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National Alliance for Partnerships in Equity Education Foundation
91 Newport Pike, Suite 302
Gap, PA 17527
Phone: 717-407-5118
Email: NAPE@napequity.org
Funded by the National Science
Foundation HRD-0734056 and HRD-1203121
Upcoming Events Title

For more events go to the STEM Equity Pipeline Calendar

Past Events Title

January 15, 2014

Register for the STEM Equity Pipeline Archived Webinar, Building Bridges to Belonging in STEM: Mindsets That Increase Participation, Achievement, and Learning in the Face of Stereotypes

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Presented by Catherine Good, PhD, associate professor of psychology at Baruch College of the City University of New York

Sponsored by NAPE, STEM Equity Pipeline, and the National Science Foundation Complimentary 1.5 hour session.

Join Catherine Good, PhD, associate professor of psychology at Baruch College of the City University of New York, to explore and discuss the impact of mindsets on students' achievements and teachers' pedagogical practices for STEM and CTE.

This 1.5-hour session provides time to review theories, learn researched-based interventions, and dialogue.

Dr. Good's research program focuses on the social factors that impact students' academic achievement, learning, motivation, and self-image. Specifically, she studies the impact of mindsets--theories of intelligence, belonging, and persistence--on students' academic outcomes and teachers' pedagogical practices. In addition to her basic research, she develops interventions for students, teachers, and parents to facilitate the development of effective and engaged learners. Her work has received national attention as well as funding from the National Science Foundation, the U.S. Department of Education, and the National Institutes of Health. Her initial work laid the foundation for many interventions that schools are adopting to improve student learning, motivation, and achievement.


Educators of STEM programs, administrators and counselors. Anyone interested in improving recruitment and retention of females or underrepresented students in their career and technical Education (CTE) or community-based organizations (CBO) programs.


  1. Learn researched-based interventions to reduce students' vulnerability to stereotype threat.
  2. Understand key concepts of stereotype threat and new research showing the impact of stereotype threat on learning.


Dr. Good is an associate professor of psychology at Baruch College of the City University of New York and a member of the graduate faculty at CUNY's Graduate Center. She received a master's degree in mathematics from the University of Kansas in 1994 and an Ad Hoc Interdisciplinary PhD in mathematics education and social psychology from The University of Texas at Austin in 2001. She continued her training at Columbia University as a postdoctoral fellow from 2001-2005 and was awarded a postdoctoral research fellowship from the National Institute of Child and Human Development.

Registration: Register for the Archived Webinar

Resource Handout PDF
Presentation PDF

Check the Archived Past Events page.

News Title

December 2, 2014

Online Registration is Now Open for the NAPE 2015 Professional Development Institute

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This national conference focuses on access, equity, and diversity in education, particularly career and technical education (CTE), and the workforce. Focused on building the capacity, knowledge, and skills of both state education administrators and local educators, the PDI brings together the most current researchers and practitioners in educational equity to share best practices and build a learning community of professionals.

Early bird registration ends March 6, 2015.
(Registration Form and Complete Information)

Check the Archived News page.

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Disclaimer: Any opinions, findings, and conclusions, or recommendations expressed in the material contained in the resources sections on this website are those of the author(s) and do not necessarily reflect the views of the NAPE Education Foundation or projects. Furthermore, inclusion of a product, program, or practice in the NAPE website does not imply its endorsement by the NAPE Education Foundation.