The Department of Psychology Faculty
Phone: (646) 312-4162
Location: VC 8-220
Jennifer Mangels is currently the Chair of Psychology and also currently serves as the Chair of the Weissman School of Arts & Sciences. She received her BA at the University of Delaware and Ph.D. in Psychology at the University of California (Berkeley). Following a post-doctoral fellowship at the Rotman Research Institute (Toronto, Canada), she investigated the influence of executive control functions on declarative memory using converging cognitive neuroscience methods, including patients with focal lesions, neuroimaging (PET, fMRI), and neuromonitoring (EEG/ERP).
As Principal Investigator (PI) of the Dynamic Learning Lab at Baruch College, she has incorporated additional social, affective, and educational components aimed at investigating how individual and/or environmental factors influence selective attention, learning, and decision-making. She also has experience modeling socio-cognitive behaviors with agent-based modeling methods. Her work, which has been published widely in journals including Science, the Journal of Cognitive Neuroscience, and Social Cognitive and Affective Neuroscience, has been funded by NIH, NSF, IES, DOD, and DARPA.
A current goal of the lab is to understand how one’s learning and decision-making success is enhanced or impaired by aspects of the to-be-learned material, the motivation of the individual learner, and their beliefs about what they know and don’t know (metacognition). But we also recognize that learning and decision-making typically takes place in a social context. Thus, many of our current studies aim to integrate concepts and theories from social psychology, cognitive psychology, and cognitive neuroscience to help students bridge gaps in knowledge and overcome academic challenges. Related work addresses how we use the information we receive from others to work collaboratively toward improved decision-making. Although this work takes place in a virtual or physical lab environment, it is designed to have direct relevance to everyday educational contexts.
The Dynamic Learning Lab supports a vibrant group of undergraduate, post-bac, and PhD students through volunteer, credit-based, and (occasionally) paid research positions. Undergraduates from her lab have gone on to highly respected Master’s and Ph.D. programs in clinical and cognitive psychology, as well as cognitive neuroscience programs. Ph.D. students have entered both academia and industry. New students typically start at the beginning of the academic semester or in the summer, but inquiries about the lab are invited all year round.
Whiteman, R., & Mangels, J. (2020). State and Trait Rumination Effects on Overt Attention to Reminders of Errors in a Challenging General Knowledge Retrieval Task. Frontiers in Psychology: Emotion Science, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.02094/full
Abraham, D., McRae, K., & Mangels, J. (2019). “A” For Effort: Rewarding Effortful Retrieval Attempts Improves Learning from General Knowledge Errors in Women. Frontiers in Psychology. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01179/full
Mangels, J., Hoxha, O., Lane, S. P., Jarvis, S. N., & Downey, G. (2018). Evidence that Disrupted Orienting to Evaluative Social Feedback Undermines Error Correction in Rejection Sensitive Women. Social Neuroscience, 13(4), 451-470.
Mangels, J., Rodriguez, S., Ochakovskaya, Y., & Guerra Carrillo, B. (2017). Achievement Goal Task Framing and Fit with Personal Goals Modulates the Neurocognitive Response to Corrective Feedback. AERA Open (American Educational) Research Association), 3(3), 1-16. https://journals.sagepub.com/doi/full/10.1177/2332858417720875
Whiteman, R. C., & Mangels, J. (2016). Rumination and Rebound from Failure as a Function of Gender and Time on Task. Brain Science, 6(1), 7; https://doi.org/10.3390/brainsci6010007
Phone: (646) 312- 3788
Location: VC 8-296
Professor Albright is a licensed psychologist who received his PhD from City University of New York in the area of Experimental Cognition and Applied Psychophysiology. His initial research involved identifying correlates between numerous cardiac functions, such as stroke volume and myocardial contractility, to Type A behavioral indices as well as biofeedback intervention for cardiovascular disorders such as hypertension. He has published in the International Journal of Psychophysiology, Perceptual and Motor Skills and Biofeedback and Self-Regulation.
Dr. Albright is currently examining the usage of a distant learning classroom management system (Blackboard) to facilitate the delivery and management of multidisciplinary pedagogy in large lectures of Introduction to Psychology and Public Affairs, 2) the application of an online English Analyzer in implementing a new low cost/high benefit writing requirement in large lecture formats and 3) utilizing student’s web authoring skills to enhance the classroom experience.
Dr. Albright is also Director of Pedagogical Development for the Weissman School of Arts and Sciences, which runs Baruch College’s annual Teaching and Technology conference that draws national audiences.
Phone: (646) 312-3837
Location: VC 8-282
Daniele Artistico, Ph. D (University of Rome, 2002; postdoctoral work at the University of Illinois at Chicago, 2005), is a Professor of Psychology in the Psychology Department and the Mental Health Counseling Program at Baruch College of the City University of New York. He specializes in Gerontology and Personality Science. His current work focuses on everyday problem solving theory and self-efficacy research intervention (previously funded by the National Institute on Aging). When he is not teaching Adult Development to undergraduate students and Life-Span Development to graduate students, he supervises research experience for undergraduates sponsored by the National Science Foundation. Dr. Artistico is the founding editor of UP Scholars.
Phone: (646) 312-3818
Location: VC 8-274
Website: Emotions in Organizations
Professor Cohen-Charash received her Ph.D. from the Department of Psychology at the University of California, Berkeley. She has an M.Sc. in Management, Organizational Behavior from the Faculty of Management, Tel-Aviv University, and a BA in psychology from Tel-Aviv University.
Her research interests focus on emotions in general and within organizational settings. She studies how emotions motivate the behavior of individuals, groups, and organizations, and how individuals and organizations can influence the emotions and behaviors of others. She mainly focuses on envy, jealousy, and feeling happy for someone else’s good fortune (firgun). She is also interested in other emotions, such as fear and greed. Additional lines of research in which she is involved include issues of fairness and justice in organizations; the interface between justice and emotions; the influence of language on emotions, the value-judgment of emotions, and over-disclosure at work.
At the Ph.D. level, she teaches the core Organizational Psychology seminar, the core Personality seminar, and elective seminars on emotions and justice. At the undergraduate level, she teaches the Introduction to Psychology general course and a seminar about the Holocaust.
Professor Cohen-Charash manages the Emotions in Organizations lab (see more details in her lab description). She is currently an Associate Editor of Emotion Review. She is also an executive coach.
Crusius, J., Gonzalez, M. F., Lange, J., & Cohen-Charash, Y. (2020). Envy: An adversarial review and comparison of two competing views. Emotion Review, 12(1), 3-21. doi.org/10.1177/1754073919873131 | Link to Paper
Cohen-Charash, Y., & Larson, E. C. (2017). An emotion divided: Studying envy is better than studying “benign” and “malicious” envy. Current Directions in Psychological Science, 26, 174–183. Doi.org/10.1177/0963721416683667 | Link to Paper
Cohen-Charash, Y., & Mueller, J. S. (2007). Does perceived unfairness exacerbate or mitigate interpersonal counterproductive work behaviors related to envy? Journal of Applied Psychology, 92(3), 666-680. doi.org/10.1037/0021-9010.92.3.666 | Link to Paper
Cohen-Charash, Y., & Spector, P. E. (2001). The role of justice in organizations: A meta-analysis. Organizational Behavior and Human Decision Processes, 86(2), 278-321. doi.org//10.1006/obhd.2001.2958 | Link to Paper
Location: VC 8-272
Julie V. Dinh’s research lies at the intersection of diversity, interventions, and health, broadly defined. Her main program of research examines how the social sciences can improve interpersonal relationships characterized by cultural differences or power imbalances, particularly within health care workplaces. Dr. Dinh specializes in mixed methods and field-based methodologies. Dr. Dinh was awarded the Graduate Research Fellowship by the National Science Foundation (2016), given her collaborative research program on cultural competency in health care providers. She led several research projects, including as part of an internship, at Baylor College of Medicine and Texas Children’s Hospital. In addition to her healthcare research, she has partnered with organizations across industries in multiple domains, including aerospace, military, non-profit, and corporate consultancy groups. Her research has been published in Human Factors, Leadership Quarterly, Organizational Dynamics, and Small Group Research. It has also been recognized by professional societies across disciplines, including the Society for Industrial/Organizational Psychology (Small Grant, 2017; Reviewer’s Choice Chair & Presenter, 2018), American Public Health Association (Student Award, 2017) and the Southern Management Association (Doctoral Consortium Scholarship, 2018). Her teaching interests include honors seminars, research methods, training, diversity, and interdisciplinary special topics.
Dinh, J. V., Reyes, D. L, Kayga, L.,* Lindgren, C.,* Feitosa, J. & Salas, E. (2021). Developing team trust: Leader insights for virtual settings. Organizational Dynamics.
Dinh, J. V., Schweissing, E.,* Venkatesh, A.,* Traylor, A., Kilcullen, M., Perez, J. A.,* & Salas, E. (In press). The study of teamwork processes within the dynamic domains of healthcare: A systematic and taxonomic review. Frontiers in Communication.
Dinh, J. V., Traylor, A. M., Kilcullen, M. P., Perez, J. A.,* Schweissing, E. J.,* Venkatesh, A.,* Salas, E. (2019). Cross-disciplinary care: A systematic review on teamwork processes in healthcare. Small Group Research.
‡ Cheng, S., Corrington, A., Dinh, J. V., Hebl, M., King, E., Ng, L., Reyes, D., Salas, E., & Traylor, A. (2019). Challenging diversity training myths: Changing the conversation about diversity training to shape science and practice. Organizational Dynamics.
