Kevin Binning

Education

• Ph.D. University of California, Los Angeles (2003 — 2008)
• Bachelor of Arts (B.A.) San Diego State University-California State University (1998 — 2002)

Companies

• Associate Professor Of Psychology University of Pittsburgh (2021)
• Assistant Professor and Research Scientist University of Pittsburgh (2014 — 2021)
• Post-Doctoral and Visiting Scholar UC Santa Barbara (2010 — 2014)
• Senior Researcher and Statistician UCLA (2011 — 2013)
• Post-Doctoral Scholar Stanford Graduate School of Business (2008 — 2010)

Skills

• Quantitative Research
• Experimental Design
• Social Psychology

Other

University Teaching, SPSS, Data Analysis, Psychology, Research Design, Research, Qualitative Research, Statistics

WORKING PAPER

• Hammarlund, S. P., Davis, C., Binning, K. R., & Cotner, S. (2021, June 3). In an "ecological-belonging" intervention to reduce inequities in STEM, context matters. Manuscript under review.

PUBLICATIONS

• Badea, C., Binning, K. R., Sherman, D. K., Boza, M., & Kende, A. (2021). Conformity to group norms: How group-affirmation shapes collective action. Journal of Experimental Social Psychology, 95.
• Binning, K. R., Blatt, L. R., Chen, S., & Votruba-Drzal, E. (in press). Going to college with a posse: How having high school peers on campus supports college achievement. AERA Open.
• Binning, K. R., Cook, J. E., Greenaway, V. P., Garcia, J., Apfel, N., Sherman, D. K., & Cohen, G. L. (2021). Securing self-integrity over time: Self-affirmation disrupts a negative cycle between psychological threat and academic performance. Journal of Social Issues.
• Chen, S., Binning, K. R., Manke, K. J., Brady, S. T., McGreevy, E. M., Betancur, L., Limeri, L. B., & Kaufmann, N. (2021). Am I a science person? A strong science identity bolsters minority students' sense of belonging and performance in college. Personality and Social Psychology Bulletin, 47, 593-606.
• Wang, M.-T., Binning, K. R., Del Toro, J., Qin, X., & Zepeda, C. D. (2021). Skill, thrill, and will: The role of metacognition and motivation in predicting student engagement over time. Child Development, 92, 1369-1387.
• Wang, M.-T., Zepeda, C. D., Qin, X., Del Toro, J., & Binning, K. R. (2021). More than growth mindset: Individual and interactive links among socioeconomically disadvantaged adolescents' ability mindsets, metacognitive skill, and math engagement. Child Development.
• Binning, K. R., & Browman, A. S. (2020). Theoretical, ethical, and policy implications for conducting social-psychological interventions to close educational achievement gaps. Social Issues and Policy Review, 14, 182-216.
• Binning, K. R., Kaufmann, N., McGreevy, E. M., Fotuhi, O., Chen, S., Kalender, Z. Y., Marshman, E., Limeri, L. B., Betancur, L., & Singh, C. (2020). Changing social contexts to foster equity in college science classrooms: An ecological-belonging intervention. Psychological Science, 31, 1059-1070.
• Browman, A., & Binning, K. R. (2020). Fostering equity in education with psychological interventions. Forward: The Society for the Psychological Study of Social Issues (Spring issue; Commentary).
• Binning, K. R., Cook, J. E., Purdie-Greenaway, V., Garcia, J., Chen, S., Apfel, N., Sherman, D. K., & Cohen, G. L. (2019). Bolstering trust and reducing discipline incidents at a diverse middle school: How self-affirmation affects behavioral conduct during the transition to adolescence. Journal of School Psychology, 75, 74-88.
• Binning, K. R., Wang, M. T., & Amemiya, J. (2019). Persistence mindset among adolescents: Who benefits from the message that academic struggles are normal and temporary? Journal of Youth and Adolescence, 48, 269-286.
• Badea, C., Binning, K. R., Verlhiac, J. F., & Sherman, D. K. (2018). In the aftermath of terrorism: Effects of self- versus group-affirmation on support for discriminatory policies. Journal of Experimental Social Psychology, 76, 421-428.
• Vincent-Ruz, P., Binning, K. R., Schunn, C. D. & Grabowski, J. (2018). The effect of math SAT on women's chemistry competency beliefs. Chemistry Education Research and Practice, 19, 342-351.
