The Department of Psychology
Social Psychology Lab
Director: Dr. Catherine Good, (PhD, University of Texas, Austin, 2001)
- Baruch College, CUNY Assistant Professor Psychology 2007 – present
- Barnard College, Term Assistant Professor Psychology 2005- 2007
- Columbia University Postdoctoral Research Fellow Psychology 2002-2005
- New York University Postdoctoral Research Associate Psychology 2001-2002
Dr. Good’s research focuses on the social forces that shape academic achievement, intellectual performance, motivation, and self-image.
In particular, her lab focuses not only on how negative stereotypes contribute to females' underachievement and under-representation in math and science fields, but also on methods of helping females overcome vulnerability to the stereotype. She also studies these issues as they relate to minority student achievement. Since much of the work is conducted in local schools, students of Dr. Good’s lab gain experience in designing and conducting studies in both laboratory and applied settings.
For more information, please contact Dr. Good at Catherine.Good@baruch.cuny.edu.
Good, C., Aronson, J., & Harder, J.A. (2008). “Problems in the pipeline: Women’s achievement in high-level math courses.” Journal of Applied Developmental Psychology, 29, 17-28.
Good, C. (2006). “Transforming classroom culture through the use of student allies.” Network News: Newsletter of the Minority Student Achievement Network, 22. Evanston, IL: MSAN.
Inzlicht, M., Aronson, J., Good, C., & McKay, L. (2006). “The particular resiliency of self monitors to threatening environments.” Journal of Experimental Social Psychology, 42, 323-336.
Mangels, J.A., Butterfield, B., Lamb, J., Good, C., & Dweck, C.S. (2006). “Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model.” Social Cognitive and Affective Neuroscience, 1, 75-86.
Good, C., Aronson, I., & Inzlicht, M. (2003.). “Improving Adolescents' Standardized Test Performance: An Intervention to Reduce the Effects of Stereotype Threat.” Journal of Applied Developmental Psychology, 24, 6, 645-662.
Aronson, J, Freid, C., & Good, C. (2002). “Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence.” Journal of Experimental Social Psychology, 38, 113-125.
Aronson, J., Lustina, M. J., Good, C., Keough, K., Steele, C. M., & Brown, J. (1999). “When white men can't do math: Necessary and sufficient factors in stereotype threat.” Journal of Experimental Social Psychology, 35, 1, 29-46.
Good, C. & Aronson, J. (2008). The Development of Stereotype Threat: Consequences for Educational and Social Equality. To appear in E. Turiel, C. Wainryb, and J. Smetana (Eds.), Social Development, Social Inequalities, and Social Justice, (pp 155-183). New York, NY: Lawrence Erlbaum Associates.
Good, C., Dweck, C. S., & Aronson, J. (2007). Stereotype threat, achievement motivation, and social identity. To appear in A. Fuligni (Ed.), Social Categories, Identities and Educational Participation, (pp. 115-135) New York, NY: Russell Sage Foundation.
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: Lawrence Erlbaum Associates.
Good, C. & Dweck, C. S. (2005). A motivational approach to reasoning, resilience, and responsibility. In R. Stemberg and R. Subotnick (Eds.), Optimizing Student Success in School Reasoning, Resilience, and Responsibility with the Other Three R's. (pp. 39-56). Charlotte, NC: Information Age Publishing.
Dweck, C. S., Mangels, J., & Good, C. (2004). Motivational effects on attention, cognition, and performance. In D.Y. Dai & R.J. Stemberg (Eds.), Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development. (pp. 41-55). Mahwah, NJ: Lawrence Erlbaum Associates.
Aronson, J., & Good, C. (2003). The development and consequences of stereotype vulnerability in adolescents. In F. Pajares & T. Urdan, (Eds.), Adolescence and education: Vol. 2. Academic motivation of adolescents (pp. 299- 330). Greenwich, CT: Information Age Publishing.
Good, C. (2006). Transforming classroom culture through the use of student allies. Network News: Newsletter of the Minority Student Achievement Network, 22. Evanston, IL: MSAN.