Good, Jessica J., Bourne, Kimberly A., and Drake, R. Grace. The impact of classroom diversity philosophies on the STEM performance of undergraduate students of color. Retrieved from https://par.nsf.gov/biblio/10224838. Journal of Experimental Social Psychology 91.C Web. doi:10.1016/j.jesp.2020.104026.

Good, Jessica J., Bourne, Kimberly A., & Drake, R. Grace. The impact of classroom diversity philosophies on the STEM performance of undergraduate students of color. Journal of Experimental Social Psychology, 91 (C). Retrieved from https://par.nsf.gov/biblio/10224838. https://doi.org/10.1016/j.jesp.2020.104026

Good, Jessica J., Bourne, Kimberly A., and Drake, R. Grace. "The impact of classroom diversity philosophies on the STEM performance of undergraduate students of color". Journal of Experimental Social Psychology 91 (C). Country unknown/Code not available. https://doi.org/10.1016/j.jesp.2020.104026. https://par.nsf.gov/biblio/10224838.

@article{osti_10224838,
place = {Country unknown/Code not available}, title = {The impact of classroom diversity philosophies on the STEM performance of undergraduate students of color}, url = {https://par.nsf.gov/biblio/10224838}, DOI = {10.1016/j.jesp.2020.104026}, abstractNote = {}, journal = {Journal of Experimental Social Psychology}, volume = {91}, number = {C}, author = {Good, Jessica J. and Bourne, Kimberly A. and Drake, R. Grace}, editor = {null} }