Faculty Research DEI-related

• Allen, Shaonta'. 2021. "The Black Feminist Roots of Scholar-Activism: Lessons from Ida B. Wells-Barnett" in Black Feminist Sociology: Perspectives and Praxis.
• Allen, Shaonta' and Brittney Miles. 2020. "Unapologetic Blackness in Action: Embodied Resistance and Social Movement Scenes in Black Celebrity Activism." Humanity & Society.

PUBLICATIONS

• Campbell, John L. and John A. Hall.  2021.  What Capitalism Needs: Forgotten Lessons of Great Economists.  New York: Cambridge University Press.  (About how the lack of ethnic, racial, national and other forms of social cohesion undermines capitalism.)
• Campbell, John L.  2018.  American Discontent: The Rise of Donald Trump and Decline of the Golden Age.  New York: Oxford University Press.  (About how racial, ethnic and nationalist divisions paved the way for Trump's election.)
• Campbell, John L. and John A. Hall.  2017.  The Paradox of Vulnerability: States, Nationalism and the Financial Crisis.  Princeton: Princeton University Press.  (About how nationalism facilitated or undermined country responses to the 2008 financial crisis.)
• Campbell, John L.  2021.  "Nationalism, Populism and Labor Market Reform Today."  Comparative Labor Law and Policy Journal (forthcoming).  (About how nationalism and populism have affected labor markets in various countries.)
• Campbell, John L.  2019.  "Is America Breaking Apart...Now?"  Pp. 31-54 in States and Nations, Power and Civility: Hallsian Perspectives, edited by Francesco Duina.  Toronto: University of Toronto Press.  (About the rise in racial, ethnic and nationalist animosity in America today.)
• Patsiurko, Natalka, John L. Campbell and John A. Hall.  2013.  "Nation-State Size, Ethnic Diversity and Economic Performance in the Advanced Capitalist Countries."  New Political Economy 18(6)827-844.  (About how racial and ethnic diversity affects national economic performance.)
• Patsiurko, Natalka, John L. Campbell and John A. Hall.  2012. "Measuring Cultural Diversity: Ethnic, Linguistic and Religious Fractionalization in the OECD."  Ethnic and Racial Studies 35(2)195-217.  (About how to measure ethnic and racial diversity over time in advanced countries.)

Project: Race, Racism and Student Debt in the United States Studies: 

• Young, Black, and (Still) in the Red: Parental Wealth, Race, and Student Loan Debt
• Racial Disparities in Student Debt and the Reproduction of the Fragile Black Middle Class
• Student Debt Accountability and Its Unintended Racial Consequences
• Into the Red and Back to the Nest? Student Debt, College Completion, and Returning to the Parental Home

Public and Policy outreach: 

• Lumina Foundation Borrowers of Color Working Group Member
• An Open Letter on Student Debt

Project: Mass Incarceration and Inequality Studies:

• Locked out of the Labor Market? State-Level Hidden Sentences and the Labor Market Outcomes of Recently Incarcerated Young Adults
• Criminal Justice Contact and Indebtedness in Young Adulthood: Investigating the Potential Role of State Hidden Sentences

PUBLICATIONS

• Kim, Sunmin. Research on Asian American Identity and Policy Opinions
• Kim. Sunmin. Research on minority political participation

• Janice McCabe. 2016. Connecting in College: How Friendship Networks Matter for Academic and Social Success. Chicago: The University of Chicago Press.
• Janice McCabe. 2016. "Friends With Academic Benefits." Contexts 15(3):22-29.
• Amanda Koontz Anthony and Janice McCabe. 2015. "Friendship Talk as Identity Work: Defining the Self through Friend Relationships." Symbolic Interaction 38(1):64-82. 
• Janice McCabe. 2015. "'That's What Makes Our Friendships Stronger': Supportive Friendships Based on Racial Solidarity and Racial Diversity." Pp. 64-79 in College Students' Experiences of Power and Marginality: Sharing Spaces and Negotiating Differences, edited by Elizabeth M. Lee and Chaise LaDousa. New York: Routledge.
• Janice McCabe. 2011. "Doing Multiculturalism: An Interactionist Analysis of the Practices of a Multicultural Sorority." Journal of Contemporary Ethnography 40(5):521-549.

