Elizabeth Gibbons Bailey

Assistant Professor

Brigham Young University

United States

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Elizabeth Gibbons Bailey is an Assistant Professor at Brigham Young University in the United States. Her research focuses on academic performance in education, stereotype threats in medical education, and student participation dynamics in classroom settings. Additionally, she explores the intersection of gender roles, identity, and major choice in STEM fields, alongside the impact of pedagogical strategies in enhancing student competence and learning in various educational contexts.

Articles (14)

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2025

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2024

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2024

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2021

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2021

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2021

Collaborators (12)

Marcos García-Ojeda

Teaching Professor

University of California Merced

UNITED STATES

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Kelly McDonald

California State University

UNITED STATES

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Associate Professor

UNITED STATES

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Madhvi Venkatesh

Assistant Professor

Vanderbilt University

UNITED STATES

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Melinda T. Owens

University of California, San Diego

UNITED STATES

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Elizabeth Gibbons Bailey

Research Interests

Explore related searches

Contact this professor

About

Articles (14)

Comparing Academic Performance of Elementary Education Majors in General Education Science Courses

Curriculum reform and stereotype threat in medical education: Implications for student well‐being

To participate or not to participate? A qualitative investigation of students’ complex motivations for verbal classroom participation

Examining the effects of early patient care and biomedical science integration on predoctoral dental student competence and confidence

Intersecting Identities: A Look at How Ethnic Identity Interacts With Science Identity in Native Hawaiian and Pacific Islander Students

The impact of gender roles and previous exposure on major choice, perceived competence, and belonging: a qualitative study of students in computer science and bioinformatics classes

An Instructor’s Guide to Including Traditional Ecological Knowledge in the Undergraduate Biology Classroom

Popular media and the bombardment of evolution misconceptions

Participation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching

Verbalized Studying and Elaborative Interrogation in the Virtual Classroom: Students with Social Anxiety Prefer Working Alone, but Working with a Peer Does Not Hurt Their Learning

Chronicling the Journey of the Society for the Advancement in Biology Education Research (SABER) in its Effort to Become Antiracist: From Acknowledgement to Action

Online Tools for Teaching Cancer Bioinformatics

The retention benefits of cumulative versus non-cumulative midterms in introductory biology may depend on students’ reasoning skills

Teaching Hardy-Weinberg Equilibrium using Population-Level Punnett Squares: Facilitating Calculation for Students with Math Anxiety.

Collaborators (12)

Marcos García-Ojeda

Kelly McDonald

Jamie Jensen

Laura Beaster-Jones

Samuel Payne

Anne McIntosh

Sunshine Menezes

Jennifer Knight

T. Heath Ogden

Patrice Ludwig

Madhvi Venkatesh

Melinda T. Owens

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