Brannon, T. N. (2018). Reaffirming King’s vision: The power of participation in inclusive diversity efforts to benefit intergroup outcomes. Journal of Social Issues, 74(2), 355-376.
Brannon, T. N., Carter, E. R., Murdock‐Perriera, L. A., & Higginbotham, G. D. (2018). From Backlash to Inclusion for All: Instituting Diversity Efforts to Maximize Benefits Across Group Lines. Social Issues and Policy Review, 12(1), 57-90.
Brannon, T. N., Higginbotham, G. D., & Henderson, K. (2017). Class Advantages and Disadvantages Are Not so Black and White: Intersectionality Impacts Rank and Selves. Current Opinion in Psychology, 18, 117–122.
Brannon, T. N., Taylor, V. J., Higginbotham, G. D., & Henderson, K. (2017). Selves in contact: how integrating perspectives on sociocultural selves and intergroup contact can inform theory and application on reducing inequality. Social and Personality Psychology Compass, 11(7).
Brannon, T. N., Markus, H. R., & Taylor, V. J. (2015). ‘Two Souls, Two Thoughts’, Two Self Schemas: Double Consciousness Can Have Positive Academic Consequences for African Americans. Journal of Personality and Social Psychology, 108(4), 586-609.
Stephens, N. M., Brannon, T. N., Markus, H. R., & Nelson, J. (2015). Feeling at home in college: Cultivating fit and empowerment to reduce social class disparities in higher education. Social Issues and Policy Review, 9(1), 1-24.
Brannon, T. N., Walton, G. M. (2013). Enacting cultural interests: How intergroup contact reduces prejudice by sparking interest in an outgroup’s culture. Psychological Science, 24(10), 1947-1957.
Brannon, T. N.& Markus, H. R. (2013). Social class and race: Burdens but also some benefits of chronic low rank. Psychological Inquiry, 24(2), 97-101.