ŷ��AV

Tawa, J., LoPresti, A., & Lynch, D. (2020). Deconstructing racial essentialism in the classroom: The impact of social constructionist curricula on student diversity interactions. The Journal for Multicultural Education, 35(2), 101 – 115.

Tawa, J. (2020). Does social constructionist curricula both decrease essentialist and increase nominalist beliefs about race? Science & Education, 29, 1513 – 1540. 

Tawa, J. (2021). Triangulated racialization index (TRI): Incremental and predictive validity of a multidimensional stereotype measure. Social Cognition, 39(5), 608 – 631. 

Tawa, J. & Montoya, A.K. (2019).  Construals of self and group: How racial nominalism can promote adaptive intergroup outcomes for interdependent selves. Group Process & Intergroup Relations, 22(7), 1002 – 1020.

Tawa, J. (2018). Dimensions of racial essentialism and racial nominalism: A mixed method study of beliefs about race. Race and Social Problems, 10(2), 145 – 157.

Tawa, J., Tauriac, J.J., & Suyemoto, KL. (2016). Fostering inter-minority race-relations: An intervention with Black and Asian students at an urban university. Making Connections: Interdisciplinary Approaches to Cultural Diversity, 16 (2), 33 - 64.

Tawa, J., LoPresti, A., & Lynch, D. (2020). Deconstructing racial essentialism in the classroom: The impact of social constructionist curricula on student diversity interactions. The Journal for Multicultural Education, 35(2), 101 - 115.

Tawa, J., Negrón, R. & Pfeffer, J. (2020) The measurement of interpersonal interactions with continuous spatiotemporal data: Application to a study of the effects of resource competition on racial group interactions. Behavior Research Methods, 52(2), 881 – 900.

Tawa, J. (2017). The beliefs about race scale (BARS): Dimensions of racial essentialism and their psychometric properties. Cultural Diversity and Ethnic Minority Psychology

Tawa, J. (2017). Asymmetric peer selections among Blacks, Asians, and Whites in a virtual environment: Preliminary evidence for triangulated threat theory. The Journal of Social Psychology

Tawa, J. (2017). “Walk a mile in my shoes:” A virtual world exercise in fostering students’ subjective understandings of the experiences of People of Color. In M.E. Ma & A. Oikonomou (Eds.). Serious Games and Edutainment Applications, Vol 2. New York: Springer