Brannon, T.N., Fisher, P., & Greydanus, A. (2020). Selves as Solutions to Social
Inequalities: Why Engaging the Full Complexity of Social Identities is Critical to
Addressing Disparities (Elements in Applied Social Psychology). Cambridge:
Cambridge University Press. https://www.cambridge.org/core/elements/selves-as-
Book Description (https://www.cambridge.org): Social disparities tied to social
group membership(s) are prevalent and persistent within mainstream institutions (e.g.,
schools/workplaces). Accordingly, psychological science has harnessed selves – which are
malleable and meaningfully shaped by social group membership(s) – as solutions to
inequality. We propose and review evidence that theoretical and applied impacts of
leveraging ‘selves as solutions’ can be furthered through the use of a stigma and strengths framework. Specifically, this framework conceptualizes selves in their fuller complexity, allowing the same social group membership to be associated with stigma, risk, and devaluation as well as strengths, resilience, and pride. We provide evidence that by
enacting policies and practices that (a) reduce/minimize stigma and (b) recognize/include
strengths, mainstream institutions can more fully mitigate social disparities tied to
inclusion, achievement and well-being. Using social groups that vary in status/power we
examine implications of this framework including the potential to foster positive,
recursive, and intergroup impacts on social inequalities
Brannon, T. N. (2022). Pride-and-Prejudice Perspectives of Marginalization Can Advance Science and Society. Current Directions in Psychological Science, 09637214221121818.
Rosenfeld, D. L., Brannon, T. N., & Tomiyama, A. J. (2022). Racialized Perceptions of Vegetarianism: Stereotypical Associations That Undermine Inclusion in Eating Behaviors. Personality and Social Psychology Bulletin. https://doi.org/10.1177/01461672221099392
Brannon, T. N., & Lin, A. (2021). “Pride and prejudice” pathways to belonging: Implications for inclusive diversity practices within mainstream institutions. American Psychologist. Advance online publication. https://doi.org/10.1037/amp0000643
Rosenfeld, D. L., Balcetis, E., Bastian, B., Berkman, E. T., Bosson, J. K., Brannon, T. N., Burrow, A. L., Cameron, C. D., Chen, S., Cook, J. E., Crandall, C., Davidai, S., Dhont, K., Eastwick, P. W., Gaither, S. E., Gangestad, S. W., Gilovich, T., Gray, K. J., Haines, E. L., . . . Tomiyama, A. J. (2021). Conducting social psychological research in the wake of COVID-19. Perspectives on Psychological Science, 17(2), 311-333.
https://doi.org/10.1177/1745691621999374 [five-year impact factor=11.62]
Gruber, J., Mendle, J., Lindquist, K.A., Schmader T., Bliss-Moreau, E., Akinola, M.,…Brannon, T.N….Williams, L.A. (2020). The future of women in Psychological Science. Perspectives on Psychological Science. https://doi.org/10.1177/1745691620952789
Taylor, V. J., Brannon, T.N., & Valladares, J. V. (2019). Intergroup conflict through a sociocultural lens: How collective histories and memories impact present-day intergroup understandings and misunderstandings. Sahana Mukherjee and Phia S. Salter (Eds.), History and Collective Memory from the Margins: A Global Perspective. Hauppauge, NY: Nova Publishers.
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.