Professor
Research interests
Dr. Steele's current research aims to increase our understanding of the development and consequences of intergroup bias, with a particular focus on implicit racial bias and gender stereotyping among school-aged children and adolescents. One overarching goal of our research is to better understand how we can challenge racial and gender biases, as well as biases at the intersection of multiple identities, early in development and across the lifespan. Dr. Steele has ongoing collaborations with the Engendering Success in STEM consortium and Project Implicit. For more information, please see her IPSC lab website.
Contact information
Department: Psychology
Email address: steeleje@yorku.ca
York U Profile link: https://health.yorku.ca/health-profiles/index.php?mid=428411
Lab website:http://www.yorku.ca/steeleje/research/index.php
Google Scholar Link: https://scholar.google.com/citations?user=o8KO2EAAAAAJ&hl=en
Research Gate Link: https://www.researchgate.net/profile/Jennifer-Steele
Twitter Link: https://twitter.com/steeleje123
Select publications
Steele, J. R., Lee, J. J., & Baron, A. S. (2021). Engendering success in politics: A pipeline problem requires a pipeline solution. Psychological Inquiry, 32(2), 131-136. https://doi.org/10.1080/1047840X.2021.1930799
Gonzalez, A.M., Steele, J.R., Chan, E., Lim, S., & Baron, A.S. (2021). Developmental differences in the malleability of implicit racial bias. Developmental Psychology, 57(1), 102-113.http://dx.doi.org/10.1037/dev0001128
Lipman, C., Williams, A., Kawakami, K., & Steele, J. R.(2021). Children’s spontaneous associations with targets who differ by race and emotional expression. Developmental Psychology, 57(7), 1094–1110. https://doi.org/10.1037/dev0001199
Williams, A. & Steele, J.R.(2019). Examining children’s implicit racial attitudes using exemplar and category-based measures. Child Development, 90, e322–e338. https://doi.org/10.1111/cdev.12991
Steele, J. R., George, M., Williams, A., & Tay, E. (2018). A cross-cultural investigation of minority and non-White majority children’s implicit attitudes towards racial outgroups. Developmental Science, 21(6), 1-12. https://doi.org/10.1111/desc.12673