Fuesting, M. A. & Diekman, A. B. (2017). Not by success alone: Role models provide pathways

to communal opportunities in STEM. Personality and Social Psychology Bulletin43(2), 163-176.

Fuesting, M. A., Diekman, A. B., & Hudiburgh, L. (2017). From classroom to career: the unique role of

communal processes in predicting interest in STEM careers. Social Psychology of Education,


Boucher, K. L., Fuesting, M. A., Diekman, A. B., & Murphy, M. C. (2017). Can I work with and

help others in this field? How communal goals influence interest and participation in

STEM Fields. Frontiers in Psychology8, 901.

Diekman, A. B., & Fuesting, M. A. (in press). Choice, Context, and Constraint: When and Why Do

Women Disengage  from STEM?. In C. B. Travis & J. W. White (Eds.), Handbook of the

Psychology of Women (Vol. 2, Chapter 25). Washington, DC: American Psychological


Clark, E. K., Fuesting, M. A., & Diekman, A. B. (2016). Enhancing interest in science:

Exemplars as cues to communal affordances of science. Journal of Applied Social Psychology,

46(11), 641-654

Blog Post

Fuesting, M. A. & Diekman, A. B. (10 July 2015). Powerful and Preferred: Communal STEM Role Models [Blog

post]. Retrieved from