Sarah S M Townsend

• Professor (Assistant) at University of Southern California

Social class researchers in social psychology have pushed the field to become more focused on and attentive to the critical role of sociocultural contexts. In this article, we label and articulate the key ingredients of the approach that many social psychological researchers have come to use: what we refer to as a social‐class‐in‐context perspectiv...

Social class disparities are pervasive in American society. In higher education, one critical driver of these disparities is the cultural mismatch between the interdependent norms of people from working-class backgrounds and the independent norms that pervade higher education. However, after graduating from college and entering white-collar workpla...

Difference-education is an intervention that addresses psychological barriers that can undermine the academic performance of first-generation college students (i.e., those who have parents without 4-year degrees). Difference-education interventions improve first-generation students’ performance by empowering them to navigate higher education enviro...

More than ever before, institutions of higher education are seeking to increase the racial and social class diversity of their student bodies. Given these efforts, the present research asks two broad questions. First, how frequently do intergroup interactions occur across the lines of race and social class, and to what extent do these interactions...

History can inconspicuously repeat itself through words and language. We explored the association between the “Black” and “African American” racial labels and the ideologies of the historical movements within which they gained prominence (Civil Rights and Black Power, respectively). Two content analyses and two preregistered experimental studies (...

A rich body of research throughout the social sciences demonstrates that bias—people’s tendency to display group-based preferences—is a major obstacle in the way of promoting diversity, equity, and inclusion in the workplace. The current article moves beyond the single-level focus of prior theories of workplace bias to propose a novel theoretical m...

Difference-education interventions teach people a contextual theory of difference: that social group difference comes from participating in and adapting to diverse sociocultural contexts. At two universities, we delivered difference-education interventions during the college transition and examined long-term academic and intergroup outcomes. Nearly...

In the United States, underrepresented racial minority (URM) students continue to face psychological barriers that undermine their achievement and fuel disparities in academic outcomes. In the current research, we tested whether a multicultural ideology intervention could improve URM students’ grade point averages (GPAs) during the first 2 years of...

Previous research has documented that people from working-class contexts have fewer skills linked to academic success than their middle-class counterparts (e.g., worse problem-solving skills). Challenging this idea, we propose that one reason why people from working-class contexts underperform is because U.S. measures of achievement tend to assess...

United States higher education prioritizes independence as the cultural ideal. As a result, first-generation students (neither parent has a four-year degree) often confront an initial cultural mismatch early on in college settings: they endorse relatively interdependent cultural norms that diverge from the independent cultural ideal. This initial c...

Today’s increasingly diverse and divided world requires the ability to understand and navigate across social-group differences. We propose that interventions that teach students about these differences can not only improve all students’ intergroup skills but also help disadvantaged students succeed in school. Drawing on interdisciplinary research,...

Differences in structural resources and individual skills contribute to social-class disparities in both U.S. gateway institutions of higher education and professional workplaces. People from working-class contexts also experience cultural barriers that maintain these disparities. In this article, we focus on one critical cultural barrier—the cultu...

A growing body of work suggests that teaching college students a contextual understanding of difference-that students' different experiences in college are the result of participating in different contexts before college-can improve the academic performance of first-generation students (i.e., students whose parents do not have 4-year college degree...

College environments can put lower socioeconomic status (SES) female students at particular risk of withdrawing during challenging academic situations. However, thinking about reaching a successful future identity may encourage these students to take action rather than withdraw. In a laboratory experiment, we tested the hypothesis that imagining a...

Strong social and legal norms in the United States discourage the overt expression of bias against ethnic and racial minorities, increasing the attributional ambiguity of Whites' positive behavior to ethnic minorities. Minorities who suspect that Whites' positive overtures toward minorities are motivated more by their fear of appearing racist than...

A growing social psychological literature reveals that brief interventions can benefit disadvantaged students. We tested a key component of the theoretical assumption that interventions exert long-term effects because they initiate recursive processes. Focusing on how interventions alter students' responses to specific situations over time, we cond...

