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Developmental, Faculty

Dr. Colleen Ganley

Boston College, 2011

Assistant Professor

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Dr. Ganley will be accepting a graduate student for Fall 2018 admission.

Research Interests

My research interests involve understanding the social, cognitive, and affective factors related to math learning and achievement with a specific interest in individual differences related to gender and income level. I investigate factors such as teacher biases, teacher and student math anxiety/attitudes, stereotype threat, working memory, and spatial skills as potential malleable factors that may be related to mathematics achievement. I am especially interested in learning in areas of mathematics that require spatial thinking (e.g., geometry and measurement). I also explore factors related to gender differences in students' math- and science-related career choices.

Selected Publications

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.


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