Dinh, J. V., & Salas, E. (2019). Prioritization of diversity during residency matching: Trends for a new workforce. Journal of Graduate Medical Education, 11, 319-323. doi:10.4300/jgme-d-18-00721.1
Key: * student author; † co-first author; ‡ authors contributed equally and are listed alphabetically
Phone: (646) 312- 3805
Location: VC 7-257
Tatiana Aloi Emmanouil, Assistant Professor of Psychology, investigates the cognitive and neural mechanisms of vision in humans. Her work spans the fields of visual attention, awareness and memory as it attempts to understand how we process, store and experience the complex visual world that surrounds us. Professor Emmanouil received a BA in Psychology from UC Berkeley, a PhD in Psychology and Neuroscience from Princeton University under the tutelage of Anne Treisman, and worked as a postdoc at CUNY with Tony Ro. Her work, inspired by psychological theory, is based on behavioral experiments. She examines brain activations using current neuroimaging tools such as functional Magnetic Resonance Imaging, transcranial magnetic stimulation, and electroencelphalography.
Location: VC 8283
My Post-Doctoral Fellowship and Clinical Internship were completed at Brown University. I earned my PhD and MS in Clinical Psychology at Northwestern University and my BS at the State University of New York at Binghamton.
Dedicated post-graduate and undergraduate students who have a passion for research and who enjoy working on projects are the members of our lab. Many have had presented posters at regional and national professional conferences and a number have been authors on papers published in peer-reviewed journals. We have two areas of focus. One is on climate change and environmental sustainability and the second is on sleep loss, sleep recovery through nap taking and the influence of both on objective measures of effort.
Climate Change and Environmental Sustainability
We have been collecting survey data on student attitudes and behaviors regarding climate change and environmental protection for over 10 years. Though we measure each student only once, we now have a picture of the evolution of undergraduates’ worry about climate and engagement in protecting vital natural resources. Another important survey in our lab assesses childbearing decisions and the role of climate change in family planning decision-making.
A recent experiment in our lab have focused on engaging students in environmental protection by finding strategies to overcome the limitations imposed by temporal cognition (a focus on today’s behaviors and outcomes at the expense of considering one’s behavior and its impact on the future).
Sleep loss, Nap-taking and Effort
The research in our lab focuses on the effects of sleep deprivation, and the effects of nap-taking as a sleep recovery strategy on performance requiring varying degrees of effort. I am particularly interested in how people make choices depending on the objective effort tasks require, and the use of mental short-cuts, choice behavior in math tasks, and engagement in social situations to determine how effort is expended with and without restorative naps. Recently, we’ve included athletes and regular exercisers in our participant pool to assess how naps may affect their effortful performance both in the sports setting and on cognitive tasks.
Ethics and Legal Issues in Mental Health Counseling
The graduate level Ethics and Legal Issues in Mental Health Counseling course (Psychology 9814) focuses on ethics in the therapeutic setting including issues of acculturation, bias, boundaries, confidentiality and conflicts of interest.
Psychology 3185 considers climate change and environmental issues and how human strengths and limitations can damage or protect our fragile environment and our critical natural resources.
Psychology of Sleep
The Psychology of Sleep course (Psychology 3054) addresses sleep from many dimensions including sleep stages, sleep need, developmental changes in sleep, the physiology of sleep, sleep deprivation, sleep disorders and dreaming.
I have been the Baruch College Ombuds since fall 2002. The Baruch College Ombuds office offers a confidential, neutral and independent resource for faculty, staff, students and guests within the Baruch College community to voice concerns and complaints. We attempt to help find solutions and resolve conflicts that arise between members of the College. http://www.baruch.cuny.edu/ombuds/
Chair, Baruch College Task Force on Sustainability
Launched in the spring of 2008, Baruch College’s Task Force on Sustainability http://blsciblogs.baruch.cuny.edu/sustainability/ is part of the City University of New York’s Sustainability Project http://www.cuny.edu/about/resources/sustainability/about-us/project.html and PLANYC http://www.nyc.gov/html/planyc2030/html/home/home.shtml.
The Baruch College Task Force on Sustainability works to create a culture within the Baruch community, including students, faculty and staff, which understands climate change, values and practices environmental protection, seeks to solve sustainability issues at the College and facilitates broad College-based learning about sustainability. I have been the chair of the Baruch College Task Force on Sustainability since its inception. The Baruch 2018-2023 Strategic Plan includes Climate Change as a curricular goal. https://www.baruch.cuny.edu/strategicplan-archived/.
Member of the Baruch College Climate Change Faculty Seminar
Baruch College faculty across Weissman College of Arts and Sciences, Zicklin School of Business and Marxe School of Public and International Affairs come together to discuss climate change education and research, and apply for grant support for Baruch College climate change initiatives.
NSF-Research Experience for Undergraduates (REU)
The Department of Psychology at Baruch College, City University of New York is site of a training program funded by the National Science Foundation entitled Research Experience for Undergraduates (REU). The program offers advanced research training for one academic year to 12 undergraduate students who attend colleges and universities in the New York metropolitan area. The program targets students belong to historically disadvantaged groups.
Publications of Interest
Engle-Friedman, M. & Young, S. (2019). Sleep’s role in effortful performance and sociability.
In Zlatan Krizan (Ed.) Personality, and Social Behavior. Springer-Nature, Switzerland.
Engle-Friedman, M., Mathew, G. M., Martinova, A., Armstrong, F., & Konstantinov, V. (2018). The role of sleep deprivation and fatigue in the perception of task difficulty and use of heuristics. Sleep Science, 11(2), 74-84.
Engle-Friedman, M., Furman, G., Lui, F., & Lee-Furman, E. (2015). Trust in media representation of environmental problems. The International Journal of Sustainability Education, 10(2), 1-18. http://www.commongroundpublishing.com
Engle-Friedman, M. (2014). The effects of sleep loss on capacity and effort. Sleep Science, 7(4), 213-224.
Engle-Friedman, M. (2010). Sleep and effort in adolescent athletes. Journal of Child Health Care, 14(2), 131-141.
Engle-Friedman, M., Lee, E., Furman, G., Maculaitis, M., & Cho, K. (2010). What affects attitudes and behaviors regarding environmental sustainability. The International Journal of Environmental, Cultural, Economic and Social Sustainability, 6(6), 41-68. http://ijs.cgpublisher.com
Presentations of Interest
Engle-Friedman, M. & Tipaldo, J. (2020, January). Family planning decisions affected by climate change. Sixteenth International Conference on Environmental, Cultural, Economic & Social Sustainability. Santiago, Chile.
Tipaldo, J., Sawhney, K. & Engle-Friedman (2019, July). Climate change: Legal activism by youth inspires age-mates. Annual Conference of the European Association of Psychology and Law 2019 that will be held in Santiago de Compostela, Spain.
Horne, K.A., Tipaldo, J., Kelly, C., Sawhney, K., Engle-Friedman, M. (2019, June). New and parallel-form measures of objective effort: Math task and everyday task difficulty. SLEEP, San Antonio, Texas.
Horne, K.A., Kelly, C., Tipaldo, J., DelaMata, C., Lou, J., Sawhney, K., Engle-Friedman, M. (2019, June). Objective effort and math performance predicted by night-time awakenings and total sleep time. SLEEP, San Antonio, Texas.
Horne, K.A., Lee, M., DelaMata, C., Tipaldo, J., Engle-Friedman, M. (2019, April). Relationship between anxiety and optimism and its effect on frequency of sustainable behavior. Western Psychological Association, Pasadena, California.
Horne, K.A., Lee, M., Osiecka, Z., Sawhney, K., Jones, K., Engle-Friedman, M. (2019, March). Students’ attribution of responsibility for combating climate change and its relationship to frequency of sustainable behaviors. Eastern Psychological Association, New York, New York.
Tipaldo, J., Horne, K.A., Piskorki, N., Cruz, N., Engle-Friedman, M. (2019, March). Planning to have kids? What about climate change? Eastern Psychological Association, New York, New York.
Kelly, C., Horne, K.A., DelaMata, C., Tipaldo, J., Skorokhod, Y., & Engle-Friedman, M. (2019, March). A methodological study developing parallel forms for the objective assessment of effort. International Convention of Psychological Science, Paris, France.
Horne, K.A., Lee, M., & Engle-Friedman, M. (2019, March). Correlations between personality and sustainable behaviors: Identifying the traits of future leaders on climate change. International Convention of Psychological Science, Paris, France.
Horne, K.A., Lee, M., Skorokhod, Y., & Engle-Friedman, M. (2018, November). Gender differences in sustainable behaviors and efficacy in reducing or stopping climate change. New England Psychological Association, Worcester, Massachusetts.
Phone: (646) 312- 3820
Location: VC 8-285
Harold is a professor of industrial‐organizational psychology at Baruch College, The City University of New York. He received his doctoral degree in I/O psychology from the University of Maryland in 1993 and held faculty roles at Bowling Green State University and New York University before joining Baruch College in 1997. His primary areas of expertise are in personnel staffing and equal employment opportunity issues, diversity and inclusion, leadership and managerial development, and organizational culture. He is best known for his work on the design of tests of intelligence that produce reduced racial and gender-based group differences. In addition, he is recognized for his research on using psychological tests to predict performance in professional sports. Harold regularly publishes in scholarly journals and books and is the lead editor of the Wiley Blackwell Handbook of Recruitment, Selection, and Employee Retention. In addition, his work on designing intelligence tests earned him and his team multiple M. Scott Myers Awards for Applied Research from the Society of Industrial and Organizational Psychology and International Personnel Assessment Council’s Innovations Awards.
Harold has served as an expert witness and advisor on issues involving human capital in the workplace for the U.S. Department of Justice. Harold has taught classes on topics such as personnel staffing, organizational behavior, and leadership and managerial development. He also serves as the director of the Masters in Industrial/Organizational Psychology program at Baruch College.
