DEPARTMENT OF PSYCHOLOGY

SESP Profile

Research Interests:

I study the ways that socioeconomic environments influence cognition and motivation. I draw particular focus to young people's perceptions of resources and opportunities, which can guide their identities, everyday behaviors, and educational outcomes. This work includes laboratory research and field experiments with participants from diverse socioeconomic backgrounds.

Selected Publications:

Destin, M., Silverman, D. M., & Rogers, L. O. (2022). Expanding the social psychological study of educators through humanizing principles. Social and Personality Psychology Compass, 16(6), e12668.

Hernandez, I. A., Silverman, D. M., & Destin M. (2021). From deficit to benefit: Highlighting lower-SES students’ background-specific strengths increases their academic persistence. Journal of Experimental Social Psychology, 92, 104080.

Destin, M. (2019). Socioeconomic mobility, identity, and health: Experiences that influence immunology and implications for intervention. American Psychologist, 74, 207-217.

Destin, M., Rheinschmidt-Same, M., & Richeson, J.R. (2017). Status-based identity: A conceptual framework integrating the social psychological study of socioeconomic status and identity. Perspectives on Psychological Science, 12, 270-289.

Browman, A. S., & Destin, M. (2016). The Effects of a Warm or Chilly Climate Toward Socioeconomic Diversity on Academic Motivation and Self-Concept. Personality and Social Psychology Bulletin, 42, 172-187.

Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social class achievement gap: A diversity education intervention improves first-generation students’ academic performance and all students’ college transition. Psychological Science, 25, 943-953.

Destin, M., Richman, S., Varner, F., & Mandara, J. (2012). “Feeling” hierarchy: The pathway from subjective social status to achievement. Journal of Adolescence, 35, 1571-1579.

Destin, M., & Oyserman, D. (2009). From assets to school outcomes: How finances shape children’s perceived possibilities and intentions. Psychological Science, 20, 414-418.