Cheryl Cass

Kirn, A., Huff, J. L., Godwin, A., Ross, M., & Cass, C. (2019). Exploring tensions of using interpretative phenomenological analysis in a domain with conflicting cultural practices. QUALITATIVE RESEARCH IN PSYCHOLOGY, 16(2), 305–324. https://doi.org/10.1080/14780887.2018.1563270

Wang, J., Hazari, Z., Cass, C., & Lock, R. (2018). Episodic memories and the longitudinal impact of high school physics on female students' physics identity. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 40(13), 1543–1566. https://doi.org/10.1080/09500693.2018.1486522

Hazari, Z., & Cass, C. (2018, October). Towards Meaningful Physics Recognition: What does this recognition actually look like? PHYSICS TEACHER, Vol. 56, pp. 442–446. https://doi.org/10.1119/1.5055325

Cribbs, J. D., Cass, C., Hazari, Z., Sadler, P. M., & Sonnert, G. (2016). Mathematics identity and student persistence in engineering. International Journal of Engineering Education, 32(1), 163–171.

Hazari, Z., Cass, C., & Beattie, C. (2015). Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 52(6), 735–762. https://doi.org/10.1002/tea.21214