Yusko, K., Aiken, J., Goldstein, H., Scherbaum, C., & Larson, E. (2019). Solving the “Quarterback Problem”: Using Psychological Assessment to Improve Selection Decisions in Professional Sports. In Ronald R. Sims & Sheri K. Bias (Ed.), Human Resources Management Issues, Challenges and Trends: “Now and Around the Corner”. Charlotte, NC: Information Age Publishing.
Larson, E., Yusko, K., Goldstein, H., Scherbaum, C., Aiken, J., and Oliver, L. (2018). Intelligence in the workplace: Recent developments in theory and measurement in intelligence at work. In V. Zeigler and T. Shackelford (Eds.), The Sage Handbook of Personality and Individual Differences. Thousand Oaks: CA.
Goldstein, H., Pulakos, E., Passmore, J., & Semedo, C. (2017). The Wiley-Blackwell Handbook of the Psychology of Recruitment, Selection, and Employee Retention. Hoboken, NJ: John Wiley & Sons.
Reeve, C., Scherbaum, C., & Goldstein, H. (2015). Manifestations of intelligence: Expanding the measurement space to reconsider specific cognitive abilities. Human Resource Management Review, 25, 28-37.
Scherbaum, C., Goldstein, H., Ryan, R., Agnello, P., Yusko, K., & Hanges, P. (2015). New Developments in Intelligence Theory and Assessment: Implications for Personnel Selection. In J. Oostrom & I. Nikolaou’s (Eds.) Employee Recruitment, Selection, and Assessment. Contemporary Issues for Theory and Practice (99-116). London: Psychology Press-Taylor & Francis.
Grant Funding (2010-Present)
Improving Graduate Business School Admissions: Supplementing the GMAT with Alternative Predictors. MERInstitute of the Graduate Management Admissions Council, co-PI ($100,000).
Phone: 646 312-3862
Location: VC 8-298
Good, C., Aronson, J., & Harder, J.A. (2008). “Problems in the pipeline: Women’s achievement in high-level math courses.” Journal of Applied Developmental Psychology, 29, 17-28.
Good, C. (2006). “Transforming classroom culture through the use of student allies.” Network News: Newsletter of the Minority Student Achievement Network, 22. Evanston, IL: MSAN.
Inzlicht, M., Aronson, J., Good, C., & McKay, L. (2006). “The particular resiliency of self monitors to threatening environments.” Journal of Experimental Social Psychology, 42, 323-336.
Mangels, J.A., Butterfield, B., Lamb, J., Good, C., & Dweck, C.S. (2006). “Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model.” Social Cognitive and Affective Neuroscience, 1, 75-86.
Good, C., Aronson, I., & Inzlicht, M. (2003.). “Improving Adolescents’ Standardized Test Performance: An Intervention to Reduce the Effects of Stereotype Threat.” Journal of Applied Developmental Psychology, 24, 6, 645-662.
Aronson, J, Freid, C., & Good, C. (2002). “Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence.” Journal of Experimental Social Psychology, 38, 113-125.
Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., & Brown, J. (1999). “When white men can’t do math: Necessary and sufficient factors in stereotype threat.” Journal of Experimental Social Psychology, 35, 1, 29-46.
CHAPTERS IN BOOKS
Good, C. & Aronson, J. (2008). The Development of Stereotype Threat: Consequences for Educational and Social Equality. To appear in E. Turiel, C. Wainryb, and J. Smetana (Eds.), Social Development, Social Inequalities, and Social Justice, (pp 155-183). New York, NY: Lawrence Erlbaum Associates.
Good, C., Dweck, C. S., & Aronson, J. (2007). Stereotype threat, achievement motivation, and social identity. To appear in A. Fuligni (Ed.), Social Categories, Identities and Educational Participation, (pp. 115-135) New York, NY: Russell Sage Foundation.
Inzlicht, M. & Good, C. (2006). How environments threaten academic performance, self knowledge, and sense of belonging. In S. Levin & C. van Laar (Eds.), Stigma and Group Inequality : Social Psychological Approaches (pp. 129-150) Mahwah, NJ: Lawrence Erlbaum Associates.
Good, C. & Dweck, C. S. (2005). A motivational approach to reasoning, resilience, and responsibility. In R. Stemberg and R. Subotnick (Eds.), Optimizing Student Success in School Reasoning, Resilience, and Responsibility with the Other Three R’s. (pp. 39-56). Charlotte, NC: Information Age Publishing.
Dweck, C. S., Mangels, J., & Good, C. (2004). Motivational effects on attention, cognition, and performance. In D.Y. Dai & R.J. Stemberg (Eds.), Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development. (pp. 41-55). Mahwah, NJ: Lawrence Erlbaum Associates.
Aronson, J., & Good, C. (2003). The development and consequences of stereotype vulnerability in adolescents. In F. Pajares & T. Urdan, (Eds.), Adolescence and education: Vol. 2. Academic motivation of adolescents (pp. 299- 330). Greenwich, CT: Information Age Publishing.
Good, C. (2006). Transforming classroom culture through the use of student allies. Network News: Newsletter of the Minority Student Achievement Network, 22. Evanston, IL: MSAN.
Phone: (646) 312- 3792
Location: VC 8-222
Sam Johnson is the former Chair of the Psychology Department at Baruch College and a counseling psychologist and Professor of Psychology. His research and teaching interests are in culturally competent clinical training and applied psychological training for intercultural competence. His academic career spans over 30 years of service at many institutions, most recently at Teachers College Columbia University and Baruch College, CUNY.
While at Teachers College Dr. Johnson pioneered Multi-Cultural Curriculum Development for Professional Psychologists at Columbia University. He is the founder of the Teachers College Winter Round-Table on Cross Cultural Psychology and Education the longest running professional conference devoted to issues of diversity.
Dr. Johnson was a pioneering proponent of cultural competence in his critical position papers on “Cultural Expertise” (1984, 1987, 1992). He has extensive publications in scholarly journals, books, video, and digital media. Dr. Johnson is an experienced grant writer, principle investigator, and program evaluator. He has received several fellowships and grant awards including the American Association for the Advancement of Science, Science Media Fellowship.
During his tenure at Baruch College Dr. Johnson served as Baruch College’s first VP for Student Development. He established fieldwork placements for master’s level trainees in career and personal counseling. His administration established the first APA approved Doctoral Internship Program in the City University and expanded and improved Peer Counseling Services.
Dr. Johnson led the development and implementation first Internet based career development center in the City University at Baruch. He managed the integration of SEEK counseling services into student affairs and implemented card reader traffic monitoring in student service offices. Dr. Johnson championed the adoption of CAS Standards for student services CUNY-wide and managed the development and implementation of service and business plans for Baruch’s Athletic and Recreation Center (ARC).
Johnson, S.D., (2004). Culture, Context, and Counseling. Chapter 2 in the Handbook of Racial-Cultural Psychology and Counseling, Volume One, Theory and Research, Robert T. Carter (Editor). Hoboken, N.J.: John Wiley, ©2004-©2005.ISBN: 0-471-38628-6 Pp.17-26.
Johnson, S.D., (2000). “Classic Defenses: A critical Assessment of Ambivalence and Denial in Organizational Leader’s Responses to Diversity. In Addressing Cultural Issues in Organizations; Beyond the Corporate Context, R. T. Carter Ed., Thousand Oaks, CA: Sage Publications. Pp. 181-191
Johnson, S.D. & Carter, R.T., Eds. (1993). Addressing Cultural issues in an Organizational Context: The Proceedings of the 1992 Teachers College Winter Roundtable on Cross Cultural Counseling. New York, New York: Teachers College, Proceedings of the 1991 Teachers College Winter Roundtable on Cross Cultural Counseling. New York, New York: Teachers College, Columbia University.
Johnson, S.D. & McRae, Mary B. (1992). Toward Training for Competence in Multicultural Counselor Education. Journal of Counseling and Development, 70, 1,131-135.
Johnson, S.D. (1990). Toward Clarifying Culture Race and Ethnicity in the Context of Multicultural Counseling. The Journal of Multicultural Counseling and Development. 18, 1, 41-50.Columbia University.
Johnson, S.D. (1990). Applying Socio-identity Analysis To Counseling Practice and Preparation: A Review of Four Techniques. Journal of Multicultural Counseling and Development. 18, 3, 133-143.
Johnson, S.D. (1987). “Knowing That” vs. “Knowing How”: Toward Achieving Expertise In Multicultural Training for Counseling. The Counseling Psychologist, 15,2,320-331.
Johnson, S.D. (1984). The Cross Cultural Training Program at Teachers College, Columbia University. New York, NY: Teachers College, Columbia University, Department of Social, Organizational and Counseling Psychology. (ERIC Document Reproduction Service No. ED 241 860.)
Phone: (646) 312- 3791
Location: VC 8-224
Professor of Psychology; BA, Boston University; PhD, Temple University
I graduated from high school in 1964 and eleven years later earned a B.A. in philosophy and psychology at Boston University. I like to think I was on the eleven-year plan, but in fact I was doing other things along the way. I went to Alabama to march with Martin Luther King in the civil-rights movement, I worked in the peace movement against the American war inVietnam. I spent time in a federal prison as a war resister, and was the defendant in a Supreme Court case. I worked for almost five years in a state psychiatric hospital inMassachusetts. I organized a labor union. After obtaining the B.A. degree, I went straight to Temple University in Philadelphia and obtained a Ph.D. in psychology. That didn’t take 11years. I did it in the normal time these things tend to take. I did not obtain a master’s degree along the way because I would have had to spend an extra $15 for the paperwork.
