AMENA-PSY (American Arab, Middle Eastern, and North African Psychological Association)
2021-2022 Faculty IDE Research
Gili Freedman: One of my two main lines of research examines gender biases against women in science, technology, engineering, and math (STEM). In this work, I conduct studies to understand how women in STEM are perceived within academic settings and the media. Along with my collaborators, I design and test game and narrative interventions that aim to decrease biases against women in STEM and improve the recruitment and retention of women in STEM.
Sample IDE publications:
- Freedman, G., Green, M. C., Kaufman, G., & Flanagan, M. (2021). Using comics and tweets to raise awareness about gender biases in STEM. Psychology of Popular Media. https://doi.org/10.1037/ppm0000313
- Freedman, G., Seidman, M., Flanagan, M., Kaufman, G., & Green, M. C. (2018). The impact of an “aha” moment on gender biases: Limited evidence for the efficacy of a game intervention that challenges gender assumptions. Journal of Experimental Social Psychology, 72, 162-167. doi: 10.1016/j.jesp.2018.03.014
- Freedman, G., Green, M. C., Flanagan, M., Fitzgerald, K., & Kaufman, G. (2018). The effect of gender on attributions for women’s anxiety and doubt in a science narrative. Psychology of Women Quarterly, 42, 178-191. doi: 10.1177/0361684318754528
Elizabeth Enright: Overall, my research investigates social cognitive development; how do infants and children reason about the social world around them? I ask questions about the development of bias including biased expectations and biased social preferences and behavior. I have been working on a number of projects investigating infants and children’s representations of social status and preferential treatment of high- and low-status people. Additionally, I collaborate on projects investigating children’s race/ethnicity and gender biases as well as gender development in transgender and gender nonconforming youth.
Sample publications on social status (* indicates student author):
- Enright, E.A., Alonso, D.J., *Lee, B.M., & Olson, K.R. (2020). Children’s understanding and use of four dimensions of social status. Journal of Cognition and Development, 1-30. doi: 10.1080/15248372.2020.1797745.
- Enright, E. A., Gweon, H., & Sommerville, J. A. (2017). ‘To the victor go the spoils’: Infants expect resources to align with dominance structures. Cognition, 164, 8-21.
Sample publications on collaborations investigating gender development in transgender youth:
- Gülgöz, S., Glazier, J. J., Enright, E.A., Durwood, L.J., Fast, A.A., Lowe, R., Alonso, D.J., Ji, C.J., Martin, C.L., & Olson, K.R. (2019). Similarity in transgender and cisgender children’s gender development. Proceedings of the National Academy of Sciences, 116(49), 24480-24485.
- Olson, K., & Enright, E. A. (2018). Do Transgender Children (Gender) Stereotype More or Less than Their Peers and Siblings?. Developmental Science, 21(4), e12606.
Kristina Howansky: My research broadly investigates the malleability of how people think about and perceive themselves and others. Moreover, I examine the downstream consequences of cognitive and perceptual biases for large-scale social issues such as discrimination toward stigmatized groups. In several lines of work, I investigate factors that predict differences in the way people think about, perceive, and attend to members of stigmatized populations. Much of my work focuses on understanding the experiences of LGBTQ+ individuals, particularly individuals who identify as transgender and bisexual. My current work explores biased visual processes of stigmatized groups (e.g., transgender individuals or people with criminal records), identity denial of bisexual individuals, misgendering, and transgender stereotypes across racial groups. Throughout my work, I aim to take an intersectional perspective to recognize the way that multiple identities interact to create unique experiences.
Sample IDE publications:
- Howansky, K., Maimon, M., & Sanchez, D. (2021). Identity safety cues predict instructor impressions, belonging, and absences in the higher-ed classroom. Teaching of Psychology. Advance online publication. https://doi.org/10.1177/0098628321990362
- Howansky, K., Wilton, L., & Young, D., Abrams, S., & Clapham, R. (2021). (Trans)gender stereotypes and the self: Content and consequences of gender identity stereotypes. Self and Identity, 20(4), 478 – 495. https://doi.org/10.1080/15298868.2019.1617191
- Maimon, M., Sanchez, D., Albuja, A., Howansky, K. (2021) Bisexual identity denial: The unique influence of identity denial experiences on bisexual mental health, meta-perceptions, and social concerns. Self and Identity, 20(4), 515 – 227. https://doi.org/10.1080/15298868.2019.1624275
- Howansky, K., Albuja, A., & Cole, S. (2020). Seeing gender: Perceptual representations of transgender individuals. Social Psychological and Personality Science, 11(4), 474 – 482. https://doi.org/10.1177/1948550619875143
- Manuel, S. K., Howansky, K., Chaney, K., Sanchez, D. (2017). No rest for the stigmatized: An organizational health and workplace sexism (OHWS) model. Sex Roles, 77(9 – 10), 697 – 708. https://doi.org/10.1007/s11199-017-0755-x
Ayşe Ikizler: All aspects of my professional activities–teaching, research, and service–center on IDE-related issues. My clinical/counseling-related courses place a heavy emphasis on multicultural and social justice. My primary research interest focuses on the ways in which oppressive experiences (e.g., ethnic discrimination, Islamophobia, sexism, heterosexism) and traditional gender role socialization relate to mental health outcomes. I am especially interested in the experiences of sexual minorities (e.g., LGBQ+) and individuals of Arab/Middle Eastern/North African (AMENA) backgrounds in the United States, and understanding identity development among diverse individuals with multiple oppressions (e.g., sexual minority women, queer people of color). Much of my service efforts are geared towards confronting systemic racism at societal and institutional levels.
