Research that matters

My award-winning work examines how students’ identity (how they view themselves and their social groups) affects their motivation in school, from preschool through college. With collaborators, I study social influences on students’ interest in science, technology, engineering, and math (STEM).

Research Awards:

• UH President’s Circle Award for National Recognition, 2026

• Presidential Early Career Award for Scientists and Engineers (PECASE), 2025

  • Awarded by President Biden through the U.S. Dept. of Education: “The highest honor bestowed by the U.S. government on outstanding scientists and engineers early in their careers”

• UH Scholar Walk, Spring 2025

• UH Assistant Professor Excellence (APeX) Series, 2023-2024

• UH College of Education Collaborative Research Excellence Award – Assistant Professor, 2023-2024

• American Educational Research Association (AERA) Division C, Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies, Honorable Mention, 2023

• UH College of Education Research Excellence Award – Assistant Professor, 2022-2023

• APF Elizabeth Munsterberg Koppitz Child Psychology Graduate Student Fellowship, 2010-2011

• National Science Foundation (NSF) Graduate Research Fellowship, 2007-2010

• Regina Casper Stanford Graduate Fellowship, 2005-2008

Stereotypes and STEM

My primary line of research examines how socialization processes such as gender stereotypes contribute to inequities in self-concepts and motivation to pursue STEM, and how to counter negative effects of stereotypes (Cheryan, Master, & Meltzoff, 2015; Master, 2021; Master & Meltzoff, 2020; Master et al., 2014, 2016, 2017, 2021, 2023, 2024, 2025; Tang, Meltzoff, Cheryan, Fan, & Master, 2024). My work has identified a powerful and underexamined type of stereotype—stereotypes about interest in STEM—that has contributed novel and impactful knowledge. These stereotypes have a causal effect in reducing girls’ sense of belonging and self-concepts in STEM, even more than stereotypes about ability in STEM. Many research projects since have built on this foundation using carefully controlled experimental and longitudinal methods to determine causal factors impacting girls’ motivation in STEM. One recent publication in Developmental Psychology examined longitudinal stability and change in children’s gender stereotypes about both interest and ability, increasing our knowledge about the early roots of stereotypes that impact educational trajectories and outcomes throughout students’ lives (Tang et al., 2024).

Another line of research involves “wise” educational interventions that provide identity-safe cues, which show underrepresented adolescents that they will not be judged negatively based on their group memberships (Cohen, Garcia, Apfel, & Master, 2006; Goyer, Cohen, Cook, Master, et al., 2019; Turnquest et al., 2023; Yeager, Purdie-Vaughns, Garcia, Apfel, Brzustoski, Master, et al., 2014). These positive motivational supports include growth mindsets, which are beliefs that characteristics can improve with effort and appropriate strategies (Dweck & Master, 2007, 2009; Romero et al., 2014; Sriutaisuk et al., 2024).

I am also interested in early social cognitive development, including how social identities promote young children’s motivation (Bryan et al., 2014; Cvencek et al., 2020; Master, Butler, & Walton, 2017; Master et al., 2012, 2017; Master & Walton, 2013). I have also examined parents’ support of their young children’s motivation and learning (Sampige, Tang, Frankel, & Master, 2023; Zucker, Montroy, Master, et al., 2021).

Mindsets and Identity Safety

Social Cognitive Development