Dr. Allison Master

@allisonmaster.bsky.social

5203 Followers 2394 Following

Principal Education Researcher at IACE, Associate Prof at U of Houston, studying how to motivate students in STEM. Academic mama. Bookworm. Every mistake, we must surely be learning. She/her/hers. Views expressed here are my own. Abolish ICE.

An Asian woman receiving a doctoral hood
This table shows comparisons of stereotypes within each profile (e.g., did girls and boys in each profile hold stereotypes favoring boys' or girls' math interest and ability?).
This table shows mean scores, proportional sizes, and math grades for the profiles of girls and boys in each study.
Profile plots showing groups of students whose self-perceptions and stereotypes corresponded to views that math was "for all," "for me," "for some," "for others," or "for few."
Latent Profile Model of Gender Stereotypes and Self-Perceptions. The latent profile variable was defined by six indicator variables to address Research Question 1 (number of profiles, profile sizes, and characteristics of profiles). For Research Question 2, the latent profile variable was regressed on three demographic predictors, including socioeconomic status, racial/ethnic minority status, and educational level of the student (middle or high school). The latent profile variable was also hypothesized to predict students’ math grades. Research questions were examined separately for adolescent girls and boys.
A bunch of grad students and Allison Master on Zoom looking adoringly at Dr. David Yeager because we love his work so much
A bunch of graduate students in a Teams class who look excited and engaged after hearing Dr. J's wisdom for more than an hour
One proud professor and three graduate students doing the UH “Go Coogs” hand sign
Beautiful LA sunset from the 57th (!) floor
Poster title: Longitudinal Changes in Preservice Elementary Math Teachers’ Mindsets Across Three Courses (Poster 49)
Talk title: Links Between Gender Stereotypes and Gender Gaps in STEM Motivation in Childhood and Adolescence Symposium title: Bridging Equity Gaps in STEM: Insights from the Upcoming Handbook on Gender and STEM
Symposium title: Here's The Real Story: Transparent Discussion about Struggles that Underlie Successful Research Talk title: Mistakes were Made and Lessons were Learned: Why We Should Always Check the Full Survey Flow
Talk title: “Not Smart Enough”: STEM Mindsets and the Impostor Phenomenon in Adolescents Symposium title: Mindsets and Motivation Across Contexts: Developmental and Disciplinary Perspectives on Self-Beliefs and Learning
Talk title: The Right Messages from the Right Messengers: Increasing Girls’ Interest in Coding with Peer Videos Symposium title: Messages, Pedagogies, and Identities: Building Belonging for Diverse Learners
Chocolate cream pie covered, and I mean absolutely COVERED, in dark chocolate shavings
Ellen Markman, Rodolfo Cortes Barragan, Carissa Romero, Carol Dweck, Greg Walton and Allison Master sitting on an outdoor couch under a tree
Ocean Beach at sunset
SPSS output table
Breaking the Stereotypes: How to Support STEM Learning and Motivation Allison Master, PhD, Associate Professor, University of Houston Wednesday, March 4, 2026, 5:30pm – 6:30pm PT, Virtual Event (Live) Register: https://allisonmaster2026.eventbrite.com Allison Master, PhD, will talk about why some students (especially girls) show lower motivation and participation in STEM, and what parents can do to encourage ALL kids in STEM. Parents/caregivers, students, educators, and community members welcome! Simultaneous Spanish interpretation will be available. Free admission.
logo of the YOU Belong in STEM initiative
Effect sizes of gender differences in belonging by grade level found in the systematic review (A) and mega-analysis (B). Gender differences were largest in CS and engineering, especially in middle and high school.
I heart data
Four Latina girls wearing eye protectors participating in the DIY girls program
Gender differences in sense of belonging in four STEM fields across five past studies in the mega-analysis. Gender gaps were largest in CS and engineering, and in middle/high school.
PRISMA 2020 flow diagram for systematic review. A total of 50 independent studies published in 46 articles are included in this review, which included searches of databases, registers and other sources.
Slightly wonky Christmas tree on the beach
Members of I AM Lab and the Becoming Lab carving pumpkins with family members
Brilliance, Belonging, and the Cost of Grades: Intersectional Penalties in Introductory STEM
Math Anxiety in Latent Profile Analysis: The Nuances of Math Anxiety Overlooked in Linear Analyses
Measuring grit: a comprehensive research framework
ROLE OF PERSEVERANCE IN COLLEGE STUDENTS’ ACADEMIC PERFORMANCE: A SCOPING REVIEW
Effect of Parental Involvement on Children’s Social and Emotional Learning
Expectancy-Value and Usability Correlates of GenAI Adoption Intentions and Active Procrastination: A Structural Equation Model
Choosing Black Joy: Black Parents’ Choices & Motivation
Mindsets matter: gender moderates links between mindsets, interest, and academic performance in math but not language arts
Many students use GenAI, which can have benefits for metacognition but also can offer threats to the use of metacognition
Women are underrepresented in CSE education and workforce; stereotypes contribute to underrepresentation; why stereotypes matter; and how everyone can work to address stereotypes
Motivational beliefs matter in science achievement, including self-concept, intrinsic value, and utility value, with a graph showing motivational beliefs by country
Understanding South Asian women's STEM pathways using situated expectancy-value theory: challenges for South Asian women and how to take meaningful action
It begins with us: teachers' mindsets can foster or hinder their students' growth
I heart data
Time for play, STEM time is anytime, and all together
Encontremos motivacion
Room for everyone, make it social, power of process, and use supportive language
Broaden stereotypes, teach growth mindsets, promote belonging, and think before you speak
STEM, solo para algunos
Is STEM only for 'some'?
Policy makers can make CS courses mandatory and make sure those courses are equitable and relevant
Girls' interest in computer science and stereotypes about interest
Her place in tech: promoting girls in computer science
STEM for all: What we've learned about fostering STEM engagement
Conceptual model of gender stereotype development and consequences. We present a new conceptual model, the Motivation and Internationalization of Gender Roles in Relation to Outcomes, Responses, and Stereotypes (MIRRORS) model. This model represents the various pathways through which children internalize gender stereotypes and mirror them back to the world. This conceptual model of the causes and consequences of gender stereotypes brings together developmental intergroup theory (which focuses on the formation and development of stereotypes), the gender self-socialization model (which focuses on the connections between the self, the gender in-group, and an attribute, with stereotype emulation as the process by which stereotypes can influence self-perceptions), and situated expectancy-value theory (which focuses on how self-perceptions can influence motivation and outcomes, leading to gender disparities). This model builds on these and similar models by integrating both the causes and consequences of stereotypes. These processes are cyclical over time through development and embedded within a particular social and historical context, which can influence socializers and media.
Paper with Chapter 1 Introduction at the top of the page with a beautiful beach behind it
A mind map made with CoPilot that lists different motivation theories as spokes coming out from the center spot
A mind map of motivation that organizes concepts by internal and external influences and by different theoretical frameworks; made with Lucidchart
A mind map of achievement motivation that lists motivation theories and key concepts for each; made with Lucidchart
A mind map of motivation theories including attribution, SEVT, SDT, self-efficacy & self-concept; achievement goal theory; mindset/grit; and control-value theory; made with Canva.
Zoom meeting with Dr. Carlton Fong and a group of adoring UH graduate students
Workshop flyer for making your research matter