Denise J. Sekaquaptewa
Faculty Associate, RCGD
- 3231 East Hall
Dr. Sekaquaptewa's experimental research program focuses on implicit stereotyping, prejudice, stereotype threat, and effects of category salience on test performance and academic motivation. Her current projects include studies of how environmental factors influence women students in math and science, and how stereotypes affect interracial communication.
- Lewis, Neil A., and Denise J. Sekaquaptewa. 2016. "Beyond test performance: a broader view of stereotype threat." Current Opinion in Psychology 11: 40-43.
- LaCosse, Jennifer, Denise J. Sekaquaptewa, and Jill Bennett. 2016. "STEM Stereotypic Attribution Bias Among Women in an Unwelcoming Science Setting." Psychology of Women Quarterly 40(3): 378-397.
- von Hippel, Courtney, Denise J. Sekaquaptewa, and Matthew McFarlane. 2015. "Stereotype Threat Among Women in Finance: Negative Effects on Identity, Workplace Well-Being, and Recruiting." Psychology of Women Quarterly 39(3): 405-414.
- Bennett, Jill E., and Denise J. Sekaquaptewa. 2014. "Setting an egalitarian social norm in the classroom: improving attitudes towards diversity among male engineering students." Social Psychology of Education 17(2): 343-355.
- Betz, Diana E., Laura R. Ramsey, and Denise J. Sekaquaptewa. 2013. "Perceiving race relevance in everyday events: Target race matters, perceiver race does not." Group Processes & Intergroup Relations 16(6): 699-716.
- Ramsey, Laura R., Diana E. Betz, and Denise J. Sekaquaptewa. 2013. "The effects of an academic environment intervention on science identification among women in STEM." Social Psychology of Education 16(3): 377-397.
- Betz, Diana E., and Denise J. Sekaquaptewa. 2012. "My Fair Physicist? Feminine Math and Science Role Models Demotivate Young Girls." Social Psychological and Personality Science 3(6): 738-746.
- Ramsey, Laura R., and Denise J. Sekaquaptewa. 2011. "Changing stereotypes, changing grades: a longitudinal study of stereotyping during a college math course." Social Psychology of Education 14(3): 377-387.