444:. This study was rooted in the notion that African-American males are frequently wrongly accused, misjudged and wrongfully remembered as aggressors. During the analysis of the newspaper articles, the researchers' main focus was on detecting "ape imagery" (this included characterizing a person as a beast, hairy, wild). They found this imagery was significantly more common for African-Americans than Caucasians. In the case of African-Americans, the ape imagery also predicted who would be sentenced to the death penalty. The research done by Eberhardt demonstrated not only the mistreatment of African-American detainees, but also the lack of
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drivers, they more often used negative terms, stuttered, used informal language, and used less explanatory terms. The researchers made fifty recommendations for critical changes within the
Oakland Police Department, many of which have been implemented as of the report's 2017 release. The recommendations create a model that spans four categories: data analysis, policies and practices, training, and community engagement. As of 2017, Eberhardt and her team have since given bias training to ninety percent of the Oakland Police Department's officers.
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features; but crime primed officers who saw a White suspect were less likely to identify a less stereotypical White suspect and more likely to associate it with a more stereotypical Black face. Eberhardt's research shows how racial associations can impact the public's perception of Black people and crime and how this can influence how White people would misremember or neglect evidence that isn't accurate for a Black defendant. This also introduces future directions for research such as the cognitive accessibility of primed information.
379:. Those who view racial differences as biologically influenced are, according to this study, less likely to express interest in interracial relationships. These people were also at a higher risk of promoting race-based stereotypes, were less likely to set aside inequalities and defended these inequalities as a product of innate racial differences. When people perceive racial differences as biologically determined, they create strict barriers between themselves and racial
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some point she became a full professor. Eberhardt is also the co-director and faculty co-founder of
Stanford's SPARQ (Social Psychological Answers to Real-World Questions) program. This center at Stanford brings together many industry leaders, researchers and well known faces in society to inspire cultural changes using insights from the behavioral sciences. Through SPARQ, Eberhardt demonstrates the consequences of racial associations in
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likely to be labeled as "troublemakers" than White students. It was also found that when students of color and White students commit similar behaviors, the behaviors are viewed as being more serious for students of color. Black students' misbehaviors are more likely to be viewed as a pattern than White students. The study also found that responses given by teachers may potentially drive racial differences in students' behaviors.
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of racial disparities can impact an individual's support for harsh criminal justice policies. White participants were split into two groups, in group one they watched a video clip in which 25 percent of the images were of Black inmates and in group two, 45 percent of the images were of Black inmates.
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In a 2006 study, Eberhardt and her colleagues examined databases in
Philadelphia which examined whether the likelihood of being sentenced to death is related to the defendant looking stereotypically Black (thick lips, dark skin, dark hair, broad noses) when the victim was either Black or White. Those
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on past research literature examining how social-psychological factors play a role in the structure of racial disparities in teacher-student relationships. Findings in the research suggest pervasive negative stereotypes may give rise to mistrustful relationships between racially stigmatized students
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regions. This demonstrates that own- and other-race faces stimulate differential activation in the FFAs, however it does not explain why activation for same-race faces takes place in right side of the brain and memory encoding takes place in the left side of the brain. This can be an area for future
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with other suspects of the same race. Some lineups had suspects with highly stereotypical features of each respective race, whereas others had less stereotypical facial features. Crime-primed officers who viewed a Black suspect misremembered the suspect with someone who had more stereotypical Black
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Eberhardt and her colleagues developed research that introduced alternative approaches to considering race and ethnicity. In 2008, she published a study that sought to examine how the variations in beliefs regarding the root of racial differences can impact social interactions. The study's findings
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in the
Department of Psychology and the Department of African Studies and African-American Studies. In September 1998, she accepted a teaching position at Stanford University in the Department of Psychology as an assistant professor. In May 2005, she was appointed as an associate professor, and at
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Eberhardt credits her interest in race and inequality on her family's move from the predominantly
African-American working-class neighbourhood of Lee-Harvard to the white suburb of Beachwood. The two neighbourhoods differed in terms of resources and opportunities despite their close proximity. She
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They were then informed of strict criminal laws abiding in the state of
California, followed by a petition form to sign to amend the laws and make them less harsh. From group one, more than 50 percent of the participants signed the petition, whereas only 28 percent of group two agreed to sign it.
