Title: Assistant Professor
- Her research examines socio-cultural identities in negatively stereotyped groups such as African-Americans and Latina/o/x-Americans; and she investigates the potential for these identities to serve as a psychological resource— one that can facilitate a variety of individual and intergroup benefits. Her research integrates basic psychological theories related to the self, multicultural experiences, and consistency theories to understand the conditions that allow culturally shaped identities in negatively stereotyped groups to function as powerful agents of social change. This research has demonstrated that culturally shaped identities when affirmed within mainstream educational settings can increase academic motivation and performance in members of negatively stereotyped groups and can improve the intergroup attitudes of majority group members.
- Brannon, T. N. (2018). Reaffirming King's vision: The power of participation in inclusive diversity efforts to benefit intergroup outcomes. Journal of Social Issues, 74(2), 355-376.
- Brannon, T. N., Carter, E. R., Murdock‐Perriera, L. A., & Higginbotham, G. D. (2018). From Backlash to Inclusion for All: Instituting Diversity Efforts to Maximize Benefits Across Group Lines. Social Issues and Policy Review, 12(1), 57-90.
- Brannon, T. N., Markus, H. R., & Taylor, V. J. (2015). " Two souls, two thoughts," two self-schemas: double consciousness can have positive academic consequences for African Americans. Journal of Personality and Social Psychology, 108(4), 586-609.
Tagged: Psychology, Education