Toni Schmader

Professor
phone 604 822 4826
location_on Kenny Room 3533--2136 West Mall

Research Area

Education

PhD, University of California-Santa Barbara, 1999

About

Dr. Toni Schmader is the Director of the Engendering Success in STEM Consortium. She has served as an Associate Editor at the Journal of Personality and Social Psychology and Personality and Social Psychology Bulletin and on the Executive Committees of both the Society for Personality and Social Psychology and the Society of Experimental Social Psychology. She has published over 70 peer-reviewed journals and book chapters and co-authored or edited two books.


Research

Her research examines the interplay between self and social identity, particularly when one’s social identity is accord lower status or is targeted by negative stereotypes. In exploring these issues, her research draws upon and extends existing work on implicit gender bias, bias mitigating interventions, social stigma, social justice, social cognition, intergroup emotion, self-esteem, and motivation and performance.

Dr. Schmader’s secondary research areas are Cognitive Science and Health.


Publications

De Souza, L., & Schmader, T. (2021). What inhibits allyship? Examining the role of pluralistic ignorance. Journal of Personality and Social Psychology. Advance online publication. https://doi.org/10.1037/pspi0000362

Régner, I., Thinus-Blanc, C., Netter, A., Schmader, T., & Huguet, P. (2019). Implicit bias predicts promoting fewer women in science when evaluators deny discrimination. Nature Human Behavior, 3, 1171-1179.

Schmader, T., & Sedikides, C. (2018). State authenticity as fit to environment (SAFE): Implications of social identity for fit, authenticity, and self-segregation. Personality and Social Psychology Review, 22, 228-259.

Hall, W. M., Schmader, T., Aday, A., and Croft, E. (2019). Decoding the dynamics of social identity threat in the workplace: A within-person analysis of women’s and men’s interactions in STEM. Social Psychological and Personality Science, 10, 542-552.

Block, K., Gonzalez, A.M., Schmader, T., & Baron, A.S. (2018). Early gender differences in core values predict boys’ aspired work-family balance. Psychological Science, 29, 1540-1547.

Croft, A., Schmader, T., & Block, K. (2015). An underexamined inequality: Cultural origins and psychological barriers contributing to men’s underrepresentation in communal roles. Personality and Social Psychology Review, 19, 343-370.

Inzlicht, M., & Schmader, T. (Eds.) (2012). Stereotype threat: Theory, Process, and Application. Oxford University Press.

Croft, A., & Schmader, T. (2012). The feedback withholding bias: Minority students do not receive critical feedback from evaluators concerned about appearing racist. Journal of Experimental Social Psychology, 48, 1139-1144.

Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115, 336-356.


Awards

  • European Association of Social Psychology Theory-Innovation Award (2020-2021)
  • Canada Research Chair (2011-2016 & 2014-2019)
  • Society for Personality and Social Psychology Daniel M. Wegner Theoretical Innovation Prize (2018)
  • Killam Faculty Research Prize (2013)
  • Society for Personality and Social Psychology Fellow (2012)
  • Society of Experimental Social Psychology Fellow (2009)

Toni Schmader

Professor
phone 604 822 4826
location_on Kenny Room 3533--2136 West Mall

PhD, University of California-Santa Barbara, 1999

Dr. Toni Schmader is the Director of the Engendering Success in STEM Consortium. She has served as an Associate Editor at the Journal of Personality and Social Psychology and Personality and Social Psychology Bulletin and on the Executive Committees of both the Society for Personality and Social Psychology and the Society of Experimental Social Psychology. She has published over 70 peer-reviewed journals and book chapters and co-authored or edited two books.

Her research examines the interplay between self and social identity, particularly when one’s social identity is accord lower status or is targeted by negative stereotypes. In exploring these issues, her research draws upon and extends existing work on implicit gender bias, bias mitigating interventions, social stigma, social justice, social cognition, intergroup emotion, self-esteem, and motivation and performance.

Dr. Schmader's secondary research areas are Cognitive Science and Health.

De Souza, L., & Schmader, T. (2021). What inhibits allyship? Examining the role of pluralistic ignorance. Journal of Personality and Social Psychology. Advance online publication. https://doi.org/10.1037/pspi0000362

Régner, I., Thinus-Blanc, C., Netter, A., Schmader, T., & Huguet, P. (2019). Implicit bias predicts promoting fewer women in science when evaluators deny discrimination. Nature Human Behavior, 3, 1171-1179.

Schmader, T., & Sedikides, C. (2018). State authenticity as fit to environment (SAFE): Implications of social identity for fit, authenticity, and self-segregation. Personality and Social Psychology Review, 22, 228-259.

Hall, W. M., Schmader, T., Aday, A., and Croft, E. (2019). Decoding the dynamics of social identity threat in the workplace: A within-person analysis of women’s and men’s interactions in STEM. Social Psychological and Personality Science, 10, 542-552.

Block, K., Gonzalez, A.M., Schmader, T., & Baron, A.S. (2018). Early gender differences in core values predict boys’ aspired work-family balance. Psychological Science, 29, 1540-1547.

Croft, A., Schmader, T., & Block, K. (2015). An underexamined inequality: Cultural origins and psychological barriers contributing to men’s underrepresentation in communal roles. Personality and Social Psychology Review, 19, 343-370.

Inzlicht, M., & Schmader, T. (Eds.) (2012). Stereotype threat: Theory, Process, and Application. Oxford University Press.

Croft, A., & Schmader, T. (2012). The feedback withholding bias: Minority students do not receive critical feedback from evaluators concerned about appearing racist. Journal of Experimental Social Psychology, 48, 1139-1144.

Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115, 336-356.

  • European Association of Social Psychology Theory-Innovation Award (2020-2021)
  • Canada Research Chair (2011-2016 & 2014-2019)
  • Society for Personality and Social Psychology Daniel M. Wegner Theoretical Innovation Prize (2018)
  • Killam Faculty Research Prize (2013)
  • Society for Personality and Social Psychology Fellow (2012)
  • Society of Experimental Social Psychology Fellow (2009)

Toni Schmader

Professor
phone 604 822 4826
location_on Kenny Room 3533--2136 West Mall

PhD, University of California-Santa Barbara, 1999

Dr. Toni Schmader is the Director of the Engendering Success in STEM Consortium. She has served as an Associate Editor at the Journal of Personality and Social Psychology and Personality and Social Psychology Bulletin and on the Executive Committees of both the Society for Personality and Social Psychology and the Society of Experimental Social Psychology. She has published over 70 peer-reviewed journals and book chapters and co-authored or edited two books.

Her research examines the interplay between self and social identity, particularly when one’s social identity is accord lower status or is targeted by negative stereotypes. In exploring these issues, her research draws upon and extends existing work on implicit gender bias, bias mitigating interventions, social stigma, social justice, social cognition, intergroup emotion, self-esteem, and motivation and performance.

Dr. Schmader's secondary research areas are Cognitive Science and Health.

De Souza, L., & Schmader, T. (2021). What inhibits allyship? Examining the role of pluralistic ignorance. Journal of Personality and Social Psychology. Advance online publication. https://doi.org/10.1037/pspi0000362

Régner, I., Thinus-Blanc, C., Netter, A., Schmader, T., & Huguet, P. (2019). Implicit bias predicts promoting fewer women in science when evaluators deny discrimination. Nature Human Behavior, 3, 1171-1179.

Schmader, T., & Sedikides, C. (2018). State authenticity as fit to environment (SAFE): Implications of social identity for fit, authenticity, and self-segregation. Personality and Social Psychology Review, 22, 228-259.

Hall, W. M., Schmader, T., Aday, A., and Croft, E. (2019). Decoding the dynamics of social identity threat in the workplace: A within-person analysis of women’s and men’s interactions in STEM. Social Psychological and Personality Science, 10, 542-552.

Block, K., Gonzalez, A.M., Schmader, T., & Baron, A.S. (2018). Early gender differences in core values predict boys’ aspired work-family balance. Psychological Science, 29, 1540-1547.

Croft, A., Schmader, T., & Block, K. (2015). An underexamined inequality: Cultural origins and psychological barriers contributing to men’s underrepresentation in communal roles. Personality and Social Psychology Review, 19, 343-370.

Inzlicht, M., & Schmader, T. (Eds.) (2012). Stereotype threat: Theory, Process, and Application. Oxford University Press.

Croft, A., & Schmader, T. (2012). The feedback withholding bias: Minority students do not receive critical feedback from evaluators concerned about appearing racist. Journal of Experimental Social Psychology, 48, 1139-1144.

Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115, 336-356.

  • European Association of Social Psychology Theory-Innovation Award (2020-2021)
  • Canada Research Chair (2011-2016 & 2014-2019)
  • Society for Personality and Social Psychology Daniel M. Wegner Theoretical Innovation Prize (2018)
  • Killam Faculty Research Prize (2013)
  • Society for Personality and Social Psychology Fellow (2012)
  • Society of Experimental Social Psychology Fellow (2009)