Research Interests
Broadly, my research identifies factors contributing to social inequalities and establishes methods to correct these inequalities. I am interested in individual (e.g., speaking up about everyday prejudice) and organizational interventions to reduce prejudice (e.g., implicit bias training). My research has demonstrated that confronting prejudice reduces a variety of prejudices as well as later discrimination, along ways to increase the effectiveness of educational approaches to reduce prejudice. As a postdoctoral fellowship on a NSF ADVANCE grant (2011-12), I examined workplace inequality for women in science and engineering.
You can read more about my research on bias awareness and reduction in Science News for Students.
You can read more about my research on bias awareness and reduction in Science News for Students.
Writing in the Social Sciences
Here, I answer student questions about psychological research and writing.
Publications
Hillard, A. L. (2020). Explicit and implicit stereotypes: Measuring attitudes and current models of stereotypes. In J. T. Nadler & E. Lowery (Eds.), Stereotypes: The incidence and impacts of bias (pp. 22-44). Santa Barbara, CA: Praeger.
Hillard, A. L. (2018). Modern gender roles and stereotypes: The cultural funneling of individuals toward gendered choices. In J. T. Nadler & M. R. Lowery (Eds.), The War on women in the United States: Beliefs, tactics, and the best defenses (pp. 36-56). Santa Barbara, CA: Praeger.
Gervais, S. J., & Hillard, A. L. (2016/2011). A role congruity perspective on voting preferences for Hillary Clinton and Sarah Palin. Analysis of Social Issues and Public Policy, 11, 221-240. (Republished 2016 in SPSSI Special Issue: Making Sense of the 2016 U.S. Presidential Election.) PDF
Gervais, S. J., & Hillard, A. L. (2014). Confronting sexism as persuasion: Effects of a confrontation’s source, message, and context. Journal of Social Issues, 70, 653-667. doi:10.1111/josi.12084 PDF
Hillard, A. L., Schneider, T. R., Jackson, S. M., & LaHuis, D. (2014). Critical mass or incremental change? The effects of faculty gender composition in STEM. Advances in Gender Research, 19, 355-374. doi:10.1108/S1529-212620140000019016
Jackson, S. M., Hillard, A. L., & Schneider, T. R. (2014). Using implicit bias training to improve attitudes toward women scientists in STEM. Social Psychology of Education, 17, 419-438. doi:10.1007/s11218-014-9259-5 PDF
Riffle, R. , Schneider, T., Hillard, A., Polander, E., Jackson, S., DesAutels, P., & Wheatly, M. (2013). A mixed methods study of gender, STEM department climate, and workplace outcomes. Journal of Women and Minorities in Science and Engineering, 19, 227-243. PDF
Hillard, A. L. (2013). Understanding inequality: How dichotomies hold past and present women back. [Review of the book Suspect citizens: Women, virtue, and vice in backlash politics, by J. M. Boryczka]. Analyses of Social Issues and Public Policy, 13, 412-414. doi: 10.1111/asap.12012 PDF
Hillard, A. L., Ryan, C. S., & Gervais, S. J. (2013). Reactions to the Implicit Association Test as an educational tool: A mixed methods study. Social Psychology of Education, 16, 495-516. doi: 10.1007/s11218-013-9219-5 PDF
Gervais, S., Hillard, A. L., & Vescio, T. K. (2010). Confronting sexism: The role of relationship orientation and gender. Sex Roles, 63, 463-474.
Hillard, A. L. (2018). Modern gender roles and stereotypes: The cultural funneling of individuals toward gendered choices. In J. T. Nadler & M. R. Lowery (Eds.), The War on women in the United States: Beliefs, tactics, and the best defenses (pp. 36-56). Santa Barbara, CA: Praeger.
Gervais, S. J., & Hillard, A. L. (2016/2011). A role congruity perspective on voting preferences for Hillary Clinton and Sarah Palin. Analysis of Social Issues and Public Policy, 11, 221-240. (Republished 2016 in SPSSI Special Issue: Making Sense of the 2016 U.S. Presidential Election.) PDF
Gervais, S. J., & Hillard, A. L. (2014). Confronting sexism as persuasion: Effects of a confrontation’s source, message, and context. Journal of Social Issues, 70, 653-667. doi:10.1111/josi.12084 PDF
Hillard, A. L., Schneider, T. R., Jackson, S. M., & LaHuis, D. (2014). Critical mass or incremental change? The effects of faculty gender composition in STEM. Advances in Gender Research, 19, 355-374. doi:10.1108/S1529-212620140000019016
Jackson, S. M., Hillard, A. L., & Schneider, T. R. (2014). Using implicit bias training to improve attitudes toward women scientists in STEM. Social Psychology of Education, 17, 419-438. doi:10.1007/s11218-014-9259-5 PDF
Riffle, R. , Schneider, T., Hillard, A., Polander, E., Jackson, S., DesAutels, P., & Wheatly, M. (2013). A mixed methods study of gender, STEM department climate, and workplace outcomes. Journal of Women and Minorities in Science and Engineering, 19, 227-243. PDF
Hillard, A. L. (2013). Understanding inequality: How dichotomies hold past and present women back. [Review of the book Suspect citizens: Women, virtue, and vice in backlash politics, by J. M. Boryczka]. Analyses of Social Issues and Public Policy, 13, 412-414. doi: 10.1111/asap.12012 PDF
Hillard, A. L., Ryan, C. S., & Gervais, S. J. (2013). Reactions to the Implicit Association Test as an educational tool: A mixed methods study. Social Psychology of Education, 16, 495-516. doi: 10.1007/s11218-013-9219-5 PDF
Gervais, S., Hillard, A. L., & Vescio, T. K. (2010). Confronting sexism: The role of relationship orientation and gender. Sex Roles, 63, 463-474.