Christine R. Starr
Postdoctoral Scholar
School of Education
Email: [email protected]
phone: (949) 824-5118
office: Education 3200
Postdoctoral Scholar
School of Education
Email: [email protected]
phone: (949) 824-5118
office: Education 3200
Biography
Christine R. Starr (Christy) is a postdoctoral scholar at the University of California, Irvine, working with Dr. Sandra Simpkins and Dr. Jacquelynne Eccles for a NSF funded project about adolescent STEM motivation, intersectionality, and families.
Christy’s research publications explore barriers that girls, women, and students of color face in STEM (such as stereotypes and discrimination) as well as factors that can improve gender and ethnic representation in STEM (such as active learning practices in classrooms).
Christy received her doctorate in Developmental Psychology at University of California, Santa Cruz (advisor: Dr. Campbell Leaper) and her bachelor’s in Psychology at Knox College (thesis advisor: Dr. Gail M. Ferguson).
Research Interests: Stereotypes, Discrimination, STEM Equity and Diversity, Motivation, Sexual Objectification of Girls and Women, Media and Technology
Profile Links
Peer Reviewed Publications
Starr, C. R. & Simpkins, S. D. (in press). High School Students’ Math and Science Gender Stereotypes: Relations with their STEM Outcomes and Socializers’ Stereotypes. Social Psychology of Education. https://doi.org/10.1007/s11218-021-09611-4
Starr, C. R., Hunter, L., Dunkin, R. & Honig, S., Palomino, R., Leaper, C. (2020). Doing science makes a difference: Engaging students in STEM practices increases science identity, motivation, and career interest over time. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21623
Starr, C. R. & Zurbriggen, E. L. (2019). Self-sexualization, self-objectification, academic outcomes, and career aspirations among pre-adolescent girls. International Journal of Behavioral Development, 43(6), 515-522. https://doi.org/10.1177/0165025419873036
Starr, C. R. & Leaper, C. (2019). Do Adolescents’ self-concepts moderate the relationship between STEM stereotypes and motivation? Social Psychology of Education. doi:10.1007/s11218-019-09515-4
Starr, C. R., Anderson, B. R., Green, K. A. (2019). “I’m a computer scientist!”: Virtual Reality Experience Influences Stereotype Threat and STEM Motivation Among Undergraduate Women. Journal of Science Education and Technology. doi:10.1007/s10956-019-09781-z
Starr, C. R. (2018). “I’m not a science nerd!”: STEM stereotypes, identity, and motivation among undergraduate women. Psychology of Women Quarterly, 42(4), 489-503. doi: 10.1177/0361684318793848
Leaper, C. & Starr, C. R. (2018). Helping or hindering undergraduate women’s STEM motivation: Experiences with STEM support, STEM-related gender bias, and sexual harassment. Psychology of Women Quarterly. doi: 10.1177/0361684318806302
Leaper, C., Farkas, T., & Starr, C. (2018). Traditional masculinity, help avoidance, and intrinsic interest in relation to high school students' English and math performance. Psychology of Men & Masculinity. doi: 10.1037/men0000188
Barns, A., Ball, T., Starr, C.R., Seagroves, S., Perez, K., & Hunter, L. (2018). Successfully building a diverse telescope workforce: The design of the Akamai Internship Program in Hawaii. American Society for Engineering Education.
Starr, C. R., & Leaper, C. (2018). Gender. In M. H. Bornstein (Ed.), The SAGE encyclopedia of lifespan human development, p. 922-927. doi: 10.4135/9781506307633.n344
Starr, C. (2018). Mind the gender gap: Changing misconceptions about gender, leadership, and occupational segregation. Book review of Bridging the Gender Gap. Sex Roles, 78(5), 453-454. doi: 10.1007/s11199-017-0833-0
Starr, C. R. & Zurbriggen, E. L. (2017). Sandra Bem's gender schema theory after 34 years: A review of its reach and impact. Sex Roles, 76, 556-578. doi:10.1007/s11199-016-0591-4
Starr, C. (2015). An objective look at early sexualization and the media. Book review of Media and The Sexualization of Childhood. Sex Roles, 72, 85-87. doi: 10.1007/s11199-014-0422-4
Kondiles, B., Starr, C., Larson, E., & Zollman, F. (2015). Method of assessment and symptom reporting post mild traumatic brain injury. Health Psychology & Behavioral Medicine, 3, 1-11. doi: 10.1080/21642850.2014.966717
Larson, E., Kondiles, B., Zollman, F., & Starr, C. (2014). Memory, postconcussion disorder, and posttraumatic stress disorder in a sample of veterans. Rehabilitation Psychology, 58(3), 245-252. doi: 10.1037/a0032953
Zollman, F., Starr, C., Kondiles, B., Cyborski, C., & Larson, E. (2013). The Rehabilitation Institute of Chicago military traumatic brain injury screening instrument: Determination of sensitivity, specificity, and predictive value. Journal of Head Trauma Rehabilitation, 29(1), 99-107. doi: 10.1097/HTR.0b013e318294dd37.
Larson, E., Kondiles, B., Starr, C. R., & Zollman, F. (2013). Postconcussive complaints, cognition, symptom attribution, and effort among veterans. Journal of the International Neuropsychological Society, 19, 88-95. doi: 10.1017/S1355617712000999
Starr, C. R. & Ferguson, G. M. (2012). Sexy dolls, sexy gradeschoolers? Media and maternal influences on young girls’ self-sexualization. Sex Roles, 67, 463-476. doi: 10.1007/s11199-012-0183-x
Grants and Fellowships
Christine R. Starr (Christy) is a postdoctoral scholar at the University of California, Irvine, working with Dr. Sandra Simpkins and Dr. Jacquelynne Eccles for a NSF funded project about adolescent STEM motivation, intersectionality, and families.
