Leveraging body-worn camera footage to assess the effects of training on officer communication during traffic stops. (2024). PNAS Nexus. With N. Camp, R. Voigt, D. Jurafsky, & J. Eberhardt.

People who share encounters with racism are silenced online by humans and machines, but a guideline-reframing intervention holds promise. (2024). Proceedings of the National Academy of Sciences. With C. Lee, K. Gligorić, P. Kalluri, M. Harrington, E. Durmus, K. Sanchez, N. San, D. Tse, X. Zhao, H. Markus, D. Jurafsky, & J. Eberhardt.

We built this culture (so we can change it): Seven principles for intentional culture change. (2024). American Psychologist. With H. Markus, R. Hetey, & J. Eberhardt. 

“When the cruiser lights come on”: Using the science of bias and culture to combat racial disparities in policing. (2024). Daedalus. With R. Hetey, H. Markus, & J. Eberhardt.

DEI in the Investment World. Stanford, CA: Illumen Capital, LLC and Stanford SPARQ. (2021). With X. Zhao, C. Handron, A. Maitreyi, C. Gutierrez, H. Markus, & J. Eberhardt. Not publicly available.

Understanding culture clashes and catalyzing change: A culture cycle approach. (2019). Frontiers in Psychology. With H. Markus.

People are culturally-shaped shapers: The psychological science of culture and culture change. (2019). In Handbook of Cultural Psychology, 2nd Ed. With H. Markus.

Principled Policing: A Path to Building Better Police-Community Relations. Stanford, CA: Stanford SPARQ. (2018). S. Lyons-Padilla, H. Markus, & J. Eberhardt.

The benefits of difference-education interventions in lower-resourced institutions. (2023). Journal of Experimental Psychology-General. With N. Stephens, R. Carey, S. Townsend, T. Brannon, & M. Murphy.

Is diversity enough? Cross-race and cross-class interactions in college occur less often than expected, but benefit members of lower status groups when they occur. (2022). Journal of Personality and Social Psychology. With R. Carey,  N. Stephens, & S. Townsend.

Difference-education improves first-generation students’ grades throughout college and increases comfort with social group difference. (2021). Personality and Social Psychology Bulletin. With N. Stephens & S. Townsend.

Difference-education: Improving disadvantaged students’ academic outcomes by changing their theory of difference. (2020). In Handbook of Wise Interventions. With N. Stephens & S. Townsend.

A diversity ideology intervention: Multiculturalism reduces the racial achievement gap. (2020). Social Psychological and Personality Science. With H. Birnbaum, N. Stephens, & S. Townsend.

Difference matters: Teaching students a contextual theory of difference can help them succeed. (2019). Perspectives on Psychological Science. With N. Stephens & S. Townsend. *Winner of the 2020 Society for the Psychological Study of Social Issues Otto Klineberg Intercultural and International Relations Award.

Empowerment through difference: An online difference-education intervention closes the social class achievement gap. (2019). Personality and Social Psychology Bulletin. With S. Townsend, N. Stephens, & S. Smallets.

Community Safety Initiative Summer Internship Program Evaluation Study: Summer 2017 and 2018. (2019). Stanford, CA: Stanford SPARQ. With R. Hetey & A. Maitreyi.

Bridging the Trust Gap: Building Trust Across Students’ Differences and Divides. Stanford, CA: Stanford SPARQ. H. Markus, L. Bencharit, C. Handron, R. Song, & A. Maitreyi. Not publicly available.

Learning to read race: Multicultural literature can foster racial literacy and empower students. (2017). California English. With P. Moya.

A difference-education intervention equips first-generation students to thrive in the face of stressful college situations. (2015). Psychological Science. With N. Stephens, S. Townsend, M. Destin, & V. Manzo.

Closing the social-class achievement gap: A difference-education intervention improves first-generation students' academic performance and all students' college transition. (2015). Psychological Science. With N. Stephens & M. Destin.

Social emotional learning in high school: How three urban high schools engage, educate, and empower youth—Cross-case Report and Technical Report. (2015). Stanford Center for Opportunity Policy in Education. With X. Zheng, L. Darling-Hammond, A. Andree, & B. Quinn. *Author and editor of report series.

Social emotional learning in high school: How three urban high schools engage, educate, and empower youth—Research Brief. (2015). Stanford Center for Opportunity Policy in Education. With L. Darling-Hammond.

In the land of the free, interdependent action undermines motivation. (2013).  Psychological Science. With H. Markus & A. Fu.

Who explains Hurricane Katrina and the Chilean Earthquake as an act of God? The experience of extreme hardship predicts religious meaning-making. (2013). Journal of Cross-Cultural Psychology. With N. Stephens, S. Fryberg, & H. Markus.

My nation, my self: Divergent framings of America influence American selves. (2011). Personality and Social Psychology Bulletin. With H. Markus & A. Fu.

Why did they “choose” to stay? Perspectives of Hurricane Katrina observers and survivors. Psychological Science. (2011). With N. Stephens, H. Markus, H. Bergsieker, & L. Eloul.

Sociocultural psychology: The dynamic interdependence of self systems and social systems. (2010). In Handbook of Cultural Psychology, 1st Ed. With H. Markus.