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were conducted, specifically priming individuals with images related to crime. The intention was to see whether individuals would focus on White or Black faces when cued for crime. The study showed that people and officers specifically focused more on Black faces. The next study focused solely on
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approach (PBIS), the authors argued although the approach aims to improve students' behavior, the subject of positive teacher-student relationship is neglected. Therefore, future interventions should aim to solve psychological barriers in order to reinforce positive teacher-student relationships
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Okonofua and
Eberhardt (2015) examined teachers' responses to students' misbehaviors, and whether there were racial differences in how these responses were directed. The study discovered teachers' responses contributed to racial disparities in discipline in the sense that Black students are more
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and adult criminal offender. Participants read non-homicide case studies depicting either a Black or White juvenile offender. They found White
Americans were more likely to support severe sentences when they read case studies depicting a Black juvenile offender than when the offender's race was
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to assess interactions between officers and members of the
Oakland community. Although they found no explicit bias, they found that when speaking to white drivers, officers were reassuring, used positive words, and expressed concern for safety. In contrast, when officers were speaking to Black
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and have distrust for teachers, thus they are more likely to misbehave in the future. As a result, such teachers' interactions with students through frequent labelling can potentially produce a never-ending cycle of increased punishment and misbehaviors. Due to such issue, a discipline gap is
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who were stereotypically Black were sentenced to death 57.5 percent of the time compared to 24.4 percent of the lighter
African-Americans, especially if the victims were White. This research provides evidence that physical traits alone can influence sentencing decisions to quite an extent.
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noticed that she and her non African-American classmates experienced life differently, such as her father and brothers being pulled over more frequently than other residents. This further increased her interest in racial inequality and changed her approach to understanding the world.
223:, including demonstrating how racial imagery and judgment affect culture and society within the domain of social justice. The results from her work have contributed to training law enforcement officers and state agencies to better their judgments through
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officers who were separated into two groups, those who were primed for crime and those who weren't. They were presented with a picture of a Black or White suspect and were asked to complete a memory task where they had to identify the suspect in a
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changed to White. This was because white offenders' behaviour was more likely to be attributed to youthful indiscretion while Black offenders were more likely to be perceived as having the maturity and criminal intentions of adults.
402:(FFAs), when looking at same-race faces. Another finding was that memory recognition was greater for recognizing same-race faces in European-Americans which showed higher activation in the left fusiform cortex and the right
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Collerton, Daniel; Perry, Elaine; McKeith, Ian (2005). "Why people see things that are not there: A novel Perception and Attention Deficit model for recurrent complex visual hallucinations".
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produced, which results in Black students having less opportunity to learn. The meta-analysis also noted an approach that has been implemented in over 7000 schools in the U.S. called the
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Sanchez, Diana T; Garcia, Julie A (2009). "When Race Matters: Racially Stigmatized Others and Perceiving Race as a Biological Construction Affect Biracial People's Daily Well-Being".
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In a related 2008 study, Eberhardt and her colleagues conducted an analysis on printed newspaper articles regarding Caucasian and African-American convicts in line for the
344:. She was a postdoctoral research associate in the Department of Psychology at Stanford University, from September 1994 to June 1995, where she researched the impact of
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over those in another race. African-American and European-American subjects looked at images of unfamiliar African-American and European-American faces while getting
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Smith, Jessi L; Johnson, Camille S (2006). "A stereotype boost or choking under pressure? positive gender stereotypes and men who are low in domain identification".
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Leyens, Jacques-Philippe; Demoulin, Stephanie; Vaes, Jeroen; Guant, Ruth; Paladino, Maria Paola (2007). "Infra-humanization: The Wall of Group Differences".
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475:'s Police Data Initiative. Through SPARQ, Eberhardt worked with the Oakland Police Department to analyze police stop data for racial disparities. They used
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Junior Faculty Professional Development Award at the Research Institute of Comparative Studies in Race and Ethnicity (RICSRE) of Stanford University
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227:. She has also provided directions for future research in this domain and brought attention to mistreatment in communities due to biases.
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between race and crime through methods such as field studies and laboratory studies. She has also contributed to research on unconscious
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Awarded for active contributions and efforts in researching prejudice and discrimination faced by Black students in academic settings.
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From July 1993 to July 1994, Eberhardt was a postdoctoral research associate in the Social and Personality Psychology Division at the
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In 2012, Eberhardt and colleagues studied how racial stereotypes can affect a juror's perception of the legal distinction between a
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revealed that those who believed racial differences arise due to biological differences differed from those who looked at race as a
1867:
Natasha Warikoo; Stacey Sinclair; Jessica Fei; Drew Jacoby-Senghor (2016). "Examining Racial Bias in Education: A New Approach".