• Goyer, J. P., Garcia, J., Purdie-Vaughns, V., Binning, K. R., Cook, J. E., Reeves, S. J., Apfel, N., Taborsky-Barba, S., Sherman, D. K., & Cohen, G. L. (2017). Self-affirmation facilitates minority middle schoolers' progress along college trajectories. Proceedings of the National Academy of Sciences, 114, 7594-7599.
• Binning, K. R., Brick, C., Cohen, G. L., & Sherman, D. K. (2015). Going along versus getting it right: The role of self-integrity in political conformity. Journal of Experimental Social Psychology, 56, 73-88.
• Binning, K. R., & Sears, D. O. (2015). On the history of political diversity in social psychology (Commentary). Behavioral and Brain Sciences, 38, 18-19.
• Margolis, J., Goode, J., & Binning, K. R. (2015). Expanding the pipeline: Active learning for broadening participation in computing. Computing Research News, 27.
• Manke, K., & Binning, K. R. (2015). Mighty oaks from little (psychological) acorns grow. SPSP: Character and Context.
• Huo, Y. J., Binning, K. R., & Begeny, C. T. (2014). Respect and the viability of ethnically diverse institutions. In S. Otten, K. I. Van der Zee, and M. B. Brewer (Eds.), Towards inclusive organizations: Determinants of successful diversity management at work (pp. 49-66). Hove, UK: Psychology Press.
• Binning, K. R., & Unzueta, M. M. (2013). Perceiving ethnic diversity on campus: Group differences in attention to hierarchical representation. Social and Personality Psychology Science.
• Sherman, D. K., Hartson, K. A., Binning, K. R., Purdie-Vaughns, V., Garcia, J., Taborsky-Barba, S., Tomassetti, S., Nussbaum, A. D., & Cohen, G. L. (2013). Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat. Journal of Personality and Social Psychology.
• Binning, K. R., & Huo, Y. J. (2012). Understanding status as a social resource. In K. Tornblom and A. Kazemi (Eds.), Handbook of Social Resource Theory, (pp. 133-147). New York: Springer.
• Unzueta, M. M., & Binning, K. R. (2012). Diversity is in the eye of the beholder: How concern for the ingroup affects perceptions of organizational diversity. Personality and Social Psychology Bulletin, 28, 26-38.
• Binning, K. R., & Sherman, D. K. (2011). Categorization and communication in the face of prejudice: When describing perceptions changes what is perceived. Journal of Personality and Social Psychology, 101, 321-336.
• Binning, K. R., Sherman, D. K., Cohen, G. L., & Heitland, K. (2010). Seeing the other side: Reducing political partisanship via self-affirmation in the 2008 presidential election. Analyses of Social Issues and Public Policy, 10, 276-292.
• Huo, Y. J., Binning, K. R., & Molina, L. E. (2010). Testing an integrative model of respect: Implications for social engagement and well-being. Personality and Social Psychology Bulletin, 36, 200-212.
• Huo, Y. J., Molina, L. E., Binning, K. R., Funge, S. (2010). Subgroup respect, social engagement, and well-being: A field study of an ethnically diverse high school. Cultural Diversity and Ethnic Minority Psychology, 16, 427-436.
• Unzueta, M. M., & Binning, K. R. (2010) Which racial groups are associated with diversity? Cultural Diversity and Ethnic Minority Psychology, 16, 443-446.
• Huo, Y. J., Binning, K. R., & Molina, L. E. (2010). The interplay between fairness and the experience of respect: Implications for group life. In B. Mannix, M. Neale, & E. Mullen (Eds.), Research on Managing Groups and Teams: Fairness in Groups (Vol. 13; pp. 95-120.). Bingley, UK: Emerald.
• Binning, K. R., Unzueta, M. M., Huo, Y. J., & Molina, L. E. (2009). The interpretation of multiracial status and its relation to social engagement and psychological well-being. Journal of Social Issues, 65, 35-49.
• Huo, Y. J., & Binning, K. R. (2008). Why the psychological experience of respect matters in group life: An integrative account. Social and Personality Psychology Compass, 2, 1570-1585.
• Binning, K. R. (2007). "It's us against the world": How distrust in Americans versus people-in-general shapes competitive foreign policy preferences. Political Psychology, 28, 777-799.