@article{bahnson_hope_satterfield_wyer_kirn_2022, title={Development and Initial Validation of the Discrimination in Engineering Graduate Education (DEGrE) Scale}, ISSN={["1938-8934"]}, DOI={10.1037/dhe0000429}, journal={JOURNAL OF DIVERSITY IN HIGHER EDUCATION}, author={Bahnson, Matthew and Hope, Elan C. and Satterfield, Derrick and Wyer, Mary and Kirn, Adam}, year={2022}, month={Jul} }
 @article{schinske_perkins_snyder_wyer_2016, title={Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class}, volume={15}, ISSN={["1931-7913"]}, DOI={10.1187/cbe.16-01-0002}, abstractNote={ Research into science identity, stereotype threat, and possible selves suggests a lack of diverse representations of scientists could impede traditionally underserved students from persisting and succeeding in science. We evaluated a series of metacognitive homework assignments (“Scientist Spotlights”) that featured counterstereotypical examples of scientists in an introductory biology class at a diverse community college. Scientist Spotlights additionally served as tools for content coverage, as scientists were selected to match topics covered each week. We analyzed beginning- and end-of-course essays completed by students during each of five courses with Scientist Spotlights and two courses with equivalent homework assignments that lacked connections to the stories of diverse scientists. Students completing Scientist Spotlights shifted toward counterstereotypical descriptions of scientists and conveyed an enhanced ability to personally relate to scientists following the intervention. Longitudinal data suggested these shifts were maintained 6 months after the completion of the course. Analyses further uncovered correlations between these shifts, interest in science, and course grades. As Scientist Spotlights require very little class time and complement existing curricula, they represent a promising tool for enhancing science identity, shifting stereotypes, and connecting content to issues of equity and diversity in a broad range of STEM classrooms. }, number={3}, journal={CBE-LIFE SCIENCES EDUCATION}, author={Schinske, Jeffrey N. and Perkins, Heather and Snyder, Amanda and Wyer, Mary}, year={2016}, month={Sep} }
 @book{wyer_barbercheck_cookmeyer_ozturk_m._2014, title={Women, science, and technology: A reader in feminist science studies}, publisher={New York: Routledge}, year={2014} }
 @article{nassar-mcmillan_wyer_oliver-hoyo_schneider_2011, title={New tools for examining undergraduate students' STEM stereotypes: Implications for women and other underrepresented groups}, volume={2011}, ISSN={0271-0579}, url={http://dx.doi.org/10.1002/ir.411}, DOI={10.1002/ir.411}, abstractNote={Abstract}, number={152}, journal={New Directions for Institutional Research}, publisher={Wiley}, author={Nassar-McMillan, Sylvia C. and Wyer, Mary and Oliver-Hoyo, Maria and Schneider, Jennifer}, year={2011}, month={Dec}, pages={87–98} }
 @article{nassar-mcmillan_wyer_oliver-hoyo_ryder-burge_2010, title={Using focus groups in preliminary instrument development: Expected and unexpected lessons learned}, volume={15}, journal={Qualitative Report}, author={Nassar-McMillan, S. and Wyer, M. and Oliver-Hoyo, M. and Ryder-Burge, A.}, year={2010}, pages={1621–1634} }
 @book{wyer_barbercheck_giesman_ozturk_wayne_2009, title={Women, science, and technology: a reader in feminist science studies}, ISBN={9780415960397}, publisher={New York: Routledge}, year={2009} }
 @article{wyer_murphy-medley_damschen_rosenfeld_wentworth_2007, title={No quick fixes: Adding content about women to ecology course materials}, volume={31}, ISSN={["1471-6402"]}, DOI={10.1111/j.1471-6402.2007.00334.x}, abstractNote={This study reports on a three-semester model project designed to assess the impact of enriched content related to Women's and Gender Studies on students enrolled in an undergraduate ecology course. The two constructs of interest were (a) students' attitudes toward women in science and society and (b) students' assessment of the classroom climate for women. The data included 398 matched pretest and posttest survey responses from a control group, a minimal enrichment group, and an increased enrichment group. Findings indicated that, although small course revisions did not influence students' attitudes toward women in science and society, such revisions had a positive influence on students' assessments of the classroom climate.}, number={1}, journal={PSYCHOLOGY OF WOMEN QUARTERLY}, author={Wyer, Mary and Murphy-Medley, Deena and Damschen, Ellen I. and Rosenfeld, Kristen M. and Wentworth, Thomas R.}, year={2007}, month={Mar}, pages={96–102} }
 @misc{damschen_rosenfeld_wyer_murphy-medley_wentworth_haddad_2006, title={Women in ecology - Authors reply}, volume={4}, number={1}, journal={Frontiers in Ecology and the Environment}, author={Damschen, E. I. and Rosenfeld, K. M. and Wyer, M. and Murphy-Medley, D. and Wentworth, T. R. and Haddad, N. M.}, year={2006}, pages={10} }
