Publications

For individual copies, please send a request to mkillen@umd.edu. For publications older than 2020, please see Dr. Killen's Google Scholar

2024

Glidden, J., Yee, K. M., & Killen, M. (2024). Morally-relevant theory of mind is related to viewing gender inequalities as unacceptable. Cognitive Development, 70, 101450. https://doi.org/10.1016/j.cogdev.2024.101450

Killen, M. (2024, May). The inclusive classroom: Making schools more welcoming for all can make for a fair and just society. Scientific American, 330(5), 52. https://www.scientificamerican.com/article/the-science-of-reducing-prejudice-in-kids/. https://doi.org/10.1038/scientificamerican0524-52

Kaufman, E., Glidden, J., & Killen, M. (2024). Teachers’ beliefs, values, and likelihood of talking about group-based discrimination. Teaching and Teacher Education, 139, 104444. https://doi.org/10.1016/j.tate.2023.104444.

Killen, M., Burkholder, A.R., Sims, R.N., Yee, K. M., Glidden, J. Luken Raz, K., Kaufman, E., Sweet, T.M., Stapleton, L.M. (2024). Does intergroup contact increase children’s desire to play with diverse peers and reduce experiences of social exclusion? Peace and Conflict: A Journal of Peace Psychology. https://doi.org/10.1037/pac0000713

2023

Killen, M., & Smetana, J.G. (Eds.). (2023). Handbook of moral development, 3rd edition. NY: Routledge/Taylor & Francis Group. ISBN: 9780367497545

Gönül, B., Sahin-Açar, B., & Killen, M. (2023). Perceived contact with friends from lower socioeconomic status reduces exclusion based on social class. Developmental Science. https://doi.org/10.1111/desc.13440

Gönül, B., Sahin-Açar, B., & Killen, M. (2023). Adolescents view social exclusion based onsocial class as more wrong than do children. Developmental Psychology, 59(9), 1703–1715. https://doi.org/10.1037/dev0001564.

Palmer, S., Hitti, A., Abrams, D., Cameron, L., Sims, R. N., Woodward, B., & Killen, M. (2023).When to intervene and take a stand: Evaluating bystander roles in intergroup namecalling contexts. Journal of Community and Applied Social Psychology, 33(2), 252-269. https://doi.org/10.1002/casp.2675

2022

D’Esterre, A., Woodward, B., & Killen, M. (2022). Children’s group identity is related to their assessment of fair and unfair advantages. Journal of Experimental Child Psychology, 214, Article 05292. https://doi.org/10.1016/j.jecp.2021.105292

Glidden, J., D’Esterre, A. P., Butler, L. P., & Killen, M. (2022). Claims of wrongdoing by outgroup members heighten children’s ingroup biases. Acta Psychologica, 230, Article 103732. https://doi.org/10.1016/j.actpsy.2022.103732

Gönültas, S., Argyri, E. K., Yüksel, A. S., Palmer, S. B., McGuire, L., Killen, M., & Rutland, A. (2022). British adolescents are more likely than children to support bystanders who challenge exclusion of immigrant peers. Frontiers in Psychology, 13, Article 837276. https://doi.org/10.3389/fpsyg.2022.837276

Grütter, J., Dhakal, S., & Killen, M. (2022). Socioeconomic status biases among children and adolescents: The role of school diversity and teacher beliefs in Nepal. Child Development, 93(5), 1475-1492. https://doi.org/10.1111/cdev.13796

Hitti, A., & Killen, M. (2022). Adolescents' evaluations of those who challenge exclusive and inclusive peer norms. Journal of Community and Applied Social Psychology. https://doi.org/10.1002/casp.2638

Kaufman, E., & Killen, M. (2022). Children’s perspectives on fairness and inclusivity in the classroom. Spanish Journal of Psychology, 25(e28), 1-11. https://doi.org/10.1017/SJP.2022.24

Killen, M., Burkholder, A. R., D’Esterre, A. P., Sims, R. N., Glidden, J., Yee, K. M., Luken Raz, K. V., Elenbaas, L., Rizzo, M. T., Woodward, B., Samuelson, A., Sweet, T. M., & Stapleton, L. M. (2022). Testing the effectiveness of the Developing Inclusive Youth    program: A multi-site randomized control trial. Child Development, 93(3), 732-750.

https://doi.org/10.1111/cdev.13785

Killen, M., Elenbaas, L., & Ruck, M. D. (2022). Developmental perspectives on social   inequalities and human rights. Human Development. https://doi.org/10.1159/000526276 

Killen, M., & Rutland, A. (2022). Promoting fair and just school environments: Developing inclusive youth. Policy Insights from the Brain and Behavioral Sciences, 9(1), 81-89.

https://doi.org/10.1177/23727322211073795

Palmer, S. B., Gönültaş, S., Yükse, A. Ş., Argyri, E. K., McGuire, L., Killen, M. & Rutland, A. (2022). Challenging the exclusion of immigrant peers. International Journal of Behavioral Development. https://doi.org/10.1177/01650254221128275