After obtaining the Ph.D. I went to New York University for two years of post-doctoral training with a grant from the National Institute for Child Health and Human Development, followed by one additional year of post-doctoral training at New York University with funding from the National Institutes of Health. During the years of my education and training I taught atColby College in Waterville, Maine, at Pennsylvania State University, in Abington, Pennsylvania and at Barnard College at Columbia University. In 1986 I came to Baruch College as a tenure-track assistant professor, and I have had two promotions—to Associate Professor and to Professor, which is the position I still hold.
My principal research interest and my publications for the most part have concerned the basic mental architecture that makes possible propositional knowledge and the propositional inferences people make. For most of my years at Baruch College I directed the Experimental Epistemology laboratory, and for several years I engaged in cross-cultural research in the northeast of Brazil and in the Amazon. I currently am engaged in work that is more philosophical—returning, in a sense, to my undergraduate roots. I have been working on the question of how our culture has come to explain the world to ourselves as we do, and what the reasons are for the conceptual divisions in our society that lead some people to say“follow the science” and others to reject science. I have found it rare to find a senior at Baruch College who has a clear idea of what science is and what it means to do science.
Braine, M.D.S., and O’Brien, D.P. (1998). Mental logic. Mahah, NJ: Lawrence Erlbaum Associates. Link
O’Brien, D.P. (2021). Natural logic. In Markus Knauff & Wolfgang Spohn (Eds.), The Handbook of Rationality. London, UK: The MIT Press.
Braine, M. D., & O’Brien, D. P. (1991). A theory of if: A lexical entry, reasoning program, and pragmatic principles. Psychological Review, 98(2), 182–203. Link
O’Brien, D. P., Braine, M. D. S., & Yang, Y. (1994). Propositional reasoning by mental models? Simple to refute in principle and in practice. Psychological Review, 101(4), 711–724. Link
Phone: (646) 312-3806
Location: VC 8-223
Dr. Jaihyun Park is a professor in the psychology department at Baruch College. He received his BA from Seoul National University in Seoul, Korea, and MS and PhD in social psychology from Yale University. After receiving his PhD in 1998, Dr. Park worked as a postdoctoral fellow in the National Institute of Health. He joined the psychology department at Baruch in August 2001.
Dr. Park has been interested in several research areas in social psychology. Among others, he has conducted a program of research on (a) stereotyping and prejudice, (b) jury decision-making, and (c) cultural psychology. More specifically, Dr. Park’s research has investigated the mental process and representations that affect social judgment and behavior, with a focus on the implicit or unconscious ways in which social category information influences human judgment and behavior. He has also conducted research on psychological and situational factors that may affect jurors’ legal decision making. He has recently examined jury competence in the Korean jury system. Lastly, he has also explored the impact of culture on shaping the self and characterizing its behavior. He has actively been working with graduate and undergraduate students on research projects across all his three research interests.
Dr. Park has been teaching undergraduate, master’s, and doctoral level courses on social psychology, psychology and law, psychology and culture, statistics, psychometrics, and research methods.
Park, J. & Feigenson, N. (in press). Picturing pain and suffering: Effects of demonstrative evidence, instructions, and plaintiff credibility on mock jurors’ damage awards. Applied Cognitive Psychology.
Park, J. (in press). The Korean jury system: The first decade. In S. Kutnjak Ivkovic, S. S. Diamond, V. Hans, & N. S. Marder (Eds.), Juries, lay judges, and mixed court courts: A global perspective. New York, NY: Cambridge University Press.
Park, J., & Feigenson, N. (2013). Effects of a visual technology on mock juror decision making. Applied Cognitive Psychology, 27, 235-246.
Park, J. (2010). The jury system and legal psychology. Seoul, Korea: Ore Publishing.
Park, J., & Banaji, M. R. (2000). Mood and heuristics: The influence of happy and sad states on sensitivity and bias in stereotyping. Journal of Personality and Social Psychology, 78, 1005-1023.
Phone: (646) 312-4447
Location: VC 8-297
Dr. Angela Marinilli Pinto is an Associate Professor in the Psychology Department at Baruch College and has served as the NCAA Faculty Athletic Representative (FAR) for Baruch’s Athletic Department since July 2020. She teaches/has taught Statistics for Social Science (PSY 2100), Research Methods in Psychology (PSY 3001), and Abnormal Psychology (PSY 3055) at the undergraduate level.
Dr. Pinto earned her bachelor’s degree in psychology and biology from Harvard University in 1997 and her Ph.D. in clinical psychology with a subspecialty in behavioral medicine from the University of Maryland, Baltimore County in 2004. She completed her clinical psychology internship at Montefiore Medical Center/Albert Einstein College of Medicine also in 2004. Following graduation, she completed a postdoctoral clinical research fellowship in the Department of Psychiatry and Human Behavior (DPHB) at Brown Medical School where she studied behavioral obesity treatment. She held a faculty position as Assistant Professor (Research) in the DPHB at Brown from 2006-2007 before joining the faculty at Baruch.
Dr. Pinto conducts research on eating disorders and obesity. Her research in eating disorders has addressed cognitive factors such as motivation for change and self-efficacy that impact treatment engagement and outcome for individuals with anorexia nervosa and bulimia nervosa. She is also interested in body image concerns and eating attitudes and behaviors in nonclinical samples. Her research in obesity has focused on behavioral weight management, specifically approaches to increasing access to effective programs through community-based initiatives and commercially available weight loss programs. This work has involved randomized clinical trials of weight loss interventions that examine clinical efficacy (e.g., weight loss, behavioral changes in eating and physical activity) and health parameters (e.g., health-related quality of life). She is also interested in behavioral strategies that facilitate healthy eating and physical activity and factors that influence initiation and maintenance of weight management behaviors.
Phelan S, Halfman T, Pinto AM, & Foster GD. (2020). Behavioral and psychological strategies of long-term weight loss maintainers in a nationally available weight management program. Obesity, 28(2), 421-428.
Pinto, AM, Fava JL, Raynor HA, LaRose JG, & Wing RR. (2013). Development and validation of the Weight Control Strategies Scale. Obesity, 21(12), 2429-2436.
Pinto AM, Fava JL, Hoffmann DA, & Wing RR. (2013). Combining behavioral weight loss treatment and a commercial program: A randomized clinical trial. Obesity, 21, 673-680.
Wing RR, Pinto AM, Crane MM, Kumar R, Weinberg B, & Gorin AA. (2009). A statewide intervention reduces BMI in adults: Shape Up Rhode Island Results. Obesity, 17, 991-995.
Guarda AS, Pinto AM, Couglin J, Hussain S, Haug NA, & Heinberg LJ. (2007). Perceived coercion and change in perceived need for admission in hospitalized eating disorder patients. American Journal of Psychiatry, 164, 108-114.
Pinto AM, Guarda AS, Heinberg LJ, & DiClemente CC. (2006). Development of the Eating Disorder Recovery Self-Efficacy Questionnaire. International Journal of Eating Disorders, 39, 376-384.
Phone: (646) 312-3819
Location: VC 8-281
In 1984 I received my Ph.D. from Columbia University in Cognition with a Special Education focus. I hold a License Clinical Social Work ( LCSW) as a result of competing a degree in Social Work from Hunter School of Social Work in 2006. I also have two other master’s degrees in the areas of Mental Retardation and Curriculum from Teacher’s College, Columbia University. Currently I am interested in writing cases as well as exploring evidenced based clinical interventions that apply behavioral and cognitive sciences to clinical problems. I enjoy working closely with students and mentoring the use of evidence-based research to support position papers on a variety of areas in the field of psychology.
I am available and interested in assisting students to explore next career steps within either their major in Psychology or within their Minor in Psychology.
Reis, E. (2002) Attention deficit hyperactivity disorder: Implications for the classroom teacher. Journal of Instructional Psychology, 29(4), 175-178.
Hickson, L., Blackman, L.S. & Reis, E. M. (1995). Mental retardation: Foundations of educational programming. Allyn and Bacon: Needham Heights, MA.
Phone: (646) 312-3807
Location: VC 8-272
Dr. Scherbaum’s research generally focuses on issues of diversity and equal opportunity in the context of employee selection, measuring individual differences, and analytics. Recent research has focused on sources of bias and construct-irrelevant variance on standardized cognitive tests, noncognitive predictors of job performance, detecting faking, attitudes toward stigmatized employees, and alternative validation strategies.
This research has appeared in peer-reviewed journals such as Personnel Psychology, Organizational Research Methods, Journal of Business and Psychology, and Human Resource Management Review. Dr. Scherbaum was one of the winners of the 2011 and 2021 M. Scott Myers Award and the 2018 Adverse Impact Reduction Research Initiative and Action Research Grant from the Society for Industrial and Organizational Psychology, the 2011 and 2017 Innovations Award from the International Personnel Assessment Council for his research on personnel selection techniques. He has received funding from the National Science Foundation and the Graduate Management Admissions Council.
Dr. Scherbaum teaches courses on employee selection, analytics, and performance management (U.S., Hong Kong, Singapore, and Taiwan). He has consulted with numerous global and Fortune 1000 firms, governmental entities, and consulting firms. Dr. Scherbaum has worked as an expert in employment litigation including several class action settlements and federal consent decrees related to discrimination in hiring, compensation, and performance assessment.
Phone: (646) 312-3833
Location: VC 4-289
Dr. Sibrava earned his B.A. from The Ohio State University in Psychology and Criminology, and his M.S. and Ph.D. in Clinical Psychology from the Pennsylvania State University. Following his graduate studies, Dr. Sibrava completed an NIMH-funded postdoctoral fellowship at Brown University Medical School, and was Assistant Professor in the Department of Psychiatry and Human Behavior at Brown before joining the faculty of Baruch College.
