Weissman School of Arts and Sciences

Catherine Good

Email: Catherine.Good@baruch.cuny.edu
Phone: 646 312-3862

Location: VC 8-298

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Publications

Good, C., Aronson, J., & Harder, J.A. (2008). “Problems in the pipeline: Women’s achievement in high-level math courses.”  Journal of Applied Developmental Psychology, 29, 17-28.

Good, C. (2006). “Transforming classroom culture through the use of student allies.” Network News: Newsletter of the Minority Student Achievement Network, 22. Evanston, IL: MSAN.

Inzlicht, M., Aronson, J., Good, C., & McKay, L. (2006). “The particular resiliency of self monitors to threatening environments.” Journal of Experimental Social Psychology, 42, 323-336.

Mangels, J.A., Butterfield, B., Lamb, J., Good, C., & Dweck, C.S. (2006). “Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model.” Social Cognitive and Affective Neuroscience, 1, 75-86.

Good, C., Aronson, I., & Inzlicht, M. (2003.). “Improving Adolescents' Standardized Test Performance: An Intervention to Reduce the Effects of Stereotype Threat.” Journal of Applied Developmental Psychology, 24, 6, 645-662.

Aronson, J, Freid, C., & Good, C. (2002). “Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence.” Journal of Experimental Social Psychology, 38, 113-125.

Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., & Brown, J. (1999). “When white men can't do math: Necessary and sufficient factors in stereotype threat.” Journal of Experimental Social Psychology, 35, 1, 29-46.

Chapters in Books

Good, C. & Aronson, J. (2008). The Development of Stereotype Threat: Consequences for Educational and Social Equality. To appear in E. Turiel, C. Wainryb, and J. Smetana (Eds.), Social Development, Social Inequalities, and Social Justice, (pp 155-183). New York, NY: Lawrence Erlbaum Associates.

Good, C., Dweck, C. S., & Aronson, J. (2007). Stereotype threat, achievement motivation, and social identity. To appear in A. Fuligni (Ed.), Social Categories, Identities and Educational Participation, (pp. 115-135) New York, NY: Russell Sage Foundation. 

Inzlicht, M. & Good, C. (2006). How environments threaten academic   performance, self knowledge, and sense of belonging. In S. Levin & C. van Laar (Eds.), Stigma and Group Inequality : Social Psychological Approaches (pp. 129-150) Mahwah, NJ: Lawrence Erlbaum Associates.

Good, C. & Dweck, C. S. (2005). A motivational approach to reasoning, resilience, and responsibility. In R. Stemberg and R. Subotnick (Eds.), Optimizing Student Success in School Reasoning, Resilience, and Responsibility with the Other Three R's. (pp. 39-56). Charlotte, NC: Information Age Publishing.

Dweck, C. S., Mangels, J., & Good, C. (2004). Motivational effects on attention, cognition, and performance. In D.Y. Dai & R.J. Stemberg (Eds.), Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development. (pp. 41-55). Mahwah, NJ: Lawrence Erlbaum Associates.

Aronson, J., & Good, C. (2003). The development and consequences of stereotype vulnerability in adolescents. In F. Pajares & T. Urdan, (Eds.), Adolescence and education: Vol. 2. Academic motivation of adolescents (pp. 299- 330). Greenwich, CT: Information Age Publishing.

Good, C. (2006). Transforming classroom culture through the use of student allies. Network News: Newsletter of the Minority Student Achievement Network, 22. Evanston, IL: MSAN.

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