‘Puncturing’ the Narrative of Racial Progress

The abolition of slavery, repeal of Jim Crow laws, and election of the first Black president bolster a narrative of progress toward racial equality that Americans want to believe in. 

In her IPR Distinguished Public Policy Lecture on May 9, Yale social psychologist and IPR adjunct Jennifer Richeson questioned that narrative and shared her research examining how this myth of racial progress over time distorts our perceptions and influences our expectations. 

IPR Psychologist Collaborates on an Interdisciplinary Model to Address Mental Health

 

New research from IPR faculty investigates the impact of pre-pregnancy maternal mental health on children, how educators can encourage academic achievement and college completion, and how college-aged women think about sexual assault at fraternity parties and solutions to prevent sexual violence.

Over the 2018–19 school year, Chicago began expanding free, full-day prekindergarten for 3- and 4-year-olds through Chicago Public Schools. IPR developmental psychologist Terri Sabol and IPR economist and Director Diane Whitmore Schanzenbach recently released a report examining the impact of the expansion.

IPR anthropologist Sera Young and Pablo Gaitán Rossi, director of Iberoamericana’s Research Institute for Equitable Development (EQUIDE), led a meeting in Mexico City to develop a consensus around measuring water and food insecurity.

"While stereotypes and stigma surrounding disability undoubtedly play a role in the continuing marginalization of disabled children and their families, perceived resource constraints are also at the heart of disability discrimination in U.S. schools.”

—Lauren Rivera
Are Principals Steering Disabled
Children Away from Their Schools?
Chicago Tribune