Other research on inequalities on campus and in college classrooms:

• Jennifer J. Lee and Janice McCabe. 2021. "Who Speaks and Who Listens: Revisiting the Chilly Climate in College Classrooms." Gender & Society 35(1):1-29.
• Janice McCabe and Brandon A. Jackson. 2016. "Pathways to Financing College: Race and Class in Students' Narratives of Paying for School." Social Currents 3(4): 367-385. doi:10.1177/2329496516636404
• Janice McCabe. 2009. "Racial and Gender Microaggressions on a Predominantly-White Campus: Experiences of Black, Latina/o and White Undergraduates." Race, Gender and Class 16(1):133-151.

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

• Janice McCabe, Emily Fairchild, Liz Grauerholz, Bernice Pescosolido, and Daniel Tope. 2011. "Gender in Twentieth-Century Children's Books: Patterns of Disparity in Titles and Central Characters." Gender and Society 25(2):197-226.

Additional DEI publications:

• Janice McCabe. 2019. "The Corner, The Canopy, and the Iconic Ghetto: Q&A with Elijah Anderson." Contexts 18(1):10-11.
• Janice McCabe. 2018. "Activism and the Academy: Q&A with Cornel West." Contexts 17(3):10-11.
• Douglas Schrock, Janice McCabe, and Christian Vaccaro. 2018. "Narrative Manhood Acts: Batterer Intervention Program Graduates' Tragic Relationships." Symbolic Interaction 41(3):384-410.

• Koji Ueno, Eric R. Wright, Matthew Gayman, and Janice McCabe. 2012. "Segregation in Gay, Lesbian and Bisexual Youth's Personal Networks: Testing Structural Constraint, Choice Homophily, and Compartmentalization Hypotheses." Social Forces 90(3):971-991.
• Christian Vaccaro, Douglas Schrock, and Janice McCabe. 2011. "Managing Emotional Manhood: Fighting and Fostering Fear in Mixed Martial Arts." Social Psychology Quarterly 74(4):414-437.

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.

• Boyle, Kaitlin M., Kimberly B. Rogers, and Maria Scaptura. "Blocked Goals and Cracked Mirrors: Strain, Inauthenticity, and Violence." Under review.
• Boyle, Kaitlin M. and Kimberly B. Rogers. 2022. "Self-Sentiments and Depressive Symptoms: A Longitudinal Analysis." American Behavioral Scientist. Online first.
• Boyle, Kaitlin M. and Kimberly B. Rogers. 2020. "Beyond the Rape "Victim"-"Survivor" Binary: How Race, Gender, and Identity Processes Interact to Shape Distress." Sociological Forum 35: 323-45.

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.

• Maloney, Em, Kimberly B. Rogers, and Lynn Smith-Lovin. 2022. "Status as Deference: Deference Scores and Occupational Prestige as Two Different Ways to Understand Status Rankings, Occupational Classes, and Emotional Outcomes." RSF: The Russell Sage Foundation Journal of the Social Sciences. Forthcoming.
• Quinn, Joseph, Robert E. Freeland, Jesse Hoey, Kimberly B. Rogers, and Lynn Smith-Lovin. 2022. "How Cultural Meanings of Occupations in the U.S. Changed with the COVID-19 Pandemic." American Behavioral Scientist. Online first.
• Rogers, Kimberly B. 2021. "Separate and Unequal: Predicting Intergroup Behavior and Emotions with Social Identity Meanings." Advances in Group Processes 38: 23-52.
• Rogers, Kimberly B. 2019. "Identity Meanings and Categorical Inequality." Pp. 267-88 in Identities in Everyday Life, edited by Jan Stets and Richard Serpe. New York, NY: Oxford University Press.

