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Stacey Sinclair

Affiliations: 
Psychology Princeton University, Princeton, NJ 
Area:
Social Psychology
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"Stacey Sinclair"
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Parents

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Curtis Dale Hardin grad student UCLA (PsychTree)

Children

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Drew S. Jacoby-Senghor grad student 2014 Princeton
Andreana C. Kenrick grad student 2014 Princeton

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Publications

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Riddle T, Sinclair S. (2019) Racial disparities in school-based disciplinary actions are associated with county-level rates of racial bias. Proceedings of the National Academy of Sciences of the United States of America
Jacoby-Senghor DS, Sinclair S, Smith CT, et al. (2018) Implicit Bias Predicts Liking of Ingroup Members Who Are Comfortable With Intergroup Interaction. Personality & Social Psychology Bulletin. 146167218793136
Skorinko JL, Sinclair S. (2018) Shared reality through social tuning of implicit prejudice. Current Opinion in Psychology. 23: 109-112
Warikoo N, Sinclair S, Fei J, et al. (2016) Examining Racial Bias in Education Educational Researcher. 45: 508-514
Huntsinger JR, Sinclair S, Kenrick AC, et al. (2016) Affiliative social tuning reduces the activation of prejudice Group Processes and Intergroup Relations. 19: 217-235
Jacoby-Senghor DS, Sinclair S, Shelton JN. (2016) A lesson in bias: The relationship between implicit racial bias and performance in pedagogical contexts Journal of Experimental Social Psychology. 63: 50-55
Kenrick AC, Sinclair S, Richeson J, et al. (2015) Moving While Black: Intergroup Attitudes Influence Judgments of Speed. Journal of Experimental Psychology. General
Jacoby-Senghor DS, Sinclair S, Smith CT. (2015) When bias binds: Effect of implicit outgroup bias on ingroup affiliation. Journal of Personality and Social Psychology. 109: 415-33
Skorinko JLM, Lun J, Sinclair S, et al. (2015) Reducing Prejudice Across Cultures via Social Tuning Social Psychological and Personality Science. 6: 363-372
Sinclair S, Kenrick AC, Jacoby-Senghor DS. (2014) Whites’ Interpersonal Interactions Shape, and Are Shaped by, Implicit Prejudice Policy Insights From the Behavioral and Brain Sciences. 1: 81-87
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