Faculty Research DEI-related

Shaonta' Allen

John Campbell


Janice McCabe

Other research on inequalities on campus and in college classrooms:

Project on patterns in gender inequalities and representations in children's picture books:

Additional DEI publications:

Kimberly Rogers

Violence, Discrimination, and Mental Health

My work in progress uses quasi-representative survey data to examine how self-sentiments link mental health outcomes with discrimination, harassment, victimization, and other interactional problems known to affect women, especially women of color, and gender and sexual minorities at higher rates than other groups. This work also examines the role of self-sentiments in self- and other-directed aggression and violence.

Identity Sentiments and Categorical Inequality

My work in progress uses cultural sentiment data to measure occupational status and examine its implications for inequality, including the contribution of the cultural devaluation of female-dominated occupations to the gender wage gap. Additional waves of data are being used to assess changes in sentiments after the onset of the COVID-19 pandemic and examine the stability of pandemic-related cultural changes over time.

Cultural and Individual Differences in Social Perception

My work in progress examines the extent of stability vs. change in U.S. cultural impression formation dynamics over time, examines how the cultural meanings of situationally enacted identities affect mental health, and investigates strategies for mitigating identity conflict.

Michele Tine



  • Dartmouth Rural STEM Education Partnership. STEM teachers face pronounced problems in low-income rural areas: (i) students perceive STEM has little relevance to their lives; (ii) there is minimal STEM-related infrastructure available; and (iii) STEM teachers often teach outside their training area, have little support in preparing science units, and lack readily available STEM teachers with whom to interact. To enhance low-income rural STEM education, Dartmouth College, the Montshire Museum of Science, and educators from local middle schools are collaborating in a five-year project to develop and implement NGSS aligned, active learning units and create an interactive teacher network. More information and the units that have been created can be found at https://sepa.host.dartmouth.edu/. This work is supported by A Science Education partnership Award from the National Institute of General Medical Sciences. 
  • BUILD IT-BOX Program. The BUILD-IT BOX Program is an innovative mail-based intervention addressing the issue that students living in rural poverty are less interested and engaged in STEM than any other demographic group. Twelve hands-on, informal STEM activities were created. Then, every month for one year, middle-school students living in rural poverty received a BUILD-IT BOX with an activity, instructions, and al supplies. The impact of the program is currently being assessed by measuring improvement in STEM attitudes, engagement, knowledge, and cognitive processes, in turn providing critical insight into future scalability. The twelve BUILD-IT BOX kits can be found at BUILD-IT BOXES. This work is supported by a gift from the Byrne Family Foundation and a Scholarly Innovation and Advancement Award.

Emily Walton



  • Humans of the Upper Valley (HOUV) is a digital engagement project through which I share stories of Upper Valley residents. HOUV is a tool to change the narrative about community boundaries and belonging; by sharing personal narratives residents can better see and recognize the common humanity of others.