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.

• Rogers, Kimberly B. 2019. "Sources of Consensus and Variegation in Cultural Affective Meanings." Social Currents 6: 219-38.
• Rogers, Kimberly B. 2018. "Do You See What I See? Testing for Individual Differences in Impressions of Events." Social Psychology Quarterly 81: 149-72.
• Kriegel, Darys J., Jesse K. Clark, Robert Freeland, David R. Heise, Muhammad Abdul-Mageed, Dawn T. Robinson, Kimberly B. Rogers, and Lynn Smith-Lovin. 2017. "A Multi-Level Investigation of Arabic-Language Impression Change." International Journal of Sociology 47: 278-95.
• Rogers, Kimberly B., Tobias Schröder, and Wolfgang Scholl. 2013. "The Affective Structure of Stereotype Content: Behavior and Emotion in Intergroup Context." Social Psychology Quarterly 76: 125-50.
• Schröder, Tobias, Kimberly B. Rogers, Julija Mell, Shuuichiro Ike, and Wolfgang Scholl. 2013. "Affective Meanings of Stereotyped Social Groups in Cross-Cultural Comparison." Group Processes & Intergroup Relations 16: 717-33.

PUBLICATIONS

• Tine, M. (2019). Location matters: distinct cognitive and academic profiles of students from rural versus urban poverty. Journal of Advances in Education Research, 4(1), 1-12.
• Tine, M. (2017). Growing up in rural vs. urban poverty: contextual, academic, and cognitive differences. In G.I. Staicu (Ed.), Poverty and Deprivation. NY, NY: InTech Open Science.
• Tine, M. (2016). Can the science of learning close the achievement gap for students from low-income families, Alliance for Excellent Education, 10(12), 1-3.
• Tine, M., & McMurchy, M. (2016). Empirical differences between rural and urban poverty: considerations for school administrators. School Administrator, 73(3), 38-40.
• Tine, M. (2014). Working memory differences between children living in rural and urban poverty. Journal of Cognition and Development, 15(4), 599-613.

PROJECTS

• 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.

PUBLICATIONS

• Walton, Emily. 2021. "A Culture of Whiteness: How Integration Failed in Cities, Suburbs, and Small Towns." Sociology Compass.
• Walton, Emily. 2021. "Habits of Whiteness: How Racial Domination Persists in Multiethnic Neighborhoods." Sociology of Race and Ethnicity. 7(1):71-85.
• Walton, Emily. December 16, 2019. Trump and Stephen Miller capitalize on white America's fear its racial identity is losing value. NBC Think.
• Walton, Emily. November 4, 2019. What's It Like to Be a Person Of Color in Rural New England? Basically Invisible. WBUR Cognoscenti.
• Walton, Emily. September 23, 2019. All college students should take a mandatory course on black history and white privilege. USA Today.
• Walton, Emily. June 7, 2019. Dear White People: Moving to a Diverse Neighborhood Isn't Enough. WBUR Cognoscenti.
• Walton, Emily. 2018. "A Guest in Someone's House? Asian Americans in Small Town America." Contexts. 7: 18-23.
• Walton, Emily. 2018. "The Meaning of Community in Diverse Neighborhoods: Stratification of Influence and Mental Health." Health & Place 50:6-15.
• Walton, Emily. 2017. "Spatial Assimilation and its Discontents: Asian Ethnic Neighborhood Change in California." Urban Geography. 38: 993-1018.
• Walton, Emily and Mae Hardebeck. 2016. "Multiethnic Neighborhoods on the Ground: Resources, Constraints, and Sense of Community." Du Bois Review. 13: 345-363.
• Walton, Emily. 2016. "'It's Not Just a Bunch of Buildings': Investment, Sense of Community, and Collective Efficacy in a Multiethnic Public Housing Neighborhood" City & Community. 15: 231-263.

PROJECTS

• 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.