Our research begins with the assumption that situational cues in schools, workplaces and other social contexts convey whether members of certain social groups will perceive themselves as insiders or outsiders. One goal of this research is to classify the kinds of cues that are imbued with identity-salient insider/outsider information.

We seek to understand when and how psychological interventions improve motivation and performance-based outcomes and in which contexts are psychological interventions appropriate. We work on a variety of social psychological interventions — belonging, mindset, critical feedback interventions. 

Findings from psychology and social cognitive neuroscience are widely used to motivate lay audiences to embrace diversity, equity and inclusion (DEI) initiatives in the workplace. Our research seeks to explore the nature of this popularized DEI evidence, where it comes from and how it relates to the structure of scientific knowledge in social psychology and social cognitive affective neuroscience.