Dr. Amy Hillard

Assistant Professor

Education

• Ph.D. Psychology, minor in Quantitative Methodology; University of Nebraska – Lincoln
• M.A. Psychology; University of Nebraska – Lincoln
• B.A. Psychology & Social Justice; Hendrix College

Courses Taught

• Social Psychology
• Psychology of Race & Gender

Academic Interests

• Prejudice and stereotyping
• Interventions to reduce bias
• Confronting prejudice
• Quantitative, qualitative, and mixed methods
• Scholarship of teaching and learning

Scholarly Activity

• Hillard, A. L., Schneider, T. R., Jackson, S. M. (2022). Reducing stereotyping of women in STEM: Do personal relevance and efficacy of messages boost persuasion? ADVANCE Journal, 3(2). doi:10.5399/osu/ADVJRNL.3.2.8
• Brown-Kramer, C. R., & Hillard, A. L. (2021). Student reactions to two online demonstrations of racial bias in the United States. Scholarship of Teaching and Learning. Advance online publication. doi:10.1037/stl0000282
• Wietholter, C.,* & Hillard, A. L. (2021). Feminism = women’s movement? The effects of gender and terminology on endorsement of feminism. Journal of Interpersonal Relations, Intergroup Relations and Identity, 14, 85-91. *Undergraduate collaborator.
• Hillard, A. L. (2020). Explicit and implicit stereotypes: Measuring attitudes and current models of stereotypes. In J. T. Nadler & E. Lowery (Eds.), Stereotypes: The incidence and impact of bias (pp. 22-44). Santa Barbara, CA: Praeger.
• Hillard, A. L. (2018). Modern gender roles and stereotypes: The cultural funneling of individuals toward gendered choices. In J. T. Nadler & M. R. Lowery (Eds.), The War on women in the United States: Beliefs, tactics, and the best defenses (pp. 36-56). Santa Barbara, CA: Praeger.
• Gervais, S. J., & Hillard, A. L. (2016/2011). A role congruity perspective on voting preferences for Hillary Clinton and Sarah Palin. Analysis of Social Issues and Public Policy, 11, 221-240. (Republished 2016 in SPSSI Special Issue: Making Sense of the 2016 U.S. Presidential Election.)
• Gervais, S. J., & Hillard, A. L. (2014). Confronting sexism as persuasion: Effects of a confrontation’s source, message, and context. Journal of Social Issues, 70, 653-667. doi:10.1111/josi.12084
• Hillard, A. L., Schneider, T. R., Jackson, S. M., & LaHuis, D. (2014). Critical mass or incremental change? The effects of faculty gender composition in STEM. Advances in Gender Research, 19, 355-374. doi:10.1108/S1529-212620140000019016
• Jackson, S. M., Hillard, A. L., & Schneider, T. R. (2014). Using implicit bias training to improve attitudes toward women scientists in STEM. Social Psychology of Education, 17, 419-438. doi:10.1007/s11218-014-9259-5
• Riffle, R. , Schneider, T., Hillard, A., Polander, E., Jackson, S., DesAutels, P., & Wheatly, M. (2013). A mixed methods study of gender, STEM department climate, and workplace outcomes. Journal of Women and Minorities in Science and Engineering, 19, 227-243.
• Hillard, A. L. (2013). Understanding inequality: How dichotomies hold past and present women back. [Review of the book Suspect citizens: Women, virtue, and vice in backlash politics, by J. M. Boryczka]. Analyses of Social Issues and Public Policy, 13, 412-414. doi: 10.1111/asap.12012
• Hillard, A. L., Ryan, C. S., & Gervais, S. J. (2013). Reactions to the Implicit Association Test as an educational tool: A mixed methods study. Social Psychology of Education, 16, 495-516. doi: 10.1007/s11218-013-9219-5
• Gervais, S., Hillard, A. L., & Vescio, T. K. (2010). Confronting sexism: The role of relationship orientation and gender. Sex Roles, 63, 463-474.