Dr. Sibrava’s research focuses on the factors that contribute to the cause, maintenance, and treatment of anxiety and related disorders. His research explores neurobiological, cognitive, developmental, interpersonal, and sociocultural variables that underlie pathological anxiety and present barriers to recovery. His recent work includes studies examining the role of race, ethnicity, and culture as risk factors for developing anxiety disorders, cognitive factors that serve to maintain pathological anxiety, and interpersonal dynamics that may facilitate or hinder recovery in psychotherapy. Dr. Sibrava has received support from the National Institute of Mental Health, and maintains an active research program in pursuit of a greater understanding of anxiety and related disorders, as well as improved interventions for these conditions.
In addition to his research, Dr. Sibrava teaches undergraduate and graduate courses on Theories of Counseling, Developmental Psychopathology, Research Methods, and Clinical Assessment, and he is a faculty member in the Health Psychology and Clinical Science PhD Program at the CUNY Graduate Center, and the Master’s in Mental Health Counseling Graduate Program at Baruch.
Students interested in working with Dr. Sibrava may contact him at Nicholas.Sibrava@baruch.cuny.edu to learn more about research assistant opportunities in his lab.
Sibrava, N.J., Bjornsson, A.S., Pérez Benítez, A.C.I., Moitra, E., Weisberg, R.B., & Keller, M.B. (2019). Posttraumatic stress disorder in African American and Latinx adults: Clinical course and the role of racial and ethnic discrimination. American Psychologist, 74(1), 101-116.
Sibrava, N.J., Boisseau, C.L., Eisen, J.L., Mancebo. M.C., & Rasmussen, S.A. (2016). An empirical investigation of incompleteness in a large clinical sample of obsessive compulsive disorder. Journal of Anxiety Disorders, 42, 45-51.
Sibrava, N.J., Beard, C., Bjornsson, A.S., Moitra, E., Weisberg, R.B., & Keller, M.B. (2013). Two-year course of generalized anxiety disorder, social anxiety disorder, and panic disorder in a longitudinal sample of African American adults. Journal of Consulting and Clinical Psychology, 81(6), 1052-1062.
Pérez Benítez, C.I., Sibrava, N.J., Kohn-Wood, L.P., Bjornsson, A.S., Zlotnick, C., Weisberg, R.B., & Keller, M.B. (2014). Posttraumatic Stress Disorder in African Americans: A two-year follow-up study. Psychiatry Research, 220(1-2), 376-383.
Sibrava, N.J., Boisseau, C.L., Mancebo, M.C., Eisen, J.L., & Rasmussen, S.A. (2011). Prevalence and clinical characteristics of mental rituals in a longitudinal clinical sample of obsessive compulsive disorder. Depression and Anxiety, 28, 892-898.
Bjornsson, A.S., Sibrava, N.J., Beard, C., Moitra, E., Weisberg, R.B., Pérez Benítez, C.I., & Keller, M.B. (2014). Two-year course of generalized anxiety disorder, social anxiety disorder and panic disorder with agoraphobia in a sample of Latino adults. Journal of Consulting and Clinical Psychology, 82(6), 1186-1192.
Eisen, J.L., Sibrava, N.J., Boisseau, C.L., Mancebo, M.C., Stout, R.L., Pinto, A., & Rasmussen, S.A. (2013). Five-year course of obsessive-compulsive disorder: Predictors of remission and relapse. Journal of Clinical Psychiatry, 74(3), 233-239.
Location: VC 8-271
Dr. David Sitt is a licensed clinical psychologist teaching and practicing in New York City. He has taught at Baruch for over 20 years in the undergraduate Psychology program and graduate level Mental Health Counseling program. As a teacher, Dr. Sitt transforms 400-student jumbo lectures into intimate classroom experiences where the students in the last row participate as if they were in the first. Dr. Sitt’s passion for teaching has led to him being ranked #8 in the country on ratemyprofessor.com, among other accolades.
Dr. Sitt has conducted grant-funded research exploring the impact of technology on interpersonal communication, social engagement, and emotional wellbeing. Dr. Sitt is a sought after expert voice in the areas of Adult ADHD, Mindfulness, Cognitive Behavioral Therapy (CBT) and Positive Psychology.
In his NYC-based clinical practice, Dr. Sitt specializes in the assessment and treatment of adults with ADHD, anxiety, and mood disorders. Dr. Sitt uses a strength based approach consistent with positive psychology and is certified in Mindfulness Based Cognitive Therapy (MBCT).
Dr. Sitt is the founder of The Mindful Consulting Group, which enables him to use his expertise to help others outside the academic sphere. The Mindful Consulting Group has worked with clients such as Visa, WeWork, VICE Media, The Howard Stern Show, Stamford Hospital, McGraw Hill, Research Insight Group, and Naked, among others. To learn more, visit www.DrSitt.com
Phone: (646) 312-3812
Location: VC 8-273
Kristin Sommer is a Professor of Psychology at Baruch College, City University of New York. She holds appointments on the doctoral faculties in Basic and Applied Social Psychology and Industrial/Organizational Psychology at the Graduate Center. Dr. Sommer’s primary research interests lie with the effects of social rejection on individual performance motivation and interpersonal behavior in work and non-work setting. She also conducts research on self-regulation, social influence, and (with her doctoral students) social dominance orientation and discrimination. Dr. Sommer teaches undergraduate and doctoral courses in research methods, interpersonal processes, and social psychology, as well as a course on research design in work organizations as part of Baruch College’s Executive Master’s Program in Management of Human Resource and Global Leadership in Taipei, Taiwan and Singapore. Her research has been funded by the National Institute of Mental Health and the National Science Foundation. She is a former associate editor of the journal Basic and Applied Social Psychology and currently on the editorial boards of Social Influence and Basic and Applied Social Psychology.
Sommer, K., Nagel, J.A., & Williams, K. D. (2021). Ostracism as applied to the workplace. In C. Liu & J. Ma (Eds.), Workplace Ostracism: Its Nature, Antecedents, and Consequences (pgs. 1-34). Cham, Switzerland: Palgrave Macmillan.
Sommer, K.L., Williams, K.D., & Leone, J., (2019). Ostracism and motivation in groups. In S. J. Karau (Ed), Social Loafing and Group Motivation. Cambridge, MA: Elsevier/Academic Press
Kulkarni, M., & Sommer, K. (2015). Language-based exclusion and prosocial behavior in organizations. Human Resource Management, 54(4), 637-652.
Sommer, K., & Bernieri, F (2014). Minimizing the pain and probability of rejection: Evidence for relational distancing and proximity seeking within face-to-face interactions. Social Psychological and Personality Science, 6(2), 131-139.
Sommer, K., & Yoon, J.(2013). When silence is golden: Ego depletion following aversive social interactions. Journal of Personal and Social Relationships, 30(7), 901-919.
Phone: (646) 312-4446
Location: VC 4-282
Dr. Stults earned a Bachelor’s degree in Psychology from the University of Miami, a Master’s degree in Counseling Psychology from Florida International University, and a PhD in Counseling Psychology from New York University. Prior to beginning at Baruch College, Dr. Stults completed the APA-accredited predoctoral internship at program Montefiore Medical Center / Albert Einstein College of Medicine. He is also a Licensed Psychologist and maintains a part-time independent practice in New York City.
The mission of Dr. Stults’s program of research is to improve the lives of sexual and gender minority populations, particularly young adult lesbian, gay, bisexual, transgender, and queer (LGBTQ+) subgroups. His work is comprised of four foci: intimate partner violence (IPV), consensual non-monogamy (CNM), health-risk behaviors (e.g., substance use, condomless sex), and trauma. At Baruch College, Dr. Stults leads the the Sexual and Gender Minority Health (SGMH) Lab. Undergraduate and graduate students are encouraged to apply to join the SGMH team by emailing firstname.lastname@example.org.
Visit (www.christopherstults.com) for more information about Dr. Stults and (blogs.baruch.cuny.edu/sgmhlab) for more information about the SGMH Lab.
Stults, C. B., Khan, E., Griffin, M., Krause, K. D., Gao, S., & Halkitis, P. N. (2021). Sociodemographic differences in intimate partner violence prevalence, chronicity, and severity among young sexual and gender minorities assigned male at birth: The P18 cohort study. Journal of Interpersonal Violence. Advance online publication. https://doi.org/10.1177%2F08862605211021985
Stults C. B., Grov, C., Anastos, K., Kelvin, E. A., & Patel, V. V. (2020). Characteristics associated with trust in and disclosure of sexual behavior to primary care providers among gay, bisexual, and other men who have sex with men in the United States. LGBT Health. Advance online publication. https://doi.org/10.1089/lgbt.2019.0214
Stults, C. B., Javdani, S., Kapadia, F., & Halkitis, P. N. (2019). Determinants of intimate partner violence among young men who have sex with men: The P18 cohort study. Journal of Interpersonal Violence. Advance online publication. https://doi.org/10.1177/0886260519831374
Stults, C. B. (2018). Relationship quality among young gay and bisexual men in consensual nonmonogamous relationships. Journal of Social and Personal Relationships, 36(10), 3037-3056. https://doi.org/10.1177/0265407518809530
Stults, C. B., Kupprat, S. A., Krause, K. D., Kapadia, F., & Halkitis, P. N. (2017). Perceptions of safety among LGBTQ people following the 2016 Pulse nightclub shooting. Psychology of Sexual Orientation and Gender Diversity, 4(3), 251–256.
