@article{kirn_huff_godwin_ross_cass_2019, title={Exploring tensions of using interpretative phenomenological analysis in a domain with conflicting cultural practices}, volume={16}, ISBN={1478-0895}, DOI={10.1080/14780887.2018.1563270}, number={2}, journal={QUALITATIVE RESEARCH IN PSYCHOLOGY}, author={Kirn, Adam and Huff, James L. and Godwin, Allison and Ross, Monique and Cass, Cheryl}, year={2019}, pages={305–324} }
 @article{wang_hazari_cass_lock_2018, title={Episodic memories and the longitudinal impact of high school physics on female students' physics identity}, volume={40}, DOI={10.1080/09500693.2018.1486522}, number={13}, journal={INTERNATIONAL JOURNAL OF SCIENCE EDUCATION}, author={Wang, Jianlan and Hazari, Zahra and Cass, Cheryl and Lock, Robynne}, year={2018}, pages={1543–1566} }
 @article{hazari_cass_2018, title={Towards Meaningful Physics Recognition: What does this recognition actually look like?}, volume={56}, DOI={10.1119/1.5055325}, number={7}, journal={PHYSICS TEACHER}, author={Hazari, Zahra and Cass, Cheryl}, year={2018}, pages={442–446} }
 @article{cribbs_cass_hazari_sadler_sonnert_2016, title={Mathematics identity and student persistence in engineering}, volume={32}, number={1}, journal={International Journal of Engineering Education}, author={Cribbs, J. D. and Cass, C. and Hazari, Z. and Sadler, P. M. and Sonnert, G.}, year={2016}, pages={163–171} }
 @article{hazari_cass_beattie_2015, title={Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development}, volume={52}, DOI={10.1002/tea.21214}, number={6}, journal={Journal of Research in Science Teaching}, author={Hazari, Z. and Cass, C. and Beattie, C.}, year={2015}, pages={735–762} }