Camille S. Johnson

TL;DR: Four studies test the hypothesis that first-generation students underperform because interdependent norms from their mostly working-class backgrounds constitute a mismatch with middle-class independent norms prevalent in universities and address the urgent need to recognize cultural obstacles that contribute to the social class achievement gap.

TL;DR: The authors examined the effect of a positive gender stereotype (e.g., men are superior to women in math and computer science) on performance and motivation as a function of domain identification, with a special emphasis on men low in domain identification.

TL;DR: Four studies tested whether uncertainty about the self-concept can motivate people, particularly individualists who define themselves in terms of their personal traits and characteristics, to perceive their material possessions as extensions of themselves (i.e., as self-expressive) after being induced to feel self-uncertain.

TL;DR: The authors found that low power participants responded to targets with contrast or assimilation, whereas high power participants did not, which has important implications for our understanding of how people's positions in the social and organizational hierarchies affect their basic psychological functioning.

TL;DR: Investigation of gender representation over a 13-year period among speakers at the largest social and personality psychology conference found women were underrepresented as speakers, though this effect diminished over time.