Sample IDE publications:
- Ikizler, A. S. & Szymanski, D. M. (2018). Discrimination, religious and cultural factors, and Middle Eastern/Arab Americans’ psychological distress. Journal of Clinical Psychology, 74, 1219-1233. DOI: 10.1002/jclp.22584 * This article is featured in the inaugural Research Spotlight of the American Arab, Middle Eastern, and North African Psychological Association (AMENA-Psy)
- Szymanski, D. M., Ikizler, A. S, & Dunn, T. (2016). Sexual minority women’s relationship quality: Examining the roles of multiple oppressions, silencing the self, and relationship type. Psychology of Sexual Orientation and Gender Diversity, 3, 1–10. DOI: 10.1037/sgd0000145 * This article was selected for inclusion in APA Journals Article Spotlight™
- Ikizler, A. S., & Szymanski, D. M. (2014). A qualitative study of Middle Eastern/Arab American sexual minority identity development. Journal of LGBT Issues in Counseling, 8, 206-241. DOI: 10.1080/15538605.2014.89729 *This article was recognized as one of the most downloaded articles published in Routledge Behavioral Sciences journals in 2014.
Scott Mirabile: My research is broadly about how children learn to be socially and emotionally competent in early childhood. My more recent collaborative work focuses on these issues in populations that are underrepresented in much of the research literature (for example, how Iranian parents teach children about emotions; socioemotional competence in Pakistani preschoolers). In collaboration with multiple other professors at SMCM, I am also engaged in a new line of research focused on how to assess equitable, inclusive teaching practices on college campuses.
Libby Nut Williams: Across my entire career, my teaching and my research have focused on issues of multiculturalism. In my classes, I focus on multicultural theories, particularly as they relate to counseling, psychotherapy, and psychological research. We examine definitions of race/ethnicity, sex/gender, sexuality and related “isms” (racism, sexism, heterosexism) as well as broader issues of power. We study the research on implicit bias in counseling and look to the profession of psychology for best practices, such as the APA’s 2017 Multicultural Guidelines: An Ecological Approach to Context, Identity, and Intersectionality. As a counseling psychologist (and one with interest in psychotherapy research and social identities), my research has often focused on the intersection of race and gender, with a particular emphasis on feminist multicultural models of counseling. In 2013, I co-edited The Oxford Handbook of Feminist Multicultural Counseling Psychology with Carol Enns, and I have several lines of research (in counseling and in leadership) that examine issues of gender and race (see below for recent examples).
Sample IDE publications (* indicates student author):
- Marcelli*, M., Williams, E. N., Culotta*, K., & Ertman*, B. (2020). The impact of racial- ethnic socialization practices on international transracial adoptee identity development. Adoption Quarterly, 23(4), 266-285.
- Williams. E. N. (2020). Research with underserved populations: Matching method to need. In J. Zimmerman, J. Barnett, & L. Campbell (Eds.), Bringing psychotherapy to the underserved: Challenges and strategies (pp. 323-338). New York: Oxford University Press.
- Wolf*, J., Williams, E. N., Darby*, M., Herald*, J., & Schultz*, C. (2018). Just for women? Feminist multicultural therapy with male clients. Sex Roles, 78, 439-450.
- Williams, E.N., Chin, J.L., Grande, S., Handford, C., Kenny, A.C., Nakamura, Y.T., Roh, A., & Shaw, G. (2020). Standing at the crossroads of culture, gender, and leadership: Seeking a productive path for the 21st century and beyond. In C. Shealy (Ed.), Cultivating the Globally Sustainable Self: How the Human Species Might Fulfill its Potential. New York: Oxford Press.