Phone: (646) 312-3779
Location: VC 4-292
Overall, my research focuses on the impact of culture on Latino youth’s healthy development. The long-term goal of my research is to use our understanding of how culture and individual’s decision-making interact to impact youth’s healthy development and to inform and develop preventive family-level interventions.
I use a strengths-based perspective and rely on theories and methodologies that allow me to highlight the rarely studied viewpoints of Latino youth and empirically examine the relevance of Latino culture for youth’s development. For example, I am currently studying the role of Latino cultural values in the sexual decision-making of Latina youth from the Bronx. Specifically, I am conducting qualitative interviews to identify the factors that are important to Latina youth’s contraceptive choice, and perceived structural and cultural barriers and facilitators to healthy sexual decision-making.
Another area I examine is the relevance of Latino cultural values for adolescents, and its influence on risk behaviors and communication with parents. Using a social domain theory perspective, my work shows that adolescent endorsement of Latino values is associated with greater communication with mothers regarding their risky activities, but not regarding activities with friends. My work on Latino values in daily-life situations shows that Puerto Rican teens overall believe they should prioritize their Latino values, but would instead engage in competing dating, friendship, and personal activities (Villalobos Solís, Smetana, & Tasopoulos-Chan, 2017). To better understand the role of Latino values on youth’s risk behavior, I am currently examining how adolescents’ judgments and emotions regarding Latino values in daily decisions are associated with their engagement in risk behaviors.
Students are encouraged to contact Dr. Villalobos Solís regarding opportunities to work on research projects that examine various Latino youth issues.
Villalobos Solís, M., Smetana, J.G., & Tasopoulos-Chan, M. (2017). Evaluations of conflicts between Latino values and autonomy desires among Puerto Rican adolescents. Child Development, 88, 1581-1597 doi:10.1111/cdev.12687.
Villalobos Solís, M., Smetana, J. G., & Comer, J. (2015). Associations among solicitation, relationship quality, and adolescents’ daily disclosure and secrecy with mothers and best friends. Journal of Adolescence, 43, 193-205. doi: 10.1016/j.adolescence.2015.05.016
Villalobos, M. & Smetana, J. G. (2012). Puerto Rican adolescents’ disclosure and lying to parents about peer and risky activities: Associations with teens’ perceptions of Latino values. Journal of Adolescence, 35, 875-885. doi: 10.1016/j.adolescence.2011.12.006
Smetana, J.G., Villalobos, M., Tasopolous-Chan, M., Gettman, D., Campione-Barr, N. (2010). Early and middle adolescents’ disclosure to parents about activities in different domains. Journal of Adolescence, 32, 693-713. doi: doi:10.1016/j.adolescence.2008.06.010
Smetana, J.G., Villalobos, M., Rogge, R.D., Taspoulos-Chan, M. (2010) Keeping secrets from parents: Daily variations among poor, urban adolescents. Journal of Adolescence, 33, 321-331. doi: 10.1016/j.adolescence.2009.04.003
Phone: (646) 312-3835
Location: VC 4-246
My research focuses on how face memory and the decoding of emotional expressions are shaped by contextual and situational factors. For example, my research on face recognition investigates how intergroup distinctions, perceiver motives, and the social context in which a face is encountered compel perceivers to carefully attend to and remember certain individuals (e.g., ingroup members) or disregard and poorly encode others (e.g., outgroup members). In a related line of research, I study how social contexts and motives influence how accurately perceivers’ decode emotional expressions. Finally, in a separate program, my research explores how we perceive the important people in our lives and how losing social connections tunes our attention to social information that may facilitate forging new relationships. Collectively, these research lines all reflect my overarching interest in the dynamic and reciprocal interactions between cognition, motivation, and emotion.
In addition to my appointment at Baruch College, I am also a member of the CUNY Graduate Center’s Basic and Applied Social Psychology Ph.D. program. See here for more information.
Hugenberg, K., Young, S.G., Rydell, B.J., Almaraz, S.M., Stanko, K.A., See, P.E., & Wilson, J.P. (2016). The face of humanity: Configural face processing influences ascriptions of humanness. Social Psychological and Personality Science, 7, 167-175.
Young, S.G., Slepian, M.L., & Sacco, D.F. (2015). Sensitivity to perceived facial trustworthiness is increased by activating self-protection motives. Social Psychological and Personality Science, 6, 707-713.
Sacco, D.F., Young, S.G., & Hugenberg, K. (2014). Balancing competing motives: adaptive trade-offs are necessary to satisfy disease avoidance and interpersonal affiliation goals. Personality and Social Psychology Bulletin. 40, 1611-1623.
Young, S.G., Slepian, M.L., Wilson, J.P., & Hugenberg, K. (2014). Averted eye-gaze disrupts holistic face encoding. Journal of Experimental Social Psychology, 53, 94-99.
Young, S.G., & Hugenberg, K. (2012). Individuation motivation and face expertise operate jointly to produce the Own Race Bias. Social Psychological and Personality Science, 3, 80-87.
Phone: (646) 312-3834
Location: VC 4-287
Dr. Zhiqing (Albert) Zhou received his B.A. from Peking University, China and his Ph.D. in Industrial and Organizational Psychology from University of South Florida. He is an Assistant Professor in the Industrial and Organizational Psychology at Baruch College and the Graduate Center, CUNY.
Dr. Zhou’s research mainly focuses on the following four areas: workplace mistreatment (e.g., workplace aggression, workplace incivility, abusive supervision, and counterproductive work behavior), employee health and well-being, work-nonwork interface, and illegitimate tasks. His work has appeared in peer-reviewed journals such as Journal of Organizational Behavior, Journal of Occupational Health Psychology, Human Relations, and Work & Stress. He is on the editorial board of Journal of Organizational Behavior, Journal of Business and Psychology, Applied Psychology: An International Review, and Group & Organization Management . He also serves as an ad-hoc reviewer for multiple journals such as Journal of Applied Psychology, Journal of Vocational Behavior, and Journal of Occupational Health Psychology.
Dr. Zhou currently teaches Master’s Applied Statistics Analysis class and PhD seminars of Occupational Health Psychology and Work-Life Interface.
Lee, S. *, Zhou, Z. E., Xie, J., & Gao, H. (in press). Work-related use of information and communication technologies after hours and employee fatigue: The exacerbating effect of affective commitment. Journal of Managerial Psychology. * supervised student author
Zhou, Z. E., Eatough, E. M., & Che, X. X. (2020). Effect of illegitimate tasks on work-to-family conflict through psychological detachment: Passive leadership as a moderator. Journal of Vocational Behavior.
Pindek, S., Zhou, Z. E., Kessler, S., Krajcevska, A., & Spector, P. E. (2020). Work days are not created equal: Job satisfaction and job stressors across the workweek. Human Relations.
Zhou, Z. E., Meier, L. L., & Spector, P. E. (2019). The spillover effects of coworker, supervisor, and outsider workplace incivility on work-to-family conflict: A weekly diary design. Journal of Organizational Behavior, 40, 1000-1012.
Phone: (646) 312-3814
Location: VC 8-275
Harvey Barocas, PhD, Professor of Psychology and Doctoral Faculty in Psychology, CUNY Graduate Center. BBA, MA, CCNY; PhD, CUNY; Postdoctoral Diploma and Certification, Psychoanalysis & Psychotherapy, Postgraduate Center for Mental Health.
Clinical psychologist/psychoanalyst specializing in adjustment issues, psychological trauma and crisis intervention. Director, field work/internship program. Conducts workshops and training programs on child abuse, victims’ assistance, sexual harassment and workplace violence.
Publications include articles on psychological stress, conflict resolution, police-family crisis intervention, domestic violence, and holocaust survivors and their families, Co-author of Personal Adjustment and Growth: A Life-Span Approach. Clinical/organizational consultant on workplace mental health issues. Recipient of the Baruch College Distinguished Teaching Award, N.I.M.H. Postdoctoral Fellowships, CUNY Doctoral Alumni Association Achievement Award.
Phone: (646) 312- 3794
Location: VC 2-301
Dr. Hollander has been CUNY Distinguished Professor of Psychology at Baruch College and the Graduate Center since 1989, and is now Emeritus after teaching and supervising student research in the I/O Doctoral and Masters Programs. Before joining the Baruch Faculty, he was a longtime Professor at SUNY Buffalo, where he served as Provost of Social Sciences and Administration, and was the founding director of the Doctoral Program in Social/Organizational Psychology. His BS in Psychology was earned at Case Western Reserve and his M.S. and Ph.D. at Columbia University. Subsequently, he taught at Carnegie Mellon, Washington (St. Louis), and American University (Washington). He has held visiting appointments as a Fulbright Professor at Istanbul University, an NIMH Senior Fellow at the Tavistock Institute in London, and as a faculty member at Wisconsin, Harvard, Oxford, and the Institute of American Studies in Paris. He served on military duty in psychological services twice, and was Study Director of the Committee on Ability Testing of the National Academy of Sciences.
Dr. Hollander’s honors include his most recent career awards from the New York Academy of Sciences, the Center for Creative Leadership (CCL), and International Association of Applied Psychology (IAAP). In 2010, he was given a Legacy Lifetime Achievement Award by the International Leadership Association (ILA). He is a Fellow of his major professional associations, and was elected President of the Eastern Psychological Association (EPA), and the General Psychology Division (Div. 1) of APA.
