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Bonita E. London, Ph.D.
Columbia University (2006)
Associate Professor, Social and Health Psychology
Office: Psychology B-242
Office Hours: Flexible, by appointment
Phone Number: (631) 632-6369
e-mail: bonita.london@stonybrook.edu
Website: http://www.psychology.stonybrook.edu/blondon-/
See also: Culture and Cognition

Areas of Interest:
Social identity and intergroup processes; stereotyping and prejudice, stress and coping, social and motivational factors in academic achievement.

Current Research:
Dr. London's research examines how individuals perceive, experience, and negotiate their social and academic worlds, both through the lens of their social identities (e.g., race and gender), and through their individual competence beliefs (e.g., do I have the skills and ability to succeed?).

Dr. London developed the social-cognitive Sensitivity to Gender-Based Rejection model for women (London, Downey, Romero-Canyas, Rattan, & Tyson, 2012) to explore the dynamic interaction among individual and situational/contextual factors that can both interfere with or facilitate the successful achievement and well-being outcomes of members of traditionally marginalized or stigmatized groups. Her research on Gender-based Rejection Sensitivity (Gender RS) explores individual differences in how women anticipate, perceive and cope with gender-based evaluative threats in select contexts. The model proposes that both personal and vicarious past experiences of gender-based marginalization may heighten womenís vigilance for subsequent cues of gender-based threat, and once threat is perceived, lower academic/career self-confidence, diminish motivation to persist in threatening contexts, reinforce feelings of alienation, and promote self-silencing behaviors as a self-protective strategy against threat in stereotype relevant environments for women. The processes and consequences of Gender RS activation have been studied in college women, women pursuing non-traditional careers (e.g., Science, Technology, Engineering, and Mathematics: STEM), women in law, and women in business.

Dr. London also studies how the compatibility (or incompatibility) between social identities (e.g., gender and science identity), can impact key mechanisms known to interfere with successful engagement in academic contexts, e.g., sense of belonging, motivation, and persistence in select domains.

Finally, Dr. Londonís work also takes a cross-disciplinary approach by combining social psychological and cognitive research to gain insight into the impact of social competence and evaluation threat on the cognitive components of learning and performance of students in general and students from historically underrepresented minority groups in particular.

The research methodologies utilized include social and cognitive lab-based experiments, surveys, and longitudinal experience sampling (diary) designs.

Please visit our lab website for more information on our research: http://www.psychology.stonybrook.edu/blondon-

Representative Publications:
Notation: Single asterisk [*] denotes past or current graduate student co-author; Double asterisks [**] denote past or current undergraduate student co-author.

London, B., *Ahlqvist, S., *Gonzalez, A., **Glanton, K. & Thompson, G. (in press). The social and educational consequences of identity-based rejection. Social Issues and Policy Review.

*Ahlqvist, S., London, B., & *Rosenthal, L. (2013). How gender rejection sensitivity undermines the success of women in science, technology, engineering, and mathematics fields. Psychological Science. Online First: DOI: 10.1177/0956797613476048.

*Rosenthal, L., Levy, S., London, B., Lobel, M., & **Brazile, C. (2013). In Pursuit of the MD: The Impact of Role Models, Identity Compatibility, and Belonging among Undergraduate Women. Sex Roles. Online First: DOI 10.1007/s11199-012-0257-9.

London, B., & *Rosenthal, L. (2013). The social stigma of identity and status based rejection. The Handbook of Social Exclusion. C. Nathan Dewall (Ed). Oxford University Press.

London, B., Downey, G., Romero-Canyas, R.,*Rattan, A., & *Tyson, D. (2012). Gender Rejection Sensitivity and academic self-silencing in women. Journal of Personality and Social Psychology, 102 (5), 961-979. DOI: 10.1037/a0026615.

Cooper Davis, P, Coletu, E., London, B., & *Yuan, W. (2011-2012) The Effects of Experiential Courses on Students' Learning, Emotional Health, and Sense of Professional Responsibility. New York Law School Law Review. 56 (2), 487-515.

London, B., Thompson, G., Anderson, V., and *Velilla, E. (2012). Rejection Sensitivity. In R.J.R. Levesque (Ed). The Encyclopedia of Adolescence, pp. 2329-2334. Springer, US. DOI: 10.1007/978-1-4419-1695-2_231.

London, B., *Rosenthal, L., Levy, S. R., & Lobel, M. (2011). The Influences of Perceived Identity Compatibility and Social Support on Women in Non-traditional Fields during the College Transition. Basic and Applied Social Psychology, 33(4), 304-321. DOI: 10.1080/01973533.2011.614166.

London, B., Anderson, V., & Downey, G. (2011). Status Based Rejection Sensitivity and the Transition to Higher Education. S. Weinberg and L. Stulberg (Eds). Diversity in American Higher Education, Routledge.

London, B., *Rosenthal, L., & *Gonzalez, A. (2011) Assessing the role of gender rejection sensitivity, identity and support on the academic engagement of women in non-traditional fields using experience sampling methods. Journal of Social Issues, 67 (3), 510-530. DOI: 10.1111/j.1540-4560.2011.01712.x.

