In this project, we explore how students from marginalized backgrounds interpret identity-threat and identity-safety information communicated in course policies and the motivational consequences of that information.
In our recent work (Deer et al., in review), we suggest that individuals use certain ubiquitous social identities when they think of themselves, however we do not fully understand this phenomena. In this research, we are seeking to replicate our previous findings in a more nuanced context and begin to disentangle this particular phenomena from other previous theories of identity.
Move-in week (sometimes called Welcome Week) is a critical period helping incoming students transition to college life. In this line of work, we are exploring how students experience this transition.