Dr. Hollander’s major interests have focused on group and organizational leadership and followership, innovation, and independence. His research has been directed toward understanding follower expectations and perceptions of leaders , and the consequences to their relationship, loyalty and trust. His latest book, Inclusive Leadership: The Essential Leader-Follower Relationship (2009) deals with these topics. For a review of this book, check here. His previous books include Leaders, Groups, and Influence (1964), Leadership Dynamics (1978), and Principles and Methods of Social Psychology (4 ed., 1981, and in Chinese and Spanish). He was co-editor of the series Current Perspectives in Social Psychology (4 ed., 1976) with Raymond Hunt, and the companion volume Classic Contributions to Social Psychology (1972). He also has authored over a hundred chapters, papers and reviews. Some key recent ones are:
Barack Obama and Inclusive Leadership in Engaging Followership. In D. Sharma & U. Gielen (Eds.) Obama at the Crossroads of Global Leadership: Globalization and Amercian Exceptionalism in the Obama Presidency. New York: Routledge, In Press, 2013.
Inclusive Leadership and Idiosyncrasy Credit in Leader-Follower Relations; Leadership in Higher Education. [Two Chapters.] In M. G. Rumsey (Ed.) The Oxford Handbook of Leadership. New York: Oxford University Press, 2012.
American Presidential Leadership: Leader Credit, Follower Inclusion, and Obama�s Turn. In M. Bligh & R. Riggio (Eds.). Exploring Distance in Leader-Follower Relationships: When Far is Near and Near is Far. New York: Routledge, 2013.
Relating leadership to active followership. In R. Couto (Ed.), Reflections on Leadership:Honoring James McG.Burns.LanhamMD:Univ. Press of America, 2007.
Inclusive Leadership and Leader-Follower Relations: Concepts, Research, and Applications. Hollander, Park, Boyd, Elman, and Ignagni. The Member Connector, International Leadership Association (ILA), 2008 (May/June), 6(5), 4-7.
Fulbright Awards at 65: A Year Teaching at Istanbul University and Beyond. International Psychology Bulletin, 15(2), Spring 2011. (Symposium paper prepared for March 2011 EPA in Cambridge, MA.)
Idiosyncrasy Credit; Upward Influence. [Two Essays] In G. Goethals, G. Sorenson, & J.M. Burns (Eds.) The Encyclopedia of Leadership. Great Barrington, Mass. : Berkshire/Sage, 2004a,b.
Influence processes in leadership-followership: Inclusion and the Idiosyncrasy Credit Model. In D.A. Hantula (Ed.), Theoretical & Methodological Advances in Social & Organizational Psychology: A Tribute to Ralph Rosnow. Mahwah, NJ: Erlbaum, 2006.
Applying psychology to policy issues at the UN and elsewhere: Then and now. International Association of Applied Psychology Newsletter, 7(4),5-8, 2005.
The essential interdependence of leadership and followership. Current Directions in Psychological Science, 1992, 1 (2),71-75.
Leadership, followership, self, and others. Leadership Quarterly, 1992, 3(2), 43-54.
Legitimacy, power and influence: A perspective on relational features of leadership. In M. M. Chemers & R. Ayman (Eds.) Leadership Theory and Research: Perspectives and Directions. Academic Press, 1993, 29-46.
Organizational leadership and followership: In P. Collett & A. Furnham (Eds.), Social Psychology at Work, Essays in Honour of Michael Argyle. London: Routledge, 1995.
Ethical challenges in the leader-follower relationship. Business Ethics Quarterly, 1995, 5(1), 55-65.
Phone: (646) 312- 3789
Location: VC 8-222
Professor Lefkowitz received his undergraduate (BBA) degree at Baruch College, where he returned to teach full time after receiving the PhD in Industrial-Organizational (I-O) psychology from Case Western Reserve University in 1965. He retired from full-time teaching and became Emeritus Professor in 2009, although he retains his association with the psychology department and the I-O doctoral program by teaching the required doctoral course in Ethics and serving on student First Examination and Dissertation committees.
His teaching and research interests have reflected the generalist tradition in I-O psychology, including work in both the “I” aspects of the field (human resources research and administration such as employee selection, test validation, performance appraisal and equal-employment opportunity issues) as well as the “O” (organizational social psychology such as the interpersonal aspects of supervision, the motivations of “non-traditional” or contingent workers, gender bias in the assessment and interpretation of employee job attitudes, and the antecedents of unethical behavior in organizations).
His interest in equal employment opportunity issues led to his being retained as an expert in eeo litigation by the U.S. Department of Justice, Department of Labor, and the Equal Employment Opportunity Commission, as well as private attorneys, in more than 50 cases of alleged employment discrimination against minorities, pay discrimination against women, and age discrimination.
In 2003 Dr. Lefkowitz published the first full-fledged text on ethics in the field, Ethics and Values in Industrial-Organizational Psychology. The book was very favorably reviewed and won the Abraham J. Briloff Prize in Ethics for 2003-04. Dr. Lefkowitz has begun preparation for a revised edition of Ethics and Values in Industrial-Organizational Psychology. Recently, Dr. Lefkowitz’s interests have focused mostly on professional, ethical and values issues in I-O psychology, as reflected in his recent publications.
Lefkowitz, J. (2015). “The maturation of a profession: A work psychology for the new millennium.” Ch. 18 in I. McWha, D.C. Maynard & M. ONeill Berry (Eds.), Humanitarian work psychology and the global development agenda: Case studies and interventions. Routledge Psychology Press.
Lefkowitz, J. (2013). “Values and ethics of a changing I-O psychology: A call to (further) action.” Ch. 1 in J.B. Olson-Buchanan, L.L. Koppes Bryan & L.F. Thompson (Eds.). Using I-O psychology for the greater good: Helping those who help others. Society for Industrial and Organizational Psychology, Frontier Series, 13-42.
Lefkowitz, J. (2012). “The morality of business: From humanitarian to humanistic work psychology.” Ch. 5 in S.C. Carr, M. MacLachlan & A. Furnham (Eds.), Humanitarian work psychology: Alignment, harmonization and cultural competence. London, UK: MacMillan, 103-125.
Lefkowitz, J. & Lowman, R.L. (2010). “Ethics of Employee Selection.” Ch. 27 in J.L. Farr & N.T. Tippins, (Eds.). Handbook of Employee Selection. New York: Routledge/Taylor & Francis Group, pp. 572-591. (2nd Ed. in press.)
Lefkowitz, J. (2003). Ethics and Values in Industrial-Organizational Psychology. Mahwah, NJ: Erlbaum
Phone: (646) 312-3821
Location: VC 8-275
Dr. Lutwak is a licensed psychologist, and an Associate Professor of psychology at Baruch College. She received her PhD from Fordham University, and completed her postdoctoral analytic training in psychotherapy and psychoanalysis at NYU. She is the Director of the Masters in Mental Health Counseling program at Baruch College where she teaches and supervises graduate students. She is on the training faculty for the Institute for Psychoanalytic Studies where she teaches and trains candidates in character analysis and has a private practice in NYC.
Bruno, S., Lutwak N., & Agin, M., (2009). Conceptualizations of guilt and the corresponding relationships to emotional ambivalence, self-disclosure, loneliness and alienation. Personality and Individual Differences, 47 (5), 487-491.
Lutwak, N., & Ferrari, J. (2007). Shame-related social anxiety: Replicating a link with various social interaction measures. Anxiety, Stress, and Coping, 10 (4), 335- 340.
Lutwak, N. & Panish, J.P., & Ferrari, J.R. (2003). Shame and guilt: Characterlogical vs. behavioral self-blame and their relationship to fear of intimacy. Personality and Individual Differences, 35, 909-916.
Lutwak, N. & Panish, J.P., Ferrari, J.R. & Razzino, B.E. (2001). Shame and guilt and their relationship to positive expectations and anger expressiveness. Adolescence, 36 (144), 641-653. Libra Publishers, Inc.
Lutwak, N., (1998). Women, shame and group psychotherapy. Group. 22 (3)129-143. Human Sciences Press, Inc. (Subsidiary of: Plenum Publishing Corp).
Lutwak, N. & Ferrari, J. R. & Cheek, J. M. (1998). Shame, guilt and identity in men and women: the role of identity orientation and processing style in moral affects. Personality and Individual Differences. 25, 1027-1036. Pergamon.
Lutwak, N., Rassino, B. & Ferrari J.R. (1998). Self-perceptions and moral affect. An exploratory analysis of subcultural diversity in guilt and shame emotions. Journal of Social and Behavioral and Personality, 13, (2), 333-348. Select Press.
Lutwak, N., & Ferrari, J. R. (1998). Understanding shame in adults: Retrospective perceptions of parental-bonding during childhood. Journal of Nervous and Mental Disease, l85 (10), 595-598. Williams and Wilkins.
Lutwak, N. , & Ferrari, J R. (1997). Shame related social anxiety: Replicating a link with various social science interaction measures. Anxiety Stress and Coping l0, 335-346. Harwood Academic: International Publishers Distributor.
Lutwak, N. & Ferrari, J. R, (1997). Moral affect and cognitive processes. Diffferentiating shame and guilt among men and women. Personality and Individual Differences, 21, 891-896. Pergamon.
Lutwak, N. (1993-94).Conceptual Level and therapeutic responsiveness among counselor trainnees. Current Psychology, 12 (4), 353-363. Transaction Publishers.
Lutwak, N. & Scheffler, L. (1991). Supervised fieldwork and the development of counseling skills. Journal of Research in Education, 11, (1), 57-62. University of Georgia, College of Education.
Phone: (646) 312- 3842
Location: VC 8-284
Dr. Karen Lyness is a Professor in the Psychology Department at Baruch College, and a member of doctoral faculty in the Industrial/Organizational (I/O) psychology program at Baruch College and the Graduate Center, CUNY. She teaches courses and conducts research on workforce diversity and inclusion, work-life (work-family) issues, career development, cross-cultural issues, and other topics in industrial-organizational psychology.
