Literature Resources from the 2021 Mentor Celebration

Walton, G. M., & Cohen, G. L. (2011). A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students. Science, 331(6023), 1447-1451. doi:10.1126/science.1198364 | PDF

Yeager, D. S., & Dweck, C. S. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4), 302-314. doi:10.1080/00461520.2012.722805 | PDF

Mendes, W. B., Major, B., Mccoy, S., & Blascovich, J. (2008). How attributional ambiguity shapes physiological and emotional responses to social rejection and acceptance. Journal of Personality and Social Psychology, 94(2), 1-25. doi:10.1037/0022-3514.94.2.278 | PDF

Freeman, J. B., Ambady, N., & Holcomb, P. J. (2010). The face-sensitive N170 encodes social category information. NeuroReport, 21(1), 1-9. doi:10.1097/wnr.0b013e3283320d54 | PDF

Johns, M, Schmader, T., and Martens A. 2005. Knowledge is half the battle: Teaching stereotype threat as a means of improving women’s math performance. Psychological Science 16:175-179. DOI: 10.1111/j.0956-7976.2005.00799.x | PDF

Ho, A. K., & Sidanius, J. (2009). Preserving positive identities: Public and private regard for one's ingroup and susceptibility to stereotype threat. Group Processes & Intergroup Relations, 13(1), 55-67. doi:10.1177/1368430209340910 | PDF

D'Lauro, C., Tanaka, J. W., & Curran, T. (2008). The preferred level of face categorization depends on discriminability. Psychonomic Bulletin & Review, 15(3), 623-629. doi:10.3758/pbr.15.3.623 | PDF