Denise Sekaquaptewa, Ph.D., is Professor of Psychology, Professor of Women's Studies, Associate Chair of Psychology, and Faculty Associate at the Research Center for Group Dynamics in the Institute for Social Research at the University of Michigan.
Ph.D. Ohio State University.
Professor Sekaquaptewa’s current research is focused on stereotyping, prejudice, stereotype threat, and effects of category salience on test performance. One line of research concerns the test performance of solo vs. non-solo group members. When one's social category is made salient via solo status (being the only member of one's social category in a group), academic performance is diminished, especially when the situation is one where the solo is stereotyped as a poor performer (e.g., females answering questions about science). Performance is less affected when the solo is not negatively stereotyped. A second line of research addresses the relationship between stereotype use and discrimination. Professor Sekaquaptewa’s research shows that people who rely on stereotypes in processing have more negative social interactions with members of stereotyped groups, independent of how they feel about the stereotyped group. A third line of research bridges the first two by examining the interaction of implicit stereotyping and susceptibility to the negative influence of stereotype threat.
Ramsey, L. R., Betz, D. E., & Sekaquaptewa, D. (in press). “The effects of an academic environment intervention on science identification among women in STEM.” Social Psychology of Education: An International Journal.
Betz, D., Ramsey, L. R., & Sekaquaptewa, D. (in press). “Perceiving race relevance in everyday events: Target race matters, perceiver race does not.” Group Processes and Intergroup Relations.
Betz, D. E., Ramsey, L. R., & Sekaquaptewa, D. (in press). “Gender stereotype threat among women and girls.” Chapter to appear in Branscombe, N., & Ryan, M. (Eds.), Handbook of Gender and Psychology. New York: Sage.
Sekaquaptewa, D. (in press). “On being the solo faculty member of color: Research evidence from field and laboratory studies.” To appear in S. Fryberg & E. Martinez (Eds.), Engaging our Faculties: Junior Faculty of Color and University Administrators on Diversity and Excellence in Higher Education.
Bennett, J., & Sekaquaptewa, D. (2014). “A social norms message improves attitudes towards diversity among male undergraduate engineering students.” Social Psychology of Education: An International Journal, 17 (2), 343-355.