The quality and impact of Dr. Lyness’s research have been recognized with five major awards: Fellow of the American Psychological Association, Fellow of the Association for Psychological Science, Fellow of the Society for Industrial and Organizational Psychology, the Sage Award for Scholarly Contributions to Gender and Diversity in Organizations from the Gender and Diversity in Organizations Division of the national Academy of Management, and Fellow of the Society for the Psychology of Women. Before joining the Baruch faculty, Dr. Lyness held a number of positions in management research and human resource management at Citi (Citibank), AT&T, and Avon Products. She earned a Ph.D. in industrial-organizational psychology at Ohio State University.
Dr. Lyness conducts research on women in leadership positions, work-life balance, “glass ceiling” barriers related to women’s advancement, cross-cultural issues, racial/ethnic groups, organizational culture, careers, and other aspects of workforce diversity. Her current research focuses on women and people of color in leadership positions, intersections of multiple identities, stereotypes and bias, work-life balance, and contemporary career issues. Also, she and her students study the effects of cross-cultural values, and other aspects of national and organizational contexts that are relevant for understanding diversity, careers, and work-life issues. Her research has been published in academic journals such as Journal of Applied Psychology, Academy of Management Journal, American Sociological Review, Personnel Psychology, Applied Psychology: An International Review, Human Relations, Organizational Research Methods, and Journal of Vocational Behavior. Four of her articles have been among the finalists for the Rosabeth Moss Kanter Award for Excellence in Work-Family Research.
Dr. Lyness’s research has contributed to our knowledge about gender differences in the careers of executives, cross-cultural comparisons of male and female managers’ work-life balance and careers, challenges for women in executive positions and strategies they use, career penalties for managers who take leaves of absence, supportive organizational work-family culture, and cross-national variation in workers’ control over their working time and its consequences. Findings from her research articles have been highlighted in publications such as Business Week, HR Magazine, Across the Board: The Conference Board Magazine, American Psychological Association Monitor on Psychology, U.S. Banker, Working Woman, Boston Globe, Toronto Globe and Mail, Los Angeles Times, Chicago Tribune, and Australian Financial Review.
Examples of Dr. Lyness’s publications (Bold = I/O doctoral students; ** Alumni):
Lyness, K. S., & Grotto, A. R.** (available on-line, print publication Forthcoming in 2018). Women and Leadership in the United States: Are We Closing the Gender Gap? Annual Review of Organizational Psychology and Organizational Behavior, 5, 227-265. doi:10.1146/annurev-orgpsych-032117-104739.
Lyness, K. S., Judiesch, M. K., & Erkovan, H. E.** (in press). The Work-Family Interface and Careers in the Global Workplace: Insights from Cross-National Research. The Cambridge Handbook of the Global Work-Family Interface: Cambridge University Press.
Ragins, B. R., Ehrhardt, K., Lyness, K. S., Murphy, D. D., & Capman, J. F.** (2017). Anchoring Relationships at Work: High-Quality Mentors and Other Supportive Work Relationships as Buffers to Ambient Racial Discrimination. Personnel Psychology, 70(1), 211-256.
Lyness, K. S., & Erkovan, H. E.** (2016). Lyness, K. S., & Erkovan, H. E. (2016). The changing dynamics of careers and the work-family interface. In T. D. Allen & L. T. Eby (Eds.), Oxford Handbook of Work and Family (pp. 376-388). New York, NY: Oxford University Press.
Ragins, B. R., Lyness, K. S., Williams, L. J., & Winkel, D. (2014). Life spillovers: The spillover of fear of home foreclosure to the workplace. Personnel Psychology, 67, 673-800.
Lyness, K. S., & Judiesch, M. K. (2014). Gender egalitarianism and work-life balance for managers: Multisource perspectives in 36 countries. Applied Psychology: An International Review, 63, 96-129.
Lyness, K. S., Gornick, J. C., Stone, P., & Grotto, A. R. (2012). It’s all about control: Worker control over schedule and hours in cross-national context. American Sociological Review, 77, 1023-1049.
Grotto, A. R., & Lyness, K. S. (2010). The costs of today’s jobs: Job characteristics and organizational supports as antecedents of negative spillover. Journal of Vocational Behavior, 76, 395-405.
Lyness, K. S., & Judiesch, M. K. (2008). Can a manager have a life and a career? International and multisource perspectives on work-life balance and career advancement potential. Journal of Applied Psychology, 93, 789-805.
Lyness, K. S., & Heilman, M. E. (2006). When fit is fundamental: Performance evaluations and promotions of upper-level female and male managers. Journal of Applied Psychology, 91, 777-785.
Lyness, K. S., & Terrazas, J. M. B. (2006). Women in management: An update on their progress and persistent challenges. In G. P. Hodgkinson & J. K. Ford (Eds.), International Review of Industrial and Organizational Psychology (Vol. 21, pp. 267-294). Chichester, U.K.: Wiley.
Lyness, K. S., & Kropf, M. B. (2005). The relationships of national gender equality and organizational support with work-family balance: A study of European managers. Human Relations, 58, 33-60.
Lyness, K. S., & Judiesch, M. K. (2001). Are female managers quitters? The relationships of gender, promotions, and family leaves of absence to voluntary turnover. Journal of Applied Psychology, 86, 1167-1178.
Lyness, K. S., & Thompson, D. E. (2000). Climbing the corporate ladder: Do female and male executives follow the same route? Journal of Applied Psychology, 85, 86-101.
Judiesch, M. K., & Lyness, K. S. (1999). Left behind? The impact of leaves of absence on managers’ career success. Academy of Management Journal, 42, 641-651.
Thompson, C. A., Beauvais, L. L., & Lyness, K. S. (1999). When work-family benefits are not enough: The influence of work-family culture on benefit utilization, organizational attachment, and work-family conflict. Journal of Vocational Behavior, 54, 392-415.
Lyness, K. S., & Thompson, D. E. (1997). Above the glass ceiling? A comparison of matched samples of female and male executives. Journal of Applied Psychology, 82, 359-375.
Examples of recent & upcoming presentations (Bold = I/O doctoral students; ** Alumni):
Lyness, K. S., (2018, March). Societal gender norms, male-dominated leadership, and stereotypes—Multi-level barriers that perpetuate gender gaps in leadership. In Saari, L. (Chair), Gender Equality in Leadership: Strategies for Making Global Progress. SIOP-sponsored panel presented in conjunction with the 62nd Annual Meeting of the United Nations Commission on the Status of Women, New York, NY.
Leung, D. W., Lyness, K. S., & Judiesch, M. K. (2018, April). Competent but cold: Mixed stereotypes of Asian American men and women. Poster to be presented at the 33rd annual conference of the Society of Industrial and Organizational Psychology, Chicago, IL.
Lyness, K. S., Rainone, N., Maculaitis, M. C.**, Judiesch, M.K., Leung, D. W., Terrazas, J. M. B.**, & Erkovan, H. E.** (2018, April). Gendered stereotypes of unemployed professionals: Implications for reemployment. Poster to be presented at the 33rd annual conference of the Society of Industrial and Organizational Psychology, Chicago, IL.
Lyness, K. S., Judiesch, M. K., Maculaitis, M. C.**, Erkovan, H. E. **, Terrazas, J. M. B.**, Leung, D. W., Gisler, S. (2017, August). Stereotypes and attitudes about Gulf War II veterans: Intersections of gender and sexual identities. In Lyness, K. S. & Judiesch M. K. (Chairs), Diversity interface challenges: Intersectionality, faultlines, and subtle discrimination. Symposium presented at the 77th annual meeting of Academy of Management, Atlanta, GA.
Maculaitis, M. C.** & Lyness, K. S. (2017, August). Why do negative employment outcomes for workers with disabilities persist? Investigating the effects of human capital, social capital, and discrimination. In Lyness, K. S. & Judiesch M. K. (Chairs), Diversity interface challenges: Intersectionality, faultlines, and subtle discrimination. Symposium presented at the 77th annual meeting of the Academy of Management, Atlanta, GA.
Lyness, K. S., Ragins, B. R., Capman, J. F., Erkovan, H. E., & Millsap, R. E. (2015, August). Working on Thin Ice? An Investigation of Race, Organizational Diversity Context, and Job Insecurity. Paper presented at the Academy of Management Annual Meeting, Vancouver, Canada.
Lyness, K. S., Erkovan, H. E., & Judiesch, M. K. (2015, April). Religious Intolerance Among Workers: A Cross-National, Multilevel Investigation. Paper presented at the 29th Annual Conference of the Society for Industrial and Organizational Psychology, Philadelphia, PA.
Maculaitis, M. C., & Lyness, K. S. (2015, April). Stereotypes, Job Social Status, and the Double Bind of Disability. Poster presented at the 29th Annual Conference of the Society for Industrial and Organizational Psychology, Philadelphia, PA.
Maculaitis, M. C., Terrazas, J. M. B., Lyness, K. S., Smith, C. R., Judiesch, M. K., Rutter, J. C., & Erkovan, H. E. (2015, April). Religious and Nonreligious Group Stereotypes: Workforce Diversity Implications. Paper presented at the 29th Annual Conference of the Society for Industrial and Organizational Psychology, Philadelphia, PA.
Erkovan, H.E., Lyness, K.S., & Judiesch, M.K.. (2014, July). Religious Intolerance in the Workplace: A Cross-National Study. Paper presented at the 28th International Congress of Applied Psychology, Paris, France.
Erkovan, H., & Lyness, K. S. (2013, April). Effects of Emotional Labor on Stress, Psychological Well-Being, and Job Satisfaction. Paper presented at the 28th Annual Conference of the Society for Industrial and Organizational Psychology, Houston, TX.
She can be reached at Karen.Lyness@verizon.net