Racial labels often define how social groups are perceived. The current research utilized both archival and experimental methods to explore the consequences of the “Black” vs. “African-American” racial labels on Whites' evaluations of racial minorities. We argue that the racial label Black evokes a mental representation of a person with lower socio...

Social resources (i.e., number and nature of relationships with family and friends) are an important, yet largely unrecognized, feature of the sociocultural contexts of social class that influence psychological functioning. To assess the nature and content of social resources, we conducted semistructured interviews with American women living in pov...

We examine the idea that it is beneficial for people in threatening situations to affiliate with others who are experiencing similar, relative to dissimilar, emotions. Pairs of participants waited together and then engaged in a laboratory stressor (i.e., giving a speech). We created an index of each pair's emotional similarity using participants' e...

Although higher social class carries mental and physical health benefits, these advantages are less robust among members of racial and ethnic minority groups than among European Americans. We explore whether differential reactions to discrimination may be a factor in explaining why. Working-class and middle-class Latino American women engaged in an...

The investigation of teams and teamwork in cooperative (e.g., group brainstorming and team decision-making) and mixed-motive (e.g., negotiation) contexts has been carried out through a variety of lenses and disciplines. One lens that has not been used to rigorously theorize about and empirically investigate teams is that of ideologies. In this revi...

First-generation students experience a cultural mismatch in university settings. ► This mismatch leads to an aversive state that affects biological functioning. ► Independent norms produced a social class gap in cortisol and negative emotions. ► Interdependent norms eliminated the social class gap in cortisol and negative emotions. American univers...

We sought to demonstrate that individuals who anticipate interacting with a prejudiced cross-race/ethnicity partner show an exacerbated stress response, as measured through both self-report and hemodynamic and vascular responses, compared with individuals anticipating interacting with a nonprejudiced cross-race/ethnicity partner. Through a question...

What factors determine whether mixed-race individuals claim a biracial identity or a monoracial identity? Two studies examine how two status-related factors—race and social class—influence identity choice. While a majority of mixed-race participants identified as biracial in both studies, those who were members of groups with higher status in Ameri...

Perceiving discrimination is a chronic stressor that may negatively impact health. We predicted that the relationship between chronic perceptions of discrimination and chronic stress, as indexed by resting blood pressure, would be moderated by individual differences in system-justifying beliefs (SJBs), specifically the extent to which people believ...

The authors examined women's neuroendocrine stress responses associated with sexism. They predicted that, when being evaluated by a man, women who chronically perceive more sexism would experience more stress unless the situation contained overt cues that sexism would not occur. The authors measured stress as the end product of the primary stress s...

The present research used validated cardiovascular measures to examine threat reactions among members of stigmatized groups when interacting with members of nonstigmatized groups who were, or were not, prejudiced against their group. The authors hypothesized that people's beliefs about the fairness of the status system would moderate their experien...

Four studies using open-ended and experimental methods test the hypothesis that in Japanese contexts, emotions are understood as between people, whereas in American contexts, emotions are understood as primarily within people. Study 1 analyzed television interviews of Olympic athletes. When asked about their relationships, Japanese athletes used si...

Mixed-race individuals often encounter situations in which their identities are a source of tension, particularly when expressions of multiracial and biracial identity are not supported or allowed. Two studies examined the consequences of this identity denial. In Study 1, mixed-race participants reported that their biracial or multiracial identity...

Social class is one important source of models of agency--normative guidelines for how to be a "good" person. Using choice as a prototypically agentic action, 5 studies test the hypotheses that models of agency prevalent in working-class (WK) contexts reflect a normative preference for similarity to others, whereas models prevalent in middle-class...

Two studies examined how Olympic performance is explained in American and Japanese contexts. Study 1, an analysis of media coverage of the 2000 and 2002 Olympics, shows that in both Japanese and American contexts, performance is construed mainly in terms of the actions of persons. However, Japanese and American accounts differ in their explanations...