Paul Hanselman
Paul Hanselman
Associate Professor of Sociology, University of California, Irvine
Verified email at
Cited by
Cited by
A national experiment reveals where a growth mindset improves achievement
DS Yeager, P Hanselman, GM Walton, JS Murray, R Crosnoe, C Muller, ...
Nature 573 (7774), 364-369, 2019
Do Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic Achievement in the United States?
M Destin, P Hanselman, J Buontempo, E Tipton, DS Yeager
AERA Open 5 (3), 2332858419857706, 2019
Threat in context: School moderation of the impact of social identity threat on racial/ethnic achievement gaps
P Hanselman, SK Bruch, A Gamoran, GD Borman
Sociology of Education 87 (2), 106-124, 2014
Beyond tracking and detracking: The dimensions of organizational differentiation in schools
T Domina, A McEachin, P Hanselman, P Agarwal, NY Hwang, RW Lewis
Sociology of Education 92 (3), 293-322, 2019
The consequences of principal and teacher turnover for school social resources
P Hanselman, J Grigg, S K. Bruch, A Gamoran
Family environments, school resources, and educational outcomes, 49-89, 2016
An effort to close achievement gaps at scale through self-affirmation
GD Borman, J Grigg, P Hanselman
Educational Evaluation and Policy Analysis 38 (1), 21-42, 2016
New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications.
P Hanselman, CS Rozek, J Grigg, GD Borman
Journal of educational psychology 109 (3), 405, 2017
How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries.
M Rege, P Hanselman, IF Solli, CS Dweck, S Ludvigsen, E Bettinger, ...
American Psychologist 76 (5), 755, 2021
Reappraising academic and social adversity improves middle school students’ academic achievement, behavior, and well-being
GD Borman, CS Rozek, J Pyne, P Hanselman
Proceedings of the National Academy of Sciences 116 (33), 16286-16291, 2019
School opportunity hoarding? Racial segregation and access to high growth schools
P Hanselman, JE Fiel
Social Forces 95 (3), 1077-1104, 2017
Detracking and tracking up: Mathematics course placements in California middle schools, 2003–2013
T Domina, P Hanselman, NY Hwang, A McEachin
American Educational Research Journal 53 (4), 1229-1266, 2016
Professional sense-makers: Instructional specialists in contemporary schooling
T Domina, R Lewis, P Agarwal, P Hanselman
Educational Researcher 44 (6), 359-364, 2015
Self-affirmation effects are produced by school context, student engagement with the intervention, and time: Lessons from a district-wide implementation
GD Borman, J Grigg, CS Rozek, P Hanselman, NA Dewey
Psychological science 29 (11), 1773-1784, 2018
Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers
P Hanselman
Sociology of education 91 (2), 132-158, 2018
The impacts of Success for All on reading achievement in grades 3–5: Does intervening during the later elementary grades produce the same benefits as intervening early?
P Hanselman, GD Borman
Educational Evaluation and Policy Analysis 35 (2), 237-251, 2013
Reining in Punitive Discipline: Recent Trends in Exclusionary School Discipline Disparities
NY Hwang, EK Penner, M Davison, T Sanabria, P Hanselman, T Domina, ...
Socius 8, 23780231221103044, 2022
Access to Effective Teachers and Economic and Racial Disparities in Opportunities to Learn
P Hanselman
The Sociological Quarterly 60 (3), 498-534, 2019
Validating the SEDA Measures of District Educational Opportunities via a Common Assessment
M Kuhfeld, T Domina, P Hanselman
AERA Open 5 (2), 2332858419858324, 2019
Educational Inequality Regimes amid Algebra-for-All: The Provision and Allocation of Expanding Educational Opportunities
P Hanselman, T Domina, NY Hwang
Social Forces 100 (4), 1722-1751, 2022
Tournament Mobility in Mathematics Course-Taking Pathways
P Hanselman
Socius 6, 2378023120927604, 2020
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