Elizabeth A. Pascoe

Assistant Professor of Psychological Sciences


  • B.A. (2002), University of Notre Dame, Psychology, Sociology
  • M.A. (2004),  University of Chicago, Social Science
  • Ph.D. (2009), M.A. (2008),  Duke University, Social Psychology


  • Social Psychology
  • Emphasis on the effects of discrimination, stigmatization, and role-related stress

My Research Interests

Stress can negatively influence an individual’s life in many ways, including interfering with concentration, increasing frustration, and causing mental and physical distress.  My research focuses on stress as related to possession of a devalued attribute or identity, such as discrimination stress, stereotype threat, and role-related stress.  Through the study of how identity related stress can affect an individual’s feelings, health, and achievement, my work attempts to uncover pathways by which the negative effects of possessing a devalued identity occur.

Although many types of stress can contribute to the deterioration of health, my research focuses primarily on the experience of discrimination-related stress.  Unfortunately, the experience of discrimination continues to be present in the lives of many individuals and, although these experiences may not occur as blatantly as in past decades, frequent perception of discrimination is still found to contribute to immediate and long-term health problems.  In addition to investigating the role of identity stress on health, I am also interested identity stress phenomena such as stereotype threat and role conflict which may result in poor achievement outcomes. 

My over-arching research goal is to uncover and provide individuals with strategies of how to deal more effectively with potentially devaluing experiences, so that they may protect their mental and physical well-being as best as possible.  Although not to this point yet, I feel my past research has contributed to a growing base of literature aimed at understanding why health disparities exist for people with devalued identities, and that my own and others’ future research in this area will only bring us closer to illuminating better ways to close this gap. 

Research Opportunity

I am always on the lookout for motivated individuals to work in my lab. Acting as a volunteer research assistant will allow you to experience the inner workings of various stages of the research process, from the conceptualization of a project to the presentation or publication of results.  This type of experience is especially valuable if you are considering graduate training in psychology or other fields that research human behavior.  If you are interested in volunteering as a research assistant (either full or part-time), please send me an e-mail containing your contact information and a statement regarding interest in research.  Psychology majors are highly encouraged to apply, although qualified individuals from all fields of study will be considered.    

My Teaching

My goals as a teacher are to interest students in the field of psychology despite their background in the subject, to show students how to recognize psychology at work in their everyday life or in their own field of study, and to arm students with the ability to evaluate research in a critical and informed way.  In order to achieve these goals, I attempt to engage students in four stages of learning.  First, I help student develop an interest in the topic at hand, achieved by using classroom demonstrations whenever possible.  Once students are interested, I work to ensure student understand the material conceptually.  I do this by relating psychological concepts to firsthand events or real-life examples and encouraging students to volunteer examples from their own lives.  As students become more advanced, I teach them how to apply their learned knowledge in everyday situations, such as encouraging students to actively participate in research with faculty members  and showing them how to actively analyze and critique the scientific methods of studies found in the popular media. Finally, students learn to think critically about how research may be extended or improved upon in the future.

By developing a warm and open relationship with them, I hope students leave my classroom with an appreciation for psychology in the same way I left my first college psychology course – not having simply fulfilled a requirement toward graduation, but also having participated in a valuable experience.  Through teaching and mentorship, my ambition is to have aided students in learning something about themselves and others as well as in developing skills that they will be able to apply in both everyday life and whatever field they decide to pursue professionally. 

Courses Taught

  • Introduction to Psychology
  • Research Methods
  • Social Psychology
  • Health Psychology

Recent Scholarly Activity

  • Pascoe, E. A., & Richman, L. S. (2011). Effect of discrimination on food
    decisions. Self and Identity, 10(3): 396-406.
  • Smart Richman, L., Pek, J., Pascoe, E, