Ahana Nagarkatti (she/her/hers)
Class and Major: Class of 2025 – Spanish and Economics double major
I joined the Educational Equity Lab because I wanted to continue studying psychology, to get hands-on experience with research methods and data analysis, and to understand how people’s educational experiences can affect how they perceive the world.
A psychological finding that has stuck with me is that implicit bias results (in part) from classical conditioning (Livingston & Drwecki, 2007): it is an association that has formed in someone’s mind as a result of repeated pairings of a social group and a negative evaluation, which leads to the negative evaluation being automatically activated by the presence of a member of that group, which then causes people to judge and treat members of that group differently. I think this finding is really interesting because it means that there are ways to combat something that pervades society and is the root of many societal issues.
Cymeria Robshaw (she/her/hers)
Class and Major: Class of 2023 – Psychology major with a Studio Art minor
I joined the Educational Equity Lab because I wanted to improve my research skills and further my understanding of how we can achieve educational equity. I also wanted to discuss these topics with lab members who are also passionate about promoting educational equity so I can be more confident and effective at discussing these topics outside of the lab.
A psychological finding that has stuck with me is the fact that although Americans think we have made substantial progress towards attaining racial equity, we actually have not (Kraus, Onyeador, Daumeyer, Rucker, & Richeson, 2019). This finding really stuck with me because this misperception can impact how people vote for equity-promoting policies.
Class: 2019 (i.e., he’s 3)
Major: General cuteness/mayhem
Joined the Educational Equity Lab because the Lab Director had treats.
A psychological finding that has stuck with me is that pets have positive effects on psychological well-being, including the ability to stave off negativity caused by social rejection (McConnell et al., 2011, 2017, 2019).
David Miele, Ph.D., Department of Applied, Developmental, and Educational Psychology, Boston College
Mesmin Destin, Ph.D., Department of Psychology and School of Education and Social Policy, Northwestern University
Gregory Walton, Ph.D, Department of Psychology, Stanford University
Carol Dweck, Ph.D., Department of Psychology, Stanford University
Sidney May, Ph.D., The Dartmouth Institute for Health Policy & Clinical Practice
Meghan Coughlan, Ph.D., Department of Applied, Developmental, and Educational Psychology, Boston College
Marina Vasilyeva, Ph.D., Department of Applied, Developmental, and Educational Psychology, Boston College
Daniel Molden, Ph.D., Department of Psychology, Northwestern University
Kevin Binning, Ph.D., Department of Psychology and Learning Research and Development Center, University of Pittsburgh