Christy’s research publications explore barriers that girls, women, and students of color face in STEM (such as stereotypes and discrimination) as well as factors that can improve gender and ethnic representation in STEM (such as active learning practices in classrooms).
Christy received her doctorate in Developmental Psychology at University of California, Santa Cruz (advisor: Dr. Campbell Leaper) and her bachelor’s in Psychology at Knox College (thesis advisor: Dr. Gail M. Ferguson).
Research Interests: Stereotypes, Discrimination, STEM Equity and Diversity, Motivation, Sexual Objectification of Girls and Women, Media and Technology
Profile Links
Peer Reviewed Publications
Starr, C. R. & Simpkins, S. D. (in press). High School Students’ Math and Science Gender Stereotypes: Relations with their STEM Outcomes and Socializers’ Stereotypes. Social Psychology of Education. https://doi.org/10.1007/s11218-021-09611-4
Starr, C. R., Hunter, L., Dunkin, R. & Honig, S., Palomino, R., Leaper, C. (2020). Doing science makes a difference: Engaging students in STEM practices increases science identity, motivation, and career interest over time. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21623
Starr, C. R. & Zurbriggen, E. L. (2019). Self-sexualization, self-objectification, academic outcomes, and career aspirations among pre-adolescent girls. International Journal of Behavioral Development, 43(6), 515-522. https://doi.org/10.1177/0165025419873036
Starr, C. R. & Leaper, C. (2019). Do Adolescents’ self-concepts moderate the relationship between STEM stereotypes and motivation? Social Psychology of Education. doi:10.1007/s11218-019-09515-4
Starr, C. R., Anderson, B. R., Green, K. A. (2019). “I’m a computer scientist!”: Virtual Reality Experience Influences Stereotype Threat and STEM Motivation Among Undergraduate Women. Journal of Science Education and Technology. doi:10.1007/s10956-019-09781-z
Starr, C. R. (2018). “I’m not a science nerd!”: STEM stereotypes, identity, and motivation among undergraduate women. Psychology of Women Quarterly, 42(4), 489-503. doi: 10.1177/0361684318793848
Leaper, C. & Starr, C. R. (2018). Helping or hindering undergraduate women’s STEM motivation: Experiences with STEM support, STEM-related gender bias, and sexual harassment. Psychology of Women Quarterly. doi: 10.1177/0361684318806302
Leaper, C., Farkas, T., & Starr, C. (2018). Traditional masculinity, help avoidance, and intrinsic interest in relation to high school students' English and math performance. Psychology of Men & Masculinity. doi: 10.1037/men0000188
Barns, A., Ball, T., Starr, C.R., Seagroves, S., Perez, K., & Hunter, L. (2018). Successfully building a diverse telescope workforce: The design of the Akamai Internship Program in Hawaii. American Society for Engineering Education.
Starr, C. R., & Leaper, C. (2018). Gender. In M. H. Bornstein (Ed.), The SAGE encyclopedia of lifespan human development, p. 922-927. doi: 10.4135/9781506307633.n344
Starr, C. (2018). Mind the gender gap: Changing misconceptions about gender, leadership, and occupational segregation. Book review of Bridging the Gender Gap. Sex Roles, 78(5), 453-454. doi: 10.1007/s11199-017-0833-0
Starr, C. R. & Zurbriggen, E. L. (2017). Sandra Bem's gender schema theory after 34 years: A review of its reach and impact. Sex Roles, 76, 556-578. doi:10.1007/s11199-016-0591-4
Starr, C. (2015). An objective look at early sexualization and the media. Book review of Media and The Sexualization of Childhood. Sex Roles, 72, 85-87. doi: 10.1007/s11199-014-0422-4
Kondiles, B., Starr, C., Larson, E., & Zollman, F. (2015). Method of assessment and symptom reporting post mild traumatic brain injury. Health Psychology & Behavioral Medicine, 3, 1-11. doi: 10.1080/21642850.2014.966717
Larson, E., Kondiles, B., Zollman, F., & Starr, C. (2014). Memory, postconcussion disorder, and posttraumatic stress disorder in a sample of veterans. Rehabilitation Psychology, 58(3), 245-252. doi: 10.1037/a0032953
Zollman, F., Starr, C., Kondiles, B., Cyborski, C., & Larson, E. (2013). The Rehabilitation Institute of Chicago military traumatic brain injury screening instrument: Determination of sensitivity, specificity, and predictive value. Journal of Head Trauma Rehabilitation, 29(1), 99-107. doi: 10.1097/HTR.0b013e318294dd37.
Larson, E., Kondiles, B., Starr, C. R., & Zollman, F. (2013). Postconcussive complaints, cognition, symptom attribution, and effort among veterans. Journal of the International Neuropsychological Society, 19, 88-95. doi: 10.1017/S1355617712000999
Starr, C. R. & Ferguson, G. M. (2012). Sexy dolls, sexy gradeschoolers? Media and maternal influences on young girls’ self-sexualization. Sex Roles, 67, 463-476. doi: 10.1007/s11199-012-0183-x
Grants and Fellowships
|
2018-2019
2018-2019 2014-2018 2018 2014-2019 2014-2018 2013 |
Spencer Foundation Grant: “That’s Not Me: Do Nerd-Genius Stereotypes Undermine Underrepresented Youth in pSTEM?” (Co-Investigator; PI: Campbell Leaper)
Chancellor’s Dissertation Fellowship Award, University of California National Science Foundation Graduate Research Fellowship Graduate Student Association Travel Grant, UC Santa Cruz Graduate Student Travel Grant, UC Santa Cruz Graduate Student Research Grant, UC Santa Cruz Regent’s Fellowship, University of California, Santa Cruz |