*Rosenthal, L., London, B., Levy. S.R., & Lobel, M. (2011). A test of the academic and social engagement model in a single-sex STEM program at a co-educational university. Sex Roles, 65(9-10), 725-736. DOI: 10.1007/s11199-011-9945-0

*Rosenthal, L., London, B., Levy, S.R., Lobel, M., & *Herrera-Alcazar. A. (2011). The relation between the Protestant work ethic and undergraduate womenís perceived identity compatibility in STEM majors. Analysis of Social Issues and Public Policy, 11 (1), 241-262. DOI: 10.1111/j.1530-2415.2011.01264.x.

London, B., Downey, G., Bonica, C., & * Paltin, I. (2007). Social causes and consequences of rejection sensitivity in adolescents. Journal of Research on Adolescence, 17(3), 481-506. DOI: 10.1111/j.1532-7795.2007.00531.x.

London, B., Downey, G., & **Mace, S. (2007). Psychological Theories of Educational Engagement: A multi-method approach to studying individual engagement and institutional change. Vanderbilt Law Review, 60 (2), 455-481.

London, B., Anderson, V., & Downey, G (2007). Studying Institutional Engagement: Utilizing social psychology research methods to study law student engagement. Harvard Journal of Law and Gender, 30 (2), 389-407.

Dweck, C. S., & London, B. (2007). The role of mental representation in Social Development. In Gary Ladd (Ed). Appraising Past, Present, and Prospective Research Agendas in the Human Developmental Sciences [Reprint].

Hart, D., Burock, D., London, B., Atkins, R., & Bonilla-Santiago, G. (2005). The relation of personality types to physiological, behavioral, and cognitive processes. European Journal of Personality, 19(5), 391-407. DOI: 10.1002/per.547.

Downey, G., Chatman, C., London, B., Cross, W., Hughes, D., Moje, E., Way, N., & Eccles, J. (2005). Navigating self and context in a diverse nation: How social identities matter. In G. Downey, J. Eccles, & C. Chatman, (Eds). Navigating the future: Social identity, coping, and life tasks. RSF Press: NY

London, B., Downey, G., Bolger, N., & *Velilla, E. (2005). A framework for studying social identity and coping with daily stress during the transition to college. In G. Downey, J. Eccles, & C. Chatman, (Eds). Navigating the future: Social identity, coping, and life tasks. RSF Press: NY

Downey, G., Mougios, V., Ayduk, O., London, B., and Shoda, Y. (2004) Rejection sensitivity and the startle response to rejection cues: A defensive motivational system approach. Psychological Science, 15(10), 668-673.

Dweck, C. S., & London, B. (2004). The role of mental representation in Social Development. Merrill-Palmer Quarterly, 50(4), 428-444.

Hart, D., Burock, D., & London, B. (2003). Prosocial tendencies, antisocial behavior, and moral development in childhood. In A. Slater & G. Bremner (Eds.) Introduction to Developmental Psychology (pp.334-356). Oxford: Blackwell.

Hart, D., Burock, D., London, B., & Miraglia, A. (2003). Moral development in childhood. In M. H. Bornstein, L. Davidson, C. L. M. Keyes, K. A. Moore (Eds.) Well-being: Positive development across the lifespan (pp. 355-370). New York: Lawrence Erlbaum Associates.

Research Support:

2013-present
National Science Foundation:
AGEP-T Frontiers of Research and Academic Models of Excellence
Principal Investigator: Dennis Assanis (Stony Brook University Provost)
Co-PIís: Bonita London, Charles Taber, David Ferguson, Kenneth White

2012- present
National Science Foundation
GSE/RES Advancing Women in STEM: Building Engagement through Later Academic and Work Transitions (Supplement)
Principal Investigator: Bonita London
Co-PI: Sheri Levy, Marci Lobel

2010-present
National Science Foundation
GSE/RES: Advancing Women in Science: Building engagement through later academic transitions (Grant #55401)
Principal Investigator: Bonita London
Co-PI: Sheri Levy, Marci Lobel

2010-2011
Russell Sage Foundation
Visiting Scholar Grant for Sabbatical Research
Principal Investigator: Bonita London

2008-2009
National Science Foundation
GSE/RES: Advancing Women in Science: Building engagement through
academic transitions (Supplement)
Principal Investigator: Bonita London
Co-PIís: Sheri Levy, Marci Lobel

2008-2009
National Science Foundation
GSE/RES: Advancing Women in Science: Building engagement through
academic transitions: Research Experience for Undergraduates (REU)
Principal Investigator: Bonita London
Co-PIís: Sheri Levy, Marci Lobel

2007-2011
National Science Foundation
GSE/RES: Advancing Women in Science: Building engagement through
academic transitions (Grant #44414)
Principal Investigator: Bonita London
Co-PIís: Sheri Levy, Marci Lobel

2007-2010
Russell Sage Foundation
Minority status and the academic achievement gap: Assessment of the social,
cognitive and health markers of stereotype threat (Grant #44213)
Principal Investigator: Bonita London
Co-PI: Suparna Rajaram