Counseling PsychologyEducational Studies
- Ph.D. — Counseling Psychology, University at Albany, State University of New York (2008)
- M.S. — Human Performance and Sport Studies, University of Tennessee, Knoxville (1995)
- B.S. — Psychology, Allegheny College (1992)
- 2012 – present
Department of Educational Studies, Counseling Psychology
College of Education, Purdue University, West Lafayette, IN
- 2008 – 2012
Department of Psychology & Behavioral Science
Louisiana Tech University, Ruston, LA
Dr. Deemer’s research focuses on academic and career development in STEM, with a particular emphasis on the motivational, sociocultural, and social cognitive factors that foster the pursuit of careers in scientific research. Specifically, he seeks to understand how constructs such as self-efficacy, science interest, and both approach- and avoidance-based forms of motivation facilitate or inhibit individuals’ intentions to pursue STEM careers. His research also examines how elements of certain academic contexts, such as science classrooms and research training environments, give rise to the adoption of certain motivational orientations and goals.
- Capobianco, B. M., Deemer, E. D., & Lin, C. (in press). Analyzing predictors of children’s formative engineering identity development. International Journal of Engineering Education.
- Deemer, E. D., Marks, L. R., & Miller, K. A. (in press). Peer science self-efficacy: A proximal contextual support for college students’ science career intentions. Journal of Career Assessment.
- Deemer, E. D., Lin, C., & Soto, C. (2016). Stereotype threat and women’s science motivation: Examining the disidentification effect. Journal of Career Assessment, 24, 637-650.
- Deemer, E. D., Lin, C., Graham, R., & Soto, C. (2016). Development and validation of a measure of threatening gender stereotypes in science: A factor mixture analysis. Journal of Career Assessment, 24, 145-161.
- Smith, J. L., Brown, E. R., Thoman, D. B., & Deemer, E. D. (2015). Losing its expected communal value: How stereotype threat undermines women’s identity as research scientists. Social Psychology of Education, 18, 443-466.
- Deemer, E. D. (2015). Women’s science major satisfaction: Regulatory focus and the critical mass hypothesis. Journal of Career Development, 42, 60-71.
- Smith, J. L., Deemer, E. D., Thoman, D. B., & Zazworsky, L. (2014). Motivation under the microscope: Understanding undergraduate science students’ multiple motivations for research. Motivation and Emotion, 38, 496-512.
- Deemer, E. D., Smith, J. L., Thoman, D. B., & Chase, J. P. (2014). Precision in career motivation assessment: Testing the Subjective Science Attitude Change Measures. Journal of Career Assessment, 22, 489-504.
- Deemer, E. D., Smith, J. L., Carroll, A. N., & Carpenter, J. P. (2014). Academic procrastination in STEM: Interactive effects of stereotype threat and achievement goals. Career Development Quarterly, 62, 143-155.
- Deemer, E. D., Thoman, D. B., Chase, J. P., & Smith, J. L. (2014). Feeling the threat: Stereotype threat as a contextual barrier to women’s science career choice intentions. Journal of Career Development, 41, 141-158.
- EDPS 50500 — Foundations of Career Development & Assessment
- EDPS 59100 — Career Assessment Practicum
- EDPS 61400 — Advanced (Onsite) Practicum
- EDPS 61900 — Counseling Psychology Research Practicum
- EDPS 62300 — Personality Assessment
- EDPS 62400 — Advanced Doctoral Practicum (Offsite) & Supervision Theory