 @misc{damschen_rosenfeld_wyer_murphy-medley_wentworth_haddad_2005, title={Visibility matters: increasing knowledge of women's contributions to ecology}, volume={3}, ISSN={["1540-9309"]}, DOI={10.2307/3868465}, abstractNote={Recent scholarship about women and science is a good source of material for addressing the under-representation of women in science. This review is the result of an interdisciplinary fusion of science and women's studies to critically assess teaching tools in undergraduate ecology education. We examine: (1) the representation of women and the coverage of social and cultural context in introductory ecology textbooks, and (2) student learning about women's contributions to ecology. Discipline demographics reveal that women are presented in textbooks less often than expected, and that explicit discussions of the social and cultural context of science are rare. When course content is enriched with material about women's contributions, student's awareness of women scientists improves. Such knowledge can play a critical role in proactively challenging students' perceptions of ecology and ecologists, creating a more positive classroom climate for all students, and introducing novel avenues of questioning and discovery.}, number={4}, journal={FRONTIERS IN ECOLOGY AND THE ENVIRONMENT}, author={Damschen, EI and Rosenfeld, KM and Wyer, M and Murphy-Medley, D and Wentworth, TR and Haddad, NM}, year={2005}, month={May}, pages={212–219} }
 @article{wyer_2003, title={Feminist science studies: A new generation.}, volume={28}, ISSN={["0097-9740"]}, DOI={10.1086/345327}, abstractNote={Mary K. Bloodsworth-Lugo’s In-Between Bodies: Sexual Difference, Race, and Sexuality uses sexual-difference theories as a lens through which to analyze the critical space between essentialist, fixed views of bodies and identities and thoroughly fluid understandings. Utilizing and building on the work of Luce Irigaray, Moira Gatens, critical race theorists, transgender theorists, and queer theorists, Bloodsworth-Lugo articulates the important spaces in which we can talk about sexual and racial identities in ways that are meaningful, politically useful, and that reflect the way bodies are lived. She argues that we need to interrogate the spaces between oppositional categories—between masculinity and femininity, sex and gender, white and black, male and female, gay and straight—to find those places that are ‘‘rendered invisible by and within traditional frameworks’’ (4). Sexual-difference theories articulate the importance of these spaces, but fail to ground them sufficiently in the material bodies or bodies as they are lived. In-Between Bodies uses the insights from sexualdifference theories and seeks to ground them in the material body. Though throughout the text the author effectively employs Irigaray as a starting point for her critique—both as a theorist who articulates the importance of theorizing in-between categories and as a subject of critique for erasing race and materiality from her work—Bloodsworth-Lugo is most effective in utilizing Moira Gatens’s arguments for ‘‘contingency’’ as a way of explaining and developing her argument for the in-between throughout the text. She states ‘‘To view a relation as contingent means to see the terms involved as neither fixed, on the one hand, nor unconnected, on the other hand’’ (4). Contingency thus homes in on those locations between the static and utterly dynamic and allows for a fruitful reworking of oppositional categories. Contingency serves as an anchor in the text to theoretically reframe discussion of race, sexuality, pedagogy, and sexual identity. In-Between Bodies makes several important contributions to theorizing about bodies and identities. Two of these are her argument regarding the theoretical}, number={3}, journal={SIGNS}, author={Wyer, M}, year={2003}, pages={1003–1006} }
 @misc{wyer_2001, title={Women and scientific employment}, volume={30}, number={4}, journal={Contemporary Sociology}, author={Wyer, M.}, year={2001}, pages={344–345} }
 @book{wyer_severin_2000, title={The science and politics of the search for sex differences}, publisher={Bloomington, IN: Indiana University Press}, year={2000} }
 @article{wyer_adam_2000, title={Women and computer technologies}, volume={18}, number={4}, journal={IEEE Technology & Society Magazine}, author={Wyer, M. and Adam, A.}, year={2000} }
 @article{wyer_adam_1999, title={Gender and computer technologies}, volume={18}, ISSN={["0278-0097"]}, DOI={10.1109/mtas.2000.808842}, abstractNote={Presents the guest editorial for this issue of the publication.}, number={4}, journal={IEEE TECHNOLOGY AND SOCIETY MAGAZINE}, author={Wyer, M and Adam, A}, year={1999}, pages={4-+} }
 @book{o'barr_wyer_1992, title={Engaging feminism: students speak up & speak out}, ISBN={9780813913865}, publisher={Charlottesville : University Press of Virginia}, year={1992} }
 @book{malson_o?barr_mudimbe-boyi_wyer_1990, title={Black women in America: social science perspectives}, ISBN={9780226502960}, publisher={Chicago: University of Chicago Press}, year={1990} }
 @book{pope_quinn_wyer_1990, title={The ideology of mothering: Disruption and reproduction of patriarchy}, publisher={Chicago: University of Chicago Press,}, year={1990} }
 @book{pope_o?barr_wyer_1990, title={Ties that bind: Essays on mothering and
patriarchy}, ISBN={9780226615462}, publisher={Chicago: University of Chicago Press}, year={1990} }
 @book{malson_o?barr_westphal-wihl_wyer_1989, title={Feminist theory in practice and process}, ISBN={9780226502946}, publisher={Chicago: University of Chicago Press}, year={1989} }
 @book{pratt_white_lowenstein_wyer_1981, title={Archetypal patterns in women's fiction}, ISBN={9780253202727}, publisher={Bloomington: Indiana University Press}, author={Pratt, A. and White, B. and Lowenstein, A. and Wyer, M.}, year={1981} }
 @article{wyer_schneider_nassar-mcmillan_oliver-hoyo, title={Capturing stereotypes: Developing a scale to explore U.S. college students? images of science and scientists}, journal={International Journal of Gender, Science, and Technology}, author={Wyer, M. and Schneider, J. and Nassar-McMillan, S. and Oliver-Hoyo, M.}, pages={382–415} }