Bio


Jennifer’s academic research focus has been on how group membership and group difference affect social interactions, with a particular emphasis on how race and ethnicity affect academic interactions. Previously, Jennifer served as the Director of Faculty Programs in the Office of the Vice Provost for Teaching and Learning at Stanford, and as an Assistant Professor at Agnes Scott College and Williams College.

Current Role at Stanford


Jennifer coordinates the Psych One course and the Psych One program, including supporting the graduate and undergraduate Teaching Fellows and administering the Psych One course in partnership with the team of faculty instructors. She is particularly interested in inclusive classroom practices and supporting the achievement of all Stanford students.

Honors & Awards


  • Albert H. and Barbara R. Hastorf Prize for Teaching, Stanford Department of Psychology (2006)
  • Departmental Honors and University Distinction, Stanford University (1994)

Education & Certifications


  • PhD, Stanford University, Social Psychology (2006)
  • BA, Stanford University, Psychology (1994)

2018-19 Courses


All Publications


  • Let's Not, and Say We Would: Imagined and Actual Responses to Witnessing Homophobia JOURNAL OF HOMOSEXUALITY Crosby, J. R., Wilson, J. 2015; 62 (7): 957-970

    Abstract

    We compared imagined versus actual affective and behavioral responses to witnessing a homophobic slur. Participants (N = 72) witnessed a confederate using a homophobic slur, imagined the same scenario, or were not exposed to the slur. Those who imagined hearing the slur reported significantly higher levels of negative affect than those who actually witnessed the slur, and nearly one half of them reported that they would confront the slur, whereas no participants who actually heard the slur confronted it. These findings reveal a discrepancy between imagined and real responses to homophobic remarks, and they have implications for the likelihood that heterosexuals will actually confront homophobic remarks.

    View details for DOI 10.1080/00918369.2015.1008284

    View details for Web of Science ID 000353121000006

    View details for PubMedID 25603471

  • How the Opinions of Racial Minorities Influence Judgments of Discrimination BASIC AND APPLIED SOCIAL PSYCHOLOGY Crosby, J. R., Monin, B. 2013; 35 (4): 334-345
  • Taking from those that have more and giving to those that have less: How inequity frames affect corrections for inequity JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY Lowery, B. S., Chow, R. M., Crosby, J. R. 2009; 45 (2): 375-378
  • Social identity contingencies: How diversity cues signal threat or safety for African Americans in mainstream institutions 5th Biennial Convention of the Society-for-the-Psychological-Study-of-Social-Issues Purdie-Vaughns, V., Steele, C. A., Davies, P. G., Ditlmann, R., Crosby, J. R. AMER PSYCHOLOGICAL ASSOC. 2008: 615–30

    Abstract

    This research demonstrates that people at risk of devaluation based on group membership are attuned to cues that signal social identity contingencies--judgments, stereotypes, opportunities, restrictions, and treatments that are tied to one's social identity in a given setting. In 3 experiments, African American professionals were attuned to minority representation and diversity philosophy cues when they were presented as a part of workplace settings. Low minority representation cues coupled with colorblindness (as opposed to valuing diversity) led African American professionals to perceive threatening identity contingencies and to distrust the setting (Experiment 1). The authors then verified that the mechanism mediating the effect of setting cues on trust was identity contingent evaluations (Experiments 2 & 3). The power of social identity contingencies as they relate to underrepresented groups in mainstream institutions is discussed.

    View details for DOI 10.1037/0022-3514.94.4.615

    View details for Web of Science ID 000254363300005

    View details for PubMedID 18361675

  • Where do we look during potentially offensive behavior? PSYCHOLOGICAL SCIENCE Crosby, J. R., Monin, B., Richardson, D. 2008; 19 (3): 226-228

    View details for Web of Science ID 000253711900005

    View details for PubMedID 18315793

  • Failure to warn: How student race affects warnings of potential academic difficulty JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY Crosby, J. R., Monin, B. 2007; 43 (4): 663-670