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Joan M. Barth

Affiliations: 
Psychology The University of Alabama, Tuscaloosa, AL 
Area:
Developmental Psychology, Cognitive Psychology, Experimental Psychology
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Children

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Marie S. Moore grad student 2012 University of Alabama
Marie Channell grad student 2004-2012 University of Alabama (CSD Tree)
Lindsay R. Greenlee grad student 2014 University of Alabama

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Publications

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Dunlap ST, Barth JM, Chappetta K. (2019) Gender Roles in the Romantic Relationships of Women in STEM and Female-Dominated Majors: A Study of Heterosexual Couples Gender Issues. 36: 113-135
Rice L, Barth JM. (2017) A Tale of Two Gender Roles: The Effects of Implicit and Explicit Gender Role Traditionalism and Occupational Stereotype on Hiring Decisions Gender Issues. 34: 86-102
Barth JM, Kim H, Eno CA, et al. (2017) Matching Abilities to Careers for Others and Self: Do Gender Stereotypes Matter to Students in Advanced Math and Science Classes? Sex Roles. 79: 83-97
Chappetta KC, Barth JM. (2016) How gender role stereotypes affect attraction in an online dating scenario Computers in Human Behavior. 63: 738-746
Forsman JA, Barth JM. (2016) The Effect of Occupational Gender Stereotypes on Men’s Interest in Female-Dominated Occupations Sex Roles. 1-13
Barth JM, Dunlap S, Chappetta K. (2016) The Influence of Romantic Partners on Women in STEM Majors Sex Roles. 1-16
Yang Y, Barth JM. (2015) Gender differences in STEM undergraduates' vocational interests: People-thing orientation and goal affordances Journal of Vocational Behavior. 91: 65-75
Barth JM, Guadagno RE, Rice L, et al. (2015) Untangling Life Goals and Occupational Stereotypes in Men’s and Women’s Career Interest Sex Roles. 73: 502-518
Channell MM, Conners FA, Barth JM. (2014) Emotion knowledge in children and adolescents with Down syndrome: a new methodological approach. American Journal On Intellectual and Developmental Disabilities. 119: 405-21
Channell MM, Barth JM. (2013) Individual differences in preschoolers' emotion content memory: the role of emotion knowledge. Journal of Experimental Child Psychology. 115: 552-61
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