Research Interests and Current Projects
Balancing Agentic and Communal Goal Pursuit
How do people balance goals and motives to benefit themselves and others? I take a multiple-goals approach to understanding agentic (self-oriented) and communal (other-oriented) goal pursuit. Specifically, I have examined how people view their agentic and communal goals in relation to each other, and the impacts this might have on well-being. This research is conducted in collaboration with Dr. Franki Kung at Purdue University.
Intersectional Social Class and Gender Stereotypes
Intersectionality challenges the assumption that our identities exist in isolation from each other. Just as experiences are shaped by identity intersections, so too are our perceptions of others. This research examines stereotype content at the social class and gender intersection from a social role theory perspective.
Perceptions of Social Mobility
Expectations of upward social mobility is a cornerstone of United States culture. Yet, how are the socially mobile perceived depending on whether they rise or fall in status? I document the drastic differences in perceptions of the socially mobile based on their social mobility trajectories. This research is conducted alongside Dr. Ed Hirt and Dr. Janelle Sherman.
Promoting Diversity, Equity, and Inclusion in STEM
Students face multiple hurdles in pursuing a STEM degree, whether it be challenging coursework or time management. Students from historically excluded racial and gender groups, however, face additional barriers to success such as negative stereotypes, identity stressors, and structural discrimination. In partnership with 3M, we are testing the efficacy of a brief motivational intervention in reducing stress among STEM students, with a particular focus on racial and gender intersections.
Navigating Roles to Explore Social Identities
My dissertation research examines how identity development motivations might help explain student decisions to enter or exit STEM. Specifically focusing on LGBTQ students, I find that when students perceive opportunities to explore their sexual and gender identities in STEM, they in turn report greater belonging.
This work is funded in part through the Society for the Psychological Study of Social Issues' Grants-in-Aid program.