Published Study

Recursive processes in self-affirmation: Intervening to close the minority achievement gap

Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence

In one experiment, college students who believed they were writing motivational letters to middle schoolers about intelligence being malleable later earned higher grades than those in a control group. The effect was most pronounced for African American students, who also reported enjoying school more.

Reducing the racial achievement gap: A social-psychological intervention

Signaling threat: How situational cues affect women in math, science, and engineering settings

“It’s Ok — Not Everyone Can Be Good at Math”: Instructors With an Entity Theory Comfort (and Demotivate) Students

A brief social-belonging intervention improves academic and health outcomes among minority students

A Company I Can Trust? Organizational Lay Theories Moderate Stereotype Threat for Women

A culture of genius: How an organization’s lay theory shapes people’s cognition, affect, and behavior