Publications
Thiem, K. C., & Dasgupta, N. (2022). From precollege to career: Barriers facing historically marginalized students and evidence-based solutions. Social Issues and Policy Review, 16(1), 212-251.
Dasgupta, N., Thiem, K. C., *Coyne, A. E., Laws, H., *Barbieri, M., & Wells, R. S. (in press). The impact of communal learning contexts on adolescent self-concept and achievement: Similarities and differences across race and gender. Journal of Personality and Social Psychology.
Thiem, K. C., Neel, R., Simpson, A.J., & Todd, A. R. (2019). Are Black women and girls associated with danger? Implicit racial bias at the intersection of target age and gender. Personality and Social Psychology Bulletin, 45, 1427-1439.
Clark, J. K., & Thiem, K. C.. (2018) Stereotype validation and intellectual performance. Negative Implications for future achievement. Self and Identity, 17, 37-55.
Clark, J. K., & Thiem, K. C., & *Kang, S. (2017). Positive stereotype validation and intellectual performance: The bolstering effects of activating positive stereotypes after intellectual performance. Personality and Social Psychology Bulletin, 43, 1630-1642.
Clark, J. K., & Thiem, K. C., Hoover, A. E., & Habashi, M. M. (2017). Gender stereotypes and intellectual performance: Stigma consciousness as a buffer against stereotype validation. Journal of Experimental Social Psychology, 68, 185-191.
Todd, A. R., Simpson, A.J., Thiem, K. C., & Neel, R. (2016). The generalization of implicit racial bias to young Black boys: Automatic stereotyping or automatic prejudice? Social Cognition, 4, 306-323.
Todd, A. R., Thiem, K. C., & Neel, R. (2016). Does seeing faces of young Black boys facilitate the identification of threatening stimuli? Psychological Science, 27, 384-393.
Clark, J. K., & Thiem, K. C. (2015). Group communicators, perceived entitativity, and persuasion: A self-validation analysis. Journal of Experimental Social Psychology, 61, 5-11.
Clark, J. K., Thiem, K. C., Barden, J., Stuart, J. O., & Evans, A. T. (2015). Stereotype validation: The effects of activating negative group stereotypes after intellectual performance. Journal of Personality and Social Psychology, 108, 531-552.
* Denotes student collaborators
Dasgupta, N., Thiem, K. C., *Coyne, A. E., Laws, H., *Barbieri, M., & Wells, R. S. (in press). The impact of communal learning contexts on adolescent self-concept and achievement: Similarities and differences across race and gender. Journal of Personality and Social Psychology.
Thiem, K. C., Neel, R., Simpson, A.J., & Todd, A. R. (2019). Are Black women and girls associated with danger? Implicit racial bias at the intersection of target age and gender. Personality and Social Psychology Bulletin, 45, 1427-1439.
Clark, J. K., & Thiem, K. C.. (2018) Stereotype validation and intellectual performance. Negative Implications for future achievement. Self and Identity, 17, 37-55.
Clark, J. K., & Thiem, K. C., & *Kang, S. (2017). Positive stereotype validation and intellectual performance: The bolstering effects of activating positive stereotypes after intellectual performance. Personality and Social Psychology Bulletin, 43, 1630-1642.
Clark, J. K., & Thiem, K. C., Hoover, A. E., & Habashi, M. M. (2017). Gender stereotypes and intellectual performance: Stigma consciousness as a buffer against stereotype validation. Journal of Experimental Social Psychology, 68, 185-191.
Todd, A. R., Simpson, A.J., Thiem, K. C., & Neel, R. (2016). The generalization of implicit racial bias to young Black boys: Automatic stereotyping or automatic prejudice? Social Cognition, 4, 306-323.
Todd, A. R., Thiem, K. C., & Neel, R. (2016). Does seeing faces of young Black boys facilitate the identification of threatening stimuli? Psychological Science, 27, 384-393.
Clark, J. K., & Thiem, K. C. (2015). Group communicators, perceived entitativity, and persuasion: A self-validation analysis. Journal of Experimental Social Psychology, 61, 5-11.
Clark, J. K., Thiem, K. C., Barden, J., Stuart, J. O., & Evans, A. T. (2015). Stereotype validation: The effects of activating negative group stereotypes after intellectual performance. Journal of Personality and Social Psychology, 108, 531-552.
* Denotes student collaborators