Jennifer R Steele

Associate Professor

Social & Personality Psychology - Program Area Coordinator

Locations / Contact Info:

331 Behavioural Science - BSB
Keele Campus
Phone: 416-736-2100 Ext. 22156

Email address(es):

steeleje@yorku.ca

Web site(s):

Dr. Steele's IPSC Research Laboratory

Faculty & School/Dept.

Faculty of Health - Department of Psychology

Degrees

PhD - 2003
Harvard University
Boston, MA

Biography

Dr. Steele received her B.A. in psychology (1995) as well as her B.Ed. (1996) from Queen's University in Kingston, Ontario. From there she moved to Boston, Massachusetts where she attended Harvard University's School of Education. She completed a Masters in Education in 1997 and proceeded into the doctoral program in Social Psychology. Dr. Steele completed her M.A. (1999) and her Ph.D. (2003) in Social Psychology through the Graduate School of Arts and Science at Harvard University. After completing a SSHRC post-doctoral position at the University of Waterloo she accepted an assistant professorship at York University in Toronto. Dr. Steele is currently an Assistant Professor of Psychology through the Faculty of Health at York.

 

Selected Publications

Please access http://www.yorku.ca/steeleje/research/publications.php to obtain copies of these articles for personal use.


 Bair, A. N., & Steele, J. R.  (2010), Examining the consequences of exposure to racism for the executive functioning of Black students. Journal of Experimental Social Psychology, 46(1), 127-132.

 

 Kawakami, K., Steele, J. R., Cifa, C., Phills, C. E., & Dovidio, J. F. (2008) Approaching math increases Math = Me, Math = Pleasant, and perseverance at math in women. Journal of Experimental Social Psychology, 44(3), 818-825.

 

Steele, J.R., Reisz, L., Williams, A., & Kawakami, K. (2007). Women in mathematics: Examining the hidden barriers that gender stereotypes can impose. In R. Burke & M. Mattis (Eds.), Women and minorities in science, technology, engineering and mathematics: Upping the numbers (pp.159-183). London: Edward Elgar.

 

 Kawakami, K., Phills, C., Steele, J. R., & Dovidio, J. F. (2007). (Close) distance makes the heart grow fonder: Improving implicit racial attitudes and interracial interactions through approach behaviours. Journal of Personality and Social Psychology, 92(6), 957-971.

 

 Steele, J. R., & Ambady, N. (2006). "Math is hard!": The effect of gender priming on women's attitudes. Journal of Experimental Social Psychology, 42(4), 428-436.

 

 Ambady, N., Paik, S. K., Steele, J., Owen-Smith, A., & Mitchell, J. P. (2004). Deflecting negative self-relevant stereotype activation: The effects of individuation. Journal of Experimental Social Psychology, 40(3), 401-408.

 

 Steele, J., Choi, Y. S., & Ambady, N. (2004). Stereotyping, prejudice, and discrimination: The effect of group based expectations on moral functioning. In T. A. Thorkildsen, J. Manning, & H. J. Walberg (Eds.), Nurturing Morality (pp. 77-97). New York: Kluwer Academic.

 

 Steele, J. (2003). Children's gender stereotypes in mathematics: The role of stereotype stratification. Journal of Applied Social Psychology, 33(12), 2587-2606.

 

 Barnett, R. C., Gareis, K. C., James, J. B., & Steele, J. (2003). Planning ahead: College seniors' concerns about career-marriage conflict. Journal of Vocational Behavior, 62(2), 305-319.

 


 

 Steele, J., James, J., & Barnett, R. (2002). Learning in a man's world: Examining the perceptions of undergraduate women in male-dominated academic areas. Psychology of Women Quarterly, 26(1), 46-50.

 

 Steele, J., & Barling, J. (1996). Influence of maternal gender-role beliefs and role satisfaction on daughters' vocational interests. Sex Roles, 34 (9/10), 637- 648.

Supervision

Currently available to supervise graduate students: Yes

Currently taking on work-study students, Graduate Assistants or Volunteers: Not Indicated

Available to supervise undergraduate thesis projects: Not Indicated

Current Research

Dr. Steele's research takes a social cognitive approach to understanding stereotyping, prejudice, and interpersonal expectancies. One main goal of the research that is currently being pursued in the IPSC lab is to increase our understand of implicit racial biases and gender stereotyping in childhood. We are particularly interested in understanding the malleability of children's implicit biases as well as the developmental course and consequences of biases among minority and majority children (with graduate students Corey Lipman and Amanda Williams). In additional research being conducted in the IPSC lab, we aim to better understand the nature of implicit racial biases among Black adults (with graduate student Allison Bair), contextual variability in implicit racial biases among adults (with Fulbright student Maggie Cease), and ways to improve interracial interactions (with Yumi Sakamoto). We have also been pursuing research that aims to identify cross-cultural differences in face recognition biases (with graduate student Andy Ng).

Our research, which is conducted with adult and child participants, has been funded by various external and internal sources including the Social Sciences and Humanities Research Council of Canada (SSHRC), the Canadian Foundation for Innovation (CFI), the Faculty of Health, the Atkinson Faculty of Liberal and Professional Studies, and York University.

If you would like to learn more about our research, please see:

http://www.yorku.ca/steeleje/research/index.php

Research Projects

Racial Stereotyping in Children: A Social Cognitive Approach
Role: Principal Investigator
Year Funded: 2005
Duration: 4
Funded by: Social Sciences and Humanities Research Council

The Emergence and Universality of Implicit Racial Bias in Children
Role: Principal Investigator
Year Funded: 2009
Duration: 3
Funded by: Social Sciences and Humanities Research Council

Understanding the Development and Consequences of Racial Stereotyping: A Social Cognitive Approach
Role: Principal Investigator
Year Funded: 2006
Funded by: Canada Foundation for Innovation