Jasmin Cloutier - Much of my research focuses on how race and status-based diversity impacts how we form impressions of others. This work stems from a theoretical framework that systematically investigate the different facets of how social status shapes the perception and evaluation of others. As socioeconomic stratification becomes increasingly prevalent and salient around the world, being able to identify when status-based biases occur and what are the consequences of these biases is vital to prevent discriminatory behavior. My other central research focuses on examining how interracial contact and motivation impacts our impressions of both outgroup and ingroup individuals. For example, my research reveals that perceivers with greater experience with racial outgroup members have differential brain responses to Black familiar faces than those with little contact, indicating a potential threat reduction. We are also investigating how interracial contact broadly shapes brain responses and mentalizing performance towards others beyond interracial interactions.
Chad Forbes - The underrepresentation of minorities in academia and women in STEM fields has deleterious ramifications on the nation’s economy, academic and corporate diversity, national productivity, innovation and quality of STEM products, services and education, and overall quality of life. My research program seeks to identify ways to increase the representation of minorities in academia and women in STEM fields; thus it stands to have broad impacts on future intervention programs, science and our nation. My research has been disseminated to many minorities and women STEM majors in public forums, which has provided an opportunity to educate these groups, as well as majority groups, about the deleterious consequences of stereotype threat on minorities’ academic and women’s STEM engagement and the dire need to promote their retention in these fields. Furthermore, dozens of students, including women and underrepresented minorities, are trained yearly in cutting-edge neuroscience methodologies and have had the opportunity to present findings at national conferences. This is in addition to contributions my research program has made to the University of Delaware’s Center for the Study of Diversity, as well as numerous McNair scholar’s that I, as a first generation college student myself, have mentored in the past.
James Jones (Professor Emeritus) - James Jones has developed the idea of diversity competency—the perspective, attitude and motivation to interact in and benefit from diverse contexts and relationships. The diversity competence model consists of five main features: diversity self-awareness, perspective taking, cultural intelligence, personal and social responsibility and knowledge application. We have developed a 15-item diversity competency scale, which has demonstrated good psychometric properties and is associated with a variety of trait level characteristics integral to prosocial behaviors. Current research explores the ways in which diversity competency is expressed in problem solving, interpersonal relationships and interactions, decision-making and academic success. The research further explores how academic curriculum and co-curricular activities contribute to the development of diversity competency.
Jennifer Kubota - The aim of my work is to identify the factors that reduce implicit and explicit social group bias to better understand how to intervene in discrimination and decision-making. My approach to diversity science underscores my deep commitment to prejudice intervention research by not only identifying how we might decrease discrimination, but also testing these interventions in real-world settings in order to more appropriately inform public policy. I also enjoy serving as a mentor and providing a voice for diverse scholars and strive to include a variety of diverse perspectives in the courses I teach. Throughout my academic career, I have made it a priority to engage fellow members of underrepresented communities with the goals of highlighting resilience and building sources of mentorship to maximize positive academic outcomes. As a multiracial first-generation scholar my personal journey, research, teaching, and service can be characterized by a strong commitment to promoting and creating diversity and multicultural competency.
Peter Mende-Siedlecki - My primary program of research focuses on group-based influences on social perception. In particular, my work examines how the malleability of social perpeption can results in real-world disparities and inequality. For example, we've shown that racial disparities in pain treatment may stem, in part, from a perceptual source. White perceivers show more conservative thresholds for recognizing pain on Black (versus White) faces, and this gap in perception is driven by disruptions in human-typical face processing. Moreover, racial bias in pain perception predicts racial bias in treatment, above and beyond the influence of explicit stereotypes and prejudice. More recently, my lab's work has been focused on how racial bias in pain care is moderated by both bottom-up stimulus features, as well as top-down information regarding gender and social status. Beyond the focus of my research, I am deeply committed to fostering diversity in psychology and neuroscience, in terms of both demographics and viewpoints. In my lab in particular, I've made it a priority to recruit members of groups underrepresented in STEM at all levels of participation in my lab (from undergraduate research assistants to my graduate trainees) and I will continue to uphold this responsibility. Women of color are particularly underrepresented in my field, and thus are strongly encouraged to apply.