Elizabeth Lawner

Degrees: M.A., 2014, Psychology, University of Connecticut
B.A., Cum Laude, 2010, Psychology, Duke University
Advisor:
 Diane M. Quinn
Lab webpage:
 Stigma and Identity Management Lab
Research Interests:
  • Stigma
  • Stereotypes
  • Women in Science, Technology, Engineering, & Math (STEM)
  • Concealable Stigmatized Identities
Research Synopsis: My research is broadly concerned with the effects of belonging to a stigmatized group, in terms of academic performance, career choices, interpersonal interactions, and health outcomes. Specifically, my primary line of research has focused on understanding the causes of women’s underrepresentation in STEM and what can be done to increase women’s interest and success in STEM fields. My other major area of research is concerned with how individuals with concealable stigmatized identities manage those identities.
Recent News: Recipient of the 2017 Book of the Year Award in the parent/caregiver category from the National Association for Gifted Children for Breaking Through!: Helping Girls Succeed in Science, Technology, Engineering, and Math.
 Publications:
  • Quinn, D.M., Weisz, B.M., & Lawner, E.K. (2017). Impact of active concealment of stigmatized identities on physical and psychological quality of life. Social Science & Medicine, 192, 14-17.
  • Mosatche, H.S., Lawner, E.K., & Matloff-Nieves, S. (2016).  Breaking through!: Helping girls succeed in science, technology, engineering, and math. Waco, TX: Prufrock Press.
  • Moore, K.A., Murphey, D., Bandy, T., & Lawner, E. (2014). Indices of child well-being and developmental contexts. In A. Ben-Arieh, I. Frones, F. Casas, & J.E. Korbin (Eds.), Handbook of child well-being: Theories, methods, and policies in global perspective (pp. 2807-2822).  Netherlands: Springer.
  • Moore, K.A., Caal, S., Lawner, E.K., Rojas, A., & Walker, K. (2014). Abriendo Puertas/Opening Doors parenting program: Summary report of program implementation and impacts.Bethesda, MD: Child Trends.
  • Lawner, E.K., & Terzian, M.A. (2013). What works for bullying: Lessons from experimental evaluations of programs and interventions. Bethesda, MD: Child Trends.
    Lawner, E.K., & Beltz, M. (2013). What works for mentoring programs: Lessons from experimental evaluations of programs and interventions. Bethesda, MD: Child Trends.
  • Mosatche, H.S., Matloff-Nieves, S., Kekelis, L., & Lawner, E.K. (2013). Effective STEM programs for adolescent girls: Three approaches and many lessons learned. Afterschool Matters, 17, 17-25.
  • Bell, K., Moore, K.A., Terzian, M., Knewstub, D., Lawner, E., Humble, J., Karver, T.S., & Bandy, T. (2012). Improving the lives of adolescents and young adults: Out-of-school time programs that have significant positive impacts. San Francisco, CA: National Adolescent and Young Adult Health Information Center.
Presentations
  • Lawner, E.K., Quinn, D.M., Camacho, G., & Weisz, B.M. (2017, October 21). You can’t be it if you can’t see it: A meta-analysis of the impact of ingroup role models on underrepresented students’ performance and engagement in STEM. Paper presented at New England Psychological Association annual meeting, Newton, MA.
  • Matloff-Nieves, S., Mosatche, H.S., & Lawner, E. (2017, April 26). From obstacles to opportunities: How youth workers and parents can transform girls’ interest in STEM. Invited talk at the CUNY School of Professional Studies, New York, NY.
  • Lawner, E.K., & Quinn, D.M. (2017, January 21). The influence of cues about mental illness on disclosure and expectations for interpersonal interactions. Poster presented at the convention of the Society for Personality and Social Psychology, San Antonio, TX.
  • Weisz, B.M., Lawner, E.K., Quinn, D.M., & Johnson, B.T. (2017, January 19). Estimating the value of self-affirmation for reducing achievement gaps. A meta-analysis of a promising (and provocative) intervention. Poster presented at the convention of the Society for Personality and Social Psychology, San Antonio, TX.
  • Matloff-Nieves, S., & Lawner, E.K. (2016, July 28). What research tells us about supporting girls in STEM. Paper presented at the Partnership for Afterschool Education Conference, New York, NY.
  • Lawner, E.K., & Mosatche, H.S. (2016, July 20). From obstacles to opportunities: Transforming girls’ participation in science, technology, engineering, and math. Invited talk organized by Discovery Center and Williamson County Chamber of Commerce, Franklin, TN.
  • Lawner, E.K., Matloff-Nieves, S., & Mosatche, H.S. (2016, July 13). Pursuing social justice through STEM. Workshop presented at the STEM Think Tank and Conference, Nashville, TN.
  • Lawner, E.K., & Quinn, D.M. (2016, January 28). Responses to success and failure: The role of gender and domain. Poster presented at the convention of the Society for Personality and Social Psychology, San Diego, California.
  • Lawner, E.K., & Quinn, D.M. (2015, May 22). Response of people who have received treatment for mental health problems to positive, negatives, and neutral cues about mental illness.Poster presented at the Association for Psychological Science Convention, New York, New York.
  • Lawner, E.K., & Quinn, D.M. (2014, June 28). Gender and communality of STEM role models: Effects on women. Poster presented at the conference of the Society for the Psychological Study of Social Issues, Portland, Oregon.
  • Moore, K., Caal, S., Rojas, A., & Lawner, E. (2013, October 19). “Abriendo Puertas,” Improving parenting skills in Latino parents: A randomized, waitlist control study. Paper presented at conference for the American Evaluation Association, Washington, DC.
  • Moore, K.A., Murphey, D., Bandy, T., & Lawner, E. (2011, July 27). The robustness of indices of child well-being. Paper presented at the conference for the International Society of Childhood Indicators, York, England.