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Conrad, Courtenay R; Croco, Sarah E; Gomez, Brad T; Moore, Whill H (2018). "Threat perception and American support for torture".
395:
358:
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Canli, Turhan; Amin, Zenab (2002). "Neuroimaging of emotion and personality: Scientific evidence and ethical considerations".
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Awarded to her 2017 research team for outstanding contribution to the field by showing social relevance using field methods.
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and teachers. For example, in instances where Black students are often given the label of 'troublemakers', students may feel
257:
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Wilson, Hugh R; Loffler, Gunter; Wilkinson, Frances (2002). "Synthetic faces, face cubes, and the geometry of face space".
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1315:. Washington, DC: The National Academies Press: National Academies of Sciences, Engineering, and Medicine. p. 280.
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Designing a Prosocial Classroom: Fostering Collaboration in Students from PreK-12 with the Curriculum You Already Use
1685:"The Five I's of Five-O: Racial Ideologies, Institutions, Interests, Identities, and Interactions of Police Violence"
1384:"Intersectional Invisibility: The Distinctive Advantages and Disadvantages of Multiple Subordinate-Group Identities"
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Markus, Hazel Rose (2008). "Pride, prejudice, and ambivalence: toward a unified theory of race and ethnicity".
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Where the invisible meets the obvious: The effects of stereotyping biases on the fundamental attribution error
1821:
Jason A. Okonofua; Jennifer L. Eberhardt (2015). "Two Strikes: Race and the Disciplining of Young Students".
1222:"The fusiform face area plays a greater role in holistic processing for own-race faces than other-race faces"
276:, a predominantly African-American middle-class neighborhood. When she was twelve, her family relocated to
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Social issues in living color: challenges and solutions from the perspective of ethnic minority psychology
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Eberhardt's research demonstrated how the automatic effect of implicit racial stereotypes impacts one's
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In another study in 2014, Eberhardt and Hetey (a Stanford University colleague) examined how just the
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1931:"A Vicious Cycle: A Social–Psychological Account of Extreme Racial Disparities in School Discipline"
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on academic performance. From July 1995 to June 1998, Eberhardt worked as an assistant professor at
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Golby and Eberhardt's research focused on why humans are more likely to recognize people in their
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Gordon and Pattie Faculty Fellow at Stanford University in the School of Humanities and Sciences
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rather than placing the majority of emphasis on teaching social skills, or prescriptive rules.
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Perspectives on Psychological Science: A Journal of the Association for Psychological Science
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Institute for Research in the Social Sciences (IRiSS) Faculty Fellow at Stanford University
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Clayman Institute for Gender Research at the Faculty Research Fellow at Stanford University
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available to members of other lower-status groups who are often misjudged as aggressors.
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The Pedagogy of Pathologization: Dis/abled Girls of Color in the School-Prison Nexus
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Zhou, Guifei; Liu, Jiangang; Xiao, Naiqi G; Wu, Si Jia; Hong, Li; Kang, Lee (2018).
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Torino, G.C.; Rivera, D.P.; Capodilupo, C.M.; Nadal, K.L.; Sue, D.W., eds. (2018).
826:"Book Recommendation: "Biased" By MacArthur Genius Grant Winner Jennifer Eberhardt"
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Trawalter, Sophie; Todd, Andrew R; Baird, Abigail A; Richeson, Jennifer A (2008).
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Awarded to her 2017 research team for outstanding contribution to their field.
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Proceedings of the National Academy of Sciences of the United States of America
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Dean's Award for Distinguished Achievements in Teaching at Stanford University
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Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do
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Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do
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Handbook of Competence and Motivation, Second Edition: Theory and Application
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770:"Jennifer Eberhardt on Social Psychological Approaches to Race and Crime"
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Okonofua, Jason A.; Walton, Gregory M.; Eberhardt, Jennifer L. (2016).
798:"Oakland Engages Stanford University for Groundbreaking, Independent…"
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925:"The American Philosophical Society Welcomes New Members for 2023"
1460:"Attending to threat: Race-based patterns of selective attention"
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who is currently a professor in the Department of Psychology at
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984:"Cleveland native Jennifer Eberhardt awarded "genius grant""
966:"Cleveland native Jennifer Eberhardt awarded "genius grant""
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Distinguished Alumnae Award at the University of Cincinnati
1009:"Racial bias is shockingly rife — and surprisingly fixable"
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Members of the United States National Academy of Sciences
245:
100 Leading Global Thinkers, and has been elected to the
2016:"The Cozzarelli Prize: 2019 Call for Nominations | PNAS"
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Fellows of the American Academy of Arts and Sciences
1944:(3). Perspectives on Psychological Science: 381–98.