Sims, R. N., Burkholder, A. R., & Killen, M. (2022). Science resource inequalities viewed as less wrong when girls are disadvantaged. Social Development. https://doi.org/10.1111/sode.12629

Yee, K. M., Glidden, J., & Killen, M. (2022). Group norms influence children’s expectations about status based on wealth and popularity. Frontiers in Psychology, Section Developmental Psychology, 13, Article 816205. https://doi.org/10.3389/fpsyg.2022.816205

2021

Killen, M., Luken Raz, K. V., & Graham, S. (2021). Reducing prejudice through promoting cross-group friendships. Review of General Psychology, 26(3), 361-376.

https://doi.org/10.1177/10892680211061262

Hitti, A., Melki, J., Sahakian, T., & Killen, M. (2021). Lebanese adolescents’ expectations about social inclusion of peers in intergroup contexts. British Journal of Developmental Psychology, 39(3), 422-441. https://doi.org/10.1111/bjdp.12372

Burkholder, A. R., Elenbaas, L., & Killen, M. (2021). Giving priority to race or wealth in peer group contexts involving social inclusion. Developmental Psychology, 57(5), 651-661. https://doi.org/10.1037/dev0001178

Burkholder, A. R., Glidden, J., Yee., K. M., Cooley, S., & Killen, M. (2021). Peer and parental sources of influence regarding interracial and same-race peer encounters. Journal of Social Issues, 77(4), 1063-1086. https://doi.org/10.1111/josi.12494

Elenbaas, L., & Killen, M. (2021). The importance of mutual respect, fairness, and compassion in educational settings. German Journal of Educational and Developmental Psychology, 52(3-4), 57-63. https://doi.org/10.1026/0049-8637/a000229

Glidden, J., D’Esterre, A., & Killen, M. (2021). Morally-relevant theory of mind mediates the relationship between group membership and moral judgments. Cognitive Development, 57, Article 100976. https://doi.org/10.1016/j.cogdev.2020.100976

Grütter, J., Dhakal, S., & Killen, M. (2021). Adolescents’ own and parental expectations for cross-group friendship in the context of social inequalities. Journal of Social Issues, 77(4), s1188-1212. https://doi.org/10.1111/josi.12484

Killen, M., & Dahl, A. (2021). Moral reasoning enables developmental and societal changes. Perspectives in Psychological Science, 16(6), 1209-1225. https://doi.org/10.1177/1745691620964076

Killen, M., Yee, K. M., & Ruck, M. D. (2021). Social and racial justice as fundamental goals for the field of human development. Human Development, 65, 257-269. https://doi.org/10.1159/000519698

Sims, R., Rizzo, M. T., Mulvey, K. L., & Killen, M. (2021). Desires to play with counter-stereotypic peers are related to gender stereotypes and playmate experiences. Developmental Psychology, 58(3), 510-521. https://doi.org/10.1037/dev0001269

Verkuyten, M., & Killen, M. (2021). Tolerance, dissenting beliefs, and cultural diversity. Child Development Perspectives, 15(1), 51-56. https://doi.org/10.1111/cdep.12399

2020

Burkholder, A. R., Elenbaas, L., & Killen, M. (2020). Children’s and adolescents' evaluations of intergroup exclusion in interracial and inter-wealth peer contexts. Child Development, 91(2), 512-527. https://doi.org/10.1111/cdev.13249

Elenbaas, L., Rizzo, M., & Killen, M. (2020). A developmental science perspective on social inequality. Current Directions in Psychological Science, 29, 610-616. https://doi.org/10.1177/0963721420964147

Hitti, A., Elenbaas, L., Noh, J., Rizzo, M. T., Cooley, S., & Killen, M. (2020). Expectations for cross-ethnic inclusion by Asian American children and adolescents. Group Processes and Intergroup Relations, 23(5), 664–683. https://doi.org/10.1177/1368430219851854

Killen, M., & Dahl, A. (2020). The moral obligation of conflict and resistance (commentary). Brain and Behavioral Sciences, 43, e75. https://doi.org/10.1017/S0140525X19002401 

Kollervá, L., & Killen, M. (2020). An experimental study of teachers’ evaluations regarding peer exclusion in the classroom. British Journal of Educational Psychology, 91(1), 463- 481. http://dx.doi.org/10.1111/bjep.12373

Noh, J., Jambon, M., Smetana, J., Lee., & Killen, M. (2020). Children’s evaluations of necessary harm: The role of authority messages and relationship status. Merrill-Palmer Quarterly, 66, 145-173. https://doi.org/10.13110/merrpalmquar1982.66.2.0145

Rizzo, M. T., & Killen, M. (2020). Children’s evaluations of individually- and structurally-based inequalities: The role of status. Developmental Psychology, 56(12), 2223-2235. https://doi.org/10.1037/dev0001118