This page lists recent publications from the NICE Lab. Click on the citations below to view the study abstracts.

Pearson, A. R., White, K. E., Nogueira, L. M., Lewis, N. A., Jr., Green, D. J., Schuldt, J. P., & Edmondson, D. (2023). Climate change and health equity: A research agenda for psychological science. American Psychologist

Ford, B.Q., Green, D.J., & Gross, J.J. (2022). White fragility: An emotion regulation perspective. American Psychologist.

Duker, A.*, Green, D.J.*, Onyeador, I.N., & Richeson, J.A. (2021). Managing emotions in the face of discrimination: The differential effects of self-immersion, self-distanced reappraisal, and positive reappraisal. Emotion. *Authors contributed equally

Motz, B. A., Canning, E. A., Green, D. J., Mallon, M. G., & Quick, J. D. (2021). The influence of automated praise on behavior and performance. Technology, Mind, and Behavior, 2(3), 1–12.

Lewis Jr, N. A., Green, D. J., Duker, A., & Onyeador, I. N. (2021). Not seeing eye to eye: Challenges to building ethnically and economically diverse environmental coalitions. Current Opinion in Behavioral Sciences, 42, 60-64.

Boykin, C.M., Brown, N.D., Carter, J.T., Dukes, K., Green, D.J., Harrison, T., Hebl, M., McCleary-Gaddy, A., Membere, A., McJunkins, C.A., Simmons, C., Singletary Walker, S., Smith, A.N. and Williams, A.D. (2020). Anti-racist actions and accountability: not more empty promises. Equality, Diversity, and Inclusion.

Green, D.J., Wout, D.A., & Murphy, M.C. (2021). Learning Goals Mitigate Identity Threat for Black Individuals in Otherwise Threatening Interracial Interactions. Cultural Diversity and Ethnic Minority Psychology, 27(2), 201–213.

Muenks, K.M., Canning, E.A., LaCosse, J., Green, D.J., Zirkel, S., Garcia, J.A., & Murphy, M.C. (2020). Does my professor think my ability can change? Students’ perceptions of their stem professors’ mindset predict in-class psychological experiences. Journal of Experimental Psychology: General, 149(11), 2119–2144.

Canning, E.A., Muenks, K., Green, D.J., & Murphy, M.C. (2019). STEM Faculty Who Believe Ability Is Innate Have Larger Racial Achievement Gaps and Inspire Less Student Motivation in Their Classes. Science Advances, 5(2).

Levy, D.J., & Richeson, J.A. (2017). The Effects of Managing Discrimination Experiences on Self-control, Health, & Well-Being. In de Ridder, D., Adriaanse, M., & Fujita, K. (Eds.), Handbook of Self-Control in Health and Wellbeing.

Heissel, J.A., Levy, D.J., & Adam, E.K. (2017). Stress, sleep, and performance on standardized tests:  Understudied pathways to the achievement gap. AERA Open.

Levy, D.J., Heissel, J.A., Richeson, J.A., & Adam, E.K. (2016). Psychological and biological responses to race-based social stress as pathways to disparities in educational outcomes. American Psychologist, 71(6), 455-473.

Adam, E.K., Heissel, J.A., Zeiders, K.H., Richeson J.A., Brodish, A., Ross, E.C., Ehrlich, K.B., Levy, D.J., Kemeny, M.E., Malanchuk, O., Peck, S., Fuller-Rowell, T., & Eccles, J. (2015).  Developmental histories of perceived racial discrimination and diurnal cortisol profiles in adulthood:  A 20-year prospective study. Psychoneuroendocrinology, 62, 279-291.