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Proactive Policing: Effects on Crime and Communities
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Harvard Graduate School of Arts and Sciences alumni
1764:Andrew J. Elliot; Carol S. Dweck; David S. Yeager.
272:, the youngest of five children. She was raised in
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1733:Microaggression Theory: Influence and Implications
1638:The jury under fire: myth, controversy, and reform
1544:Black girls and adolescents: facing the challenges
394:scans. There was 1.5 times more activation in the
492:In 2016, Okonofua, Walton, and Eberhardt ran a
2181:Members of the American Philosophical Society
944:"Champions of Psychology: Jennifer Eberhardt"
746:"Jennifer L. Eberhardt - Stanford University"
710:Society for Personality and Social Psychology
676:John D. and Catherine T. MacArthur Foundation
568:Junior Faculty Fellowship at Yale University
8:
1311:Weisburd, David; Majmundar, Malay K (2018).
504:Positive Behavior Interventions and Supports
316:in 1990 and PhD in 1993. She is married to
1668:: CS1 maint: location missing publisher (
1636:Bornstein, Brian H.; Greene, Edie (2017).
1621:: CS1 maint: location missing publisher (
1574:: CS1 maint: location missing publisher (
1382:Vaughns-Purdie, V.; Eibach, P. R. (2008).
1081:Personality and Social Psychology Bulletin
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2067:Personal Website of Jennifer L. Eberhardt
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1464:Journal of Experimental Social Psychology
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2156:20th-century African-American academics
2106:21st-century African-American academics
1542:Collins, Catherine Fisher, ed. (2015).
878:American Academy of Arts & Sciences
728:
1706:"Launching the Police Data Initiative"
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901:"Class of 2014 - MacArthur Foundation"
471:committed to participate in President
207:(born January 1, 1965) is an American
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2166:20th-century African-American women
1273:Basic and Applied Social Psychology
607:– Center for Advanced Study in the
236:MacArthur "Genius Grant" Fellowship
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423:. A series of studies focusing on
336:. Here, she conducted research on
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106:
1445:10.1111/j.1751-2409.2007.00006.x
543:Spencer Postdoctoral Fellowship
256:In 2023, she was elected to the
2161:20th-century American academics
2151:University of Cincinnati alumni
2111:21st-century American academics
1433:Social Issues and Policy Review
1226:Frontiers in Human Neuroscience
398:of the brain, specifically the
2072:Profile at Stanford University
1908:. W. W. Norton & Company.
1589:Blume, Arthur W., ed. (2017).
1007:Linge, Mary Kay (2019-03-23).
982:Albrecht, Brian (2014-09-20).
674:MacArthur Fellowship from the
258:American Philosophical Society
234:, was a recipient of the 2014
1:
2116:American social psychologists
1902:Christi Bergin (2018-05-29).
1779:Annamma, Subini Ancy (2017).
1593:. Santa Barbara, California.
1546:. Santa Barbara, California.
1341:Behavioral and Brain Sciences
1191:10.1016/S0042-6989(02)00362-0
1145:10.1016/S0278-2626(02)00517-1
541:National Academy of Education
516:Awards received by Eberhardt
2121:American women psychologists
484:Bias in the education system
247:National Academy of Sciences
2146:Stanford University faculty
1285:10.1207/s15324834basp2801_5
553:September 1995 – June 1996
334:University of Massachusetts
308:in 1987. She then attended
280:, where she graduated from
43:1965 (age 58–59)
2202:
1476:10.1016/j.jesp.2008.03.006
1053:10.1037/0003-066X.63.8.651
689:Cozzarelli Prize from the
1521:10.1007/s11109-017-9433-5
1403:10.1007/s11199-008-9424-4
1353:10.1017/S0140525X05000130
477:computational linguistics
469:Oakland Police Department
217:psychological association
198:
121:1990 (Harvard University)
93:
1950:10.1177/1745691616635592
1881:10.3102/0013189X16683408
1835:10.1177/0956797615570365
1785:. Taylor & Francis.
1239:10.3389/fnhum.2018.00220
1093:10.1177/0146167209337628
306:University of Cincinnati
129:University of Cincinnati
2040:"Cialdini Prize | SPSP"
1999:"Jennifer L. Eberhardt"
874:"Jennifer L. Eberhardt"
324:with their three sons.
312:where she received her
230:Eberhardt has authored
205:Jennifer Lynn Eberhardt
1869:Educational Researcher
1683:Hughey, W. M. (2015).
511:Awards and recognition
322:San Francisco Bay Area
296:After graduating from
268:Eberhardt was born in
225:implicit bias training
1823:Psychological Science
1041:American Psychologist
342:inter-group relations
298:Beachwood High School
282:Beachwood High School
34:Jennifer L. Eberhardt
27:American psychologist
18:Jennifer L. Eberhardt
968:. 20 September 2014.
850:"Jennifer Eberhardt"
238:, been named one of
83:MacArthur Fellowship
1133:Brain and Cognition
609:Behavioral Sciences
517:
400:fusiform face areas
318:Ralph Richard Banks
300:, she received her
213:Stanford University
209:social psychologist
98:Academic background
73:Ralph Richard Banks
1692:Critical Sociology
1509:Political Behavior
706:Robert B. Cialdini
605:Residential Fellow
515:
310:Harvard University
113:Harvard University
87:Lewis Thomas Prize
2136:MacArthur Fellows
1792:978-1-315-52303-3
1743:978-1-119-42004-0
1322:978-0-309-46713-1
1185:(27): 2909–2923.
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346:stereotype threat
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172:Social psychology
16:(Redirected from
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708:Prize from the
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408:parahippocampal
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367:
350:Yale University
330:
294:
278:Beachwood, Ohio
270:Cleveland, Ohio
266:
181:Racial bias in
85:
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2061:External links
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370:Implicit bias
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189:Notable works
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153:Academic work
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2044:www.spsp.org
2043:
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2020:www.pnas.org
2019:
2010:
1941:
1937:
1924:
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1804:. Retrieved
1781:
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1732:
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1714:. Retrieved
1712:. 2015-05-18
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1012:
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987:
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948:APS Observer
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904:
881:. Retrieved
877:
868:
857:. Retrieved
853:
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833:. Retrieved
829:
805:. Retrieved
801:
778:. Retrieved
776:. 4 May 2017
774:law.yale.edu
773:
764:
753:. Retrieved
749:
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491:
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473:Barack Obama
466:
458:
450:
446:civil rights
439:
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418:
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373:
338:stereotyping
331:
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239:
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204:
203:
192:
148: (1993)
144:
62:Psychologist
2101:1965 births
2082:Appearances
1875:: 508–514.
632:2006–2007;
499:stigmatized
404:hippocampal
274:Lee–Harvard
64:; professor
2095:Categories
2049:2019-11-01
2025:2019-11-01
1801:1993190096
1716:2019-10-31
1018:2019-10-31
993:2019-10-31
910:2019-11-01
883:2019-11-22
859:2019-11-22
835:2019-10-31
807:2019-10-31
780:2019-10-31
755:2019-10-31
723:References
659:2012–2013
647:2010–2011
634:2010–2011
620:2006–2007
601:2005–2006
589:2003–2004
411:research.
381:out-groups
264:Early life
162:Psychology
158:Discipline
1851:206587768
1736:. Wiley.
1664:cite book
1656:957554794
1617:cite book
1609:953984780
1570:cite book
1562:881440013
1529:149107960
1391:Sex Roles
1293:145684776
988:cleveland
359:education
304:from the
292:Education
103:Education
47:Cleveland
1966:22651503
1958:27217251
1889:56096350
1843:25854276
1797:ProQuest
1494:19727428
1411:35469591
1369:31813489
1361:16372931
1258:29910716
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1199:12450502
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453:juvenile
388:own race
365:Research
249:and the
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1749:8 March
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425:priming
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527:Notes
524:Award
430:lineup
328:Career
139:Thesis
127:1987 (
111:1993 (
89:(2022)
79:Awards
69:Spouse
2002:(PDF)
1962:S2CID
1934:(PDF)
1885:S2CID
1847:S2CID
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1525:S2CID
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1365:S2CID
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1157:S2CID
1105:S2CID
702:2018
686:2017
671:2014
577:2002
565:1997
537:1995
521:Year
1954:PMID
1910:ISBN
1839:PMID
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1738:ISBN
1670:link
1652:OCLC
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1558:OCLC
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1490:PMID
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1254:PMID
1195:PMID
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1097:PMID
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531:Refs
406:and
392:fMRI
340:and
221:bias
51:Ohio
40:Born
2084:on
1946:doi
1877:doi
1831:doi
1517:doi
1480:PMC
1472:doi
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