To commemorate the first semester of data collection for the Math Lions project, Dr. Ganley treated her team to dinner at Table 23! 

Some photos from the MTL lab this semester!

​
​And a silly extra!

Well, we took a long hiatus from posting updates, but we're back to celebrate MTL Lab graduate student Nandrea Burrell defending her outstanding masters thesis!

​Congratulations Nandrea!

Dr. Ganley and the grad students had a happy hour earlier this week to celebrate Elyssa, Connie, and Amanda's successful defenses and Rachel's arrival! ​

Summer lab picture! There is some unplanned color coordination happening. 

The last few months we have had a lot of fun events - a trip to the Math Cognition and Learning Society Conference at Oxford, a trip to the American Educational Research Association annual meeting in New York City, the Psych Department Undergraduate Research Day, and Courtney's honors thesis defense!

Courtney presenting her senior honors thesis at her defense (left) and at the Psych Department Undergrad Research Day (right)

Dr. Ganley published a new journal article titled "Gender Equity in College Majors: Looking Beyond the STEM/Non-STEM Dichotomy for Answers Regarding Female Participation" with co-authors Casey George, Joe Cimpian, and Martha Makowski in the American Educational Research Journal.

You can access the study here (paywall) or email Dr. Ganley for a copy. There is also a nice write up in Inside Higher Ed here.

Abstract:
Women are underrepresented in many science, technology, engineering, and mathematics (STEM) majors and in some non-STEM majors (e.g., philosophy). Combining newly gathered data on students’ perceptions of college major traits with data from the Education Longitudinal Study of 2002 (ELS:2002), we find that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors. The perception of the major being math or science oriented is less important. We replicate these findings using a separate sample to measure college major traits. Results suggest the need to incorporate major-level traits in research on gender gaps in college major choices and the need to recognize the impact of perceptions of potential gender discrimination on college major choices.