Publications in Print

Updated January, 2025

PEER-REVIEWED PAPERS (Select)

  • Cian, H., Dou, R. & Irwin, C. (2025). Embedding historical and contextual sensitivity in QuantCrit approaches to STEM identity research: Implications for data collection and analysis techniques. Current Opinions in Behavioral Sciences, 64, 101530. Link to Article
  • Dou, R., Villa, N., Cian, H., Sunbury, S. E., Sadler, P. M., & Sonnert, G. (2025). Unlocking STEM Identities Through Family Conversations About Topics In and Beyond STEM: The Contributions of Family Communication Patterns. Behavioral Sciences, 15(2), 106. Link to Article
  • Cian, H. & Dou, (2024). Masculinized Discourses of STEM interest, performance, and competence that shape university STEM students’ recognition of a “STEM person”. Journal of Research in Science Teaching, 1-31. Link to Article
  • Dou, R., Cian, H., Hazari, Z., Sonnert, G., & Sadler, P. M. (2023). Childhood experiences and undergraduate student interest in STEM disciplines: Attending to setting and activity type. Ann NY Acad Sci., 1526, 138–147. Link to Article
  • Kayumova, S., & Dou, R. (2022). Equity and justice in science education: Towards a pluriverse of identities and onto‐epistemologies. Science Education,1–21. Link to Article
  • Dou, R. & Cian, H. (2022). Constructing “STEM identity”: An expanded structural model for STEM identity research. Journal of Research in Science Teaching, 59, 458-490. Link to Article
  • Hazari, Z., Dou, R., Sonnert, G., & Sadler, P.M. (2022). Examining the relationship between informal science experiences and physics identity: Unrealized possibilities. Physical Review Physics Education Research, 18, 010107-1 – 010107-14. Link to Article
  • Cian, H., Dou, R., Castro, S., Palma-D’Souza, E., & Martinez, A. (2022). Facilitating marginalized youths’ identification with STEM through everyday science talk: The critical role of parental caregivers. Science Education, 106(1), 57 – 87.Link to Article
  • Dou, R., Cian, H., & Espinosa-Suarez, V. (2021). Undergraduate STEM majors on and off the Pre-Med/Health track: A STEM identity perspective. CBE-Life Sciences Education, 20, 1-12.
  • Dou, R. & Cian, H. (2020). Creating Pathways for Equity in STEM Through Family Engagement: Highlighting the Experiences of Hispanic/Latine Youths. Connected Science Learning, 2(4). Link to Article
  • Dou, R., Bhutta, K., Ross, M., Kramer, L., & Thamotharan, V. (2020). The effects of computer science stereotypes and interest on middle school boys’ career intentions. ACM Transactions on Computing Education. Link to Article
  • Dou, R., & Cian, H. (2020). The Relevance of Childhood Science Talk as a Proxy for College Students’ STEM Identity at a Hispanic Serving Institution. Research in Science Education, 50, 1–13. Link to Article
  • Dou, R.& Zwolak, J.P. (2019). Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting.Physical Review Physics Education Research, 15(2), 020105.
  • Dou, R., Hazari, Z., Dabney, K., Gerhard, S., & Sadler, P. (2019). Early informal STEM experiences and STEM identity: The importance of talking science. Science Education, 103:623-637. Link to Article
  • Zwolak, J. P., Dou, R., Williams, E. A., & Brewe, E. (2017). Students’ network integration as a predictor of persistence in introductory physics courses. Physical Review Physics Education Research, 13(1), 1–14. Link to Article
    • Featured in Editor’s Choice in Science: “The Physics of Social Butterflies” 356, 6335 (2017)
  • Dou, R., Brewe, E., Zwolak, J. P., Potvin, G., Williams, E. A., & Kramer, L. H. (2016). Beyond performance metrics: Examining a decrease in students’ physics self-efficacy through a social networks lens. Physical Review Physics Education Research, 12(2), 020124. Link to Article

BOOK RELATED CONTRIBUTIONS

  • Ennes, M., Jones, M. G., Cian, H., Dou, R., Abramowitz, B., Bordewieck, K., Ideus, K. (2023). Family Influence and STEM Career Aspirations. In R. Tierney, F. Rizvi and K. Ercikan (Eds). International Encyclopedia of Education 4e (pp. 370-381). Elsevier. Link to Article
  • Hite, R., Vieyra, R., Milbourne, J., Dou, R., Spuck, T., & Smith, J.F. (2020). STEM Teacher Leadership in Policy. In C. Johnson, M. Mohr-Schroeder, T. Moore, & L. English (Eds.), Handbook of research on STEM education, (Ch. 37). London, UK: Routledge/Taylor & Francis.
  • Spuck, T., Rust, T., Jenkins, L., & Dou, R. (Eds.). (2018). Best Practices in STEM Education: Innovative Approaches from Einstein Fellow Alumni (2nd ed.). New York, NY: Peter Lang Publishing.
  • Dou, R. (2014). Alternative Reality: Gamifying Your Classroom. In Einstein Fellows Best Practices in STEM Education. New York: Peter Lang Publishing.[i]
  • Dou, R., & Rust, T. (2014). Integrating Informal STEM Learning into Your Curriculum. In Einstein Fellows Best Practices in STEM Education. New York: Peter Lang Publishing.[i]

[i] Reprinted in Spanish [2017]