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Developmental Science|September 1, 2021
Who is a typical woman? Exploring variation in how race biases representations of gender across developmentRachel A Leshin, Ryan F Lei, Magnolia Byrne, et al.Frontiers in Psychology|July 10, 2015
Controlling the message: preschoolers' use of information to teach and deceive othersMarjorie Rhodes, Elizabeth Bonawitz, Patrick Shafto, et al.Developmental Psychology|April 21, 2022
How children's media and teachers communicate exclusive and essentialist views of science and scientistsMichelle M Wang, Amanda Cardarelli, Sarah-Jane Leslie, et al.Psychological Science|February 6, 2019
Subtle Linguistic Cues Increase Girls' Engagement in ScienceMarjorie Rhodes, Sarah-Jane Leslie, Kathryn M Yee, et al.Child Development|September 20, 2018
Asking Children to "Be Helpers" Can Backfire After SetbacksEmily Foster-Hanson, Andrei Cimpian, Rachel A Leshin, et al.Journal of Experimental Child Psychology|August 6, 2021
Categories convey prescriptive information across domains and developmentEmily Foster-Hanson, Steven O Roberts, Susan A Gelman, et al.Child Development|April 16, 2013
Cross-cultural differences in children's beliefs about the objectivity of social categoriesGil Diesendruck, Rebecca Goldfein-Elbaz, Marjorie Rhodes, et al.Personality & Social Psychology Bulletin|September 16, 2017
Making Boundaries Great Again: Essentialism and Support for Boundary-Enhancing InitiativesSteven O Roberts, Arnold K Ho, Marjorie Rhodes, et al.Proceedings of the National Academy of Sciences of the United States of America|March 11, 2025
"Kids and Girls": Parents convey a male default in child-directed speechRachel A Leshin, Josie Benitez, Serena Fu, et al.Psychological Science|November 15, 2006
Fitting in matters: markers of in-group belonging and academic outcomesDaphna Oyserman, Daniel Brickman, Deborah Bybee, et al.Pageof 10