Michael Inzlicht
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Michael Inzlicht is assistant professor of psychology at the University of Toronto recognized in the areas of stigma and self-regulation. Much of his recent research takes a social neuroscience approach that integrates biological and psychological theories and methods to reach a fuller understanding of his phenomenon of interest[1] In the early 2000s, Inzlicht and his colleagues demonstrated that small, seemingly benign characteristics of an environment could play a large role in determining how stereotyped groups perform on academic tests. They found, for example, that the number of men in a small group could determine whether women succeeded (fewer men) or failed (more men) a math test[2]
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[edit] Awards & Honours
- 2007 - Most Valuable Professor, Psychology Grad Student Association (University of Toronto)
- 2006 - Louise Kidder Early Career Award, American Psychological Association (Division 9)
- 2004-2006 - Fellow of the National Academy of Education/Spencer Foundation
- 2003 - Student Fellow, Summer Institute in Social Psychology, University of Colorado
- 2002 - Society for Experimental Social Psychology, Dissertation Award, finalist
- 1999 - Ethnic Minority Concerns Research Award, American Psychological Society
- 1999 - Student Research Competition, American Psychological Society
[edit] Publications - Journal Articles[3]
- Inzlicht, M., Kaiser, C. R., & Major, B. (in press). The face of chauvinism: How prejudice expectations shape perceptions of facial affect. Journal of Experimental Social Psychology.
- Derks, B., Inzlicht, M., & Kang, S. (in press). The Social Neuroscience of Stigma and Stereotype Threat: Measuring the Effects of Stigma in the Brain. Group Processes and Intergroup Relations.
- Inzlicht, M., & Gutsell, J. N. (2007) Running on empty: Neural signals for self-control failure. Psychological Science, 18, 933-937.
- Inzlicht, M., Aronson, J., Good, C., & McKay, L. (2006) A particular resiliency to threatening environments. Journal of Experimental Social Psychology, 42, 323-336.
- Inzlicht, M., McKay, L., & Aronson, J. (2006) Stigma as ego depletion: How being the target of prejudice affects self-control. Psychological Science, 17, 262-269.
- Ben-Zeev, T., Fein, S., & Inzlicht, M. (2005) Stereotype Threat and Arousal. Journal of Experimental Social Psychology, 41, 174-181.
- Aronson, J. & Inzlicht, M. (2004) The Ups and downs of attributional ambiguity: Stereotype vulnerability and the academic self-knowledge of African-American students. Psychological Science, 15, 829-836.
- Inzlicht, M. & Ben-Zeev, T. (2003) Do high-achieving female students underperform in private? The implications of threatening environments on intellectual processing. Journal of Educational Psychology, 95, 796-805.
- Good, C., Aronson, J., & Inzlicht, M. (2003) Improving Adolescents’ Standardized Test Performance: An Intervention to Reduce the Effects of Stereotype Threat. Journal of Applied Developmental Psychology, 24, 645-662.
- Herz, R., & Inzlicht, M. (2002) Gender differences in response to physical and social factors involved in human mate selection: The importance of smell for women. Evolution and Human Behavior, 23, 359-364.
- Inzlicht, M. & Ben-Zeev, T. (2000) A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males. Psychological Science, 11, 365-371.
[edit] Publications - Book Chapters[4]
- Inzlicht, M., Aronson, J., & Mendoza-Denton, R. (in press). On being the target of prejudice: Educational implications. In F. Butera & J. Levine (Eds.) Coping with Minority Status: Responses to Exclusion and Inclusion. Cambridge, UK: Cambridge University Press.
- 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: Erlbaum.
- Ben-Zeev, T., Carrasquillo C. M, Ching, A., Kliengklom, T. J., McDonald, K. L, Newhall, D. C., Patton, G. E., Stewart, T. D., Stoddard, T, Inzlicht, M., & Fein, S. (2005). “Math is hard!” (Barbie, 1994): Responses of threat vs. challenge mediated arousal to stereotypes alleging intellectual inferiority. In A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics (pp. 189-206). Cambridge, United Kingdom: Cambridge University Press.
