Sexuality Stereotypes on Men's Experience of Gender-Role Incongruence
Jill Allen, Jessi L. Smith
Psychology of Men and Masculinity, 2011
That's a boy's toy: Gender-typed knowledge in toddlers as a fFunction of mother's marital status
Julie M. Hupp, Jessi L. Smith, Jill M. Coleman, Amy B. Brunell
Journal of Genetic Psychology, 2010
The relation between social identity integration and psychological adjustment: A focus on mainstream and marginalized cultural identities
Michael W. Tragakis, Jessi L. Smith
Identity, 2010
Interest and Self-Regulation: Understanding Individual Variability in Choices, Efforts, and Persistence Over Time
Carol Sansone, Dustin B. Thoman, Jessi L. Smith
Handbook of Personality and Self Regulation, 2010
Keeping it dull or making it fun: Task variation as a function of promotion versusprevention focus
Jessi L. Smith, Jill Wagaman, Ian M. Handley
Motivation and Emotion, 2009
Men's interpersonal (mis)perception: Fitting in with gender norms following social rejection
Jessi L. Smith, Karyn L. Lewis
Sex Roles, 2009
When practice doesn't make perfect: Effort expenditure as an active behavioral self-handicapping strategy
Jessi L. Smith, Tiffany Hardy, Robert Arkin
Journal of Research in Personality, 2009
Subtle sexism? examining vote preferences when women run against men for the presidency
David Paul, Jessi L. Smith
Journal of Women Politics and Policy, 2008
Interpersonal orientation in context: Correlates and effects of interpersonal complementarity on subjective and cardiovascular experiences
Jessi L. Smith, John M. Ruiz
Journal of Personality, 2007
Stigma consciousness in the classroom: A comparison of Pakistani women's motivation and well-being in science and non-science fields of study
Jessi L. Smith, Rukhsana Kausar, Julianne Holt-Lunstad
Sex Roles, 2007
Opposing standards within the cultural worldview: Terror management and American women's desire for uniqueness versus inclusiveness
Penny E. Walsh, Jessi L. Smith
Psychology of Women Quarterly, 2007
The stereotyped task engagement process: The role of interest and achievement motivation
Jessi L. Smith, Carol Sansone, Paul H. White
Journal of Educational Psychology, 2007
No place for a woman: Evidence for gender bias in evaluations of presidential candidates
Jessi L. Smith, David Paul, Rachel Paul
Basic and Applied Social Psychology, 2007
Interpersonal reasons for interpersonal perceptions: Gender-incongruent purpose goals and nonverbal judgment accuracy
Terrence G. Horgan, Jessi L. Smith
Journal of Nonverbal Behavior, 2006
A stereotype boost or choking under pressure? Positive gender stereotypes and men who are low in domain identification
Jessi L. Smith, Camille S. Johnson
Basic and Applied Social Psychology, 2006
The interplay among stereotypes, performance-avoidance goals, and women's math performance expectations
Jessi L. Smith
Sex Roles, 2006
Assessment of terms to describe mental retardation
Paul E. Panek, Jessi L. Smith
Research in Developmental Disabilities, 2005
Investigating a measure of computer technology domain identification: A tool for understanding gender differences and stereotypes
Jessi L. Smith, Carolyn L. Morgan, Paul H. White
Educational and Psychological Measurement, 2005
Understanding the process of stereotype threat: A review of mediational variables and new performance goal directions
Jessi L. Smith
Educational Psychology Review, 2004
An examination of implicitly activated, explicitly activated, and nullified stereotypes on mathematical performance: It's not just a woman's issue
Jessi L. Smith, Paul H. White
Sex Roles, 2002
An initial assessment of exotic-animal pet owners in Utah: A survey with special emphasis on personal characteristics and expenditure tendencies
Eric A. Klaphake, Jessi L. Smith
Journal of Avian Medicine and Surgery, 2002
Development of the domain identification measure: A tool for investigating stereotype threat effects
Jessi L. Smith, Paul H. White
Educational and Psychological Measurement, 2001
Other People as a Source of Interest in an Activity
James D. Isaac, Carol Sansone, Jessi L. Smith
Journal of Experimental Social Psychology, 1999

Olusola David Ayibiowu

EDUCATION

RESEARCH, TEACHING, or OTHER INTERESTS

FUTURE PROJECTS

Scopus Publications

Industry, Institute, or Organisation Collaboration

Olusola David Ayibiowu

EDUCATION

RESEARCH, TEACHING, or OTHER INTERESTS

FUTURE PROJECTS

Art Outreach

Scopus Publications

Industry, Institute, or Organisation Collaboration