Ganley, C. M., George, C. E., Cimpian, J. R., & Makowski, M. B. (in press). Gender equity in college majors: Looking beyond the STEM/non-STEM dichotomy for answers regarding female participation. American Educational Research Journal.
Ganley, C. M., & McGraw, A. L. (2016). The development and validation of a revised version of the Math Anxiety Scale for Young Children. Frontiers in Psychology, 7, 1181.
Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest, and performance: Gender patterns and reciprocal relations. Learning and Individual Differences, 47, 182-193.
Hart, S. A., Ganley, C. M., & Purpura, D. J. (2016). Understanding the home math environment and its role in predicting parent report of children's math skills. PLOS ONE, 11(12): e0168227. doi:10.1371/journal.pone.0168227.
Ganley, C. M., Vasilyeva, M., & Dulaney, A. (2014). Spatial ability mediates the gender difference in science performance of middle-school students. Child Development, 85, 1419–1432.
Ganley, C. M., & Vasilyeva, M. (2014). The role of anxiety and working memory in gender differences in mathematics. Journal of Educational Psychology, 106(1), 105-120.
Robinson-Cimpian, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. (2014). Teachers’ gender-stereotypical ratings of mathematics proficiency may exacerbate early gender achievement gaps. Developmental Psychology, 50(4), 1262-1281.
Ganley, C. M., Mingle, L. A., Ryan, A., Ryan, K., Vasilyeva, M & Perry, M. (2013). An examination of stereotype threat effects on girls' mathematics performance. Developmental Psychology, 49(10), 1886-1897.
Ganley, C. M., & Vasilyeva, M. (2011). Sex differences in the relation between math performance, spatial skills, and attitudes. Journal of Applied Developmental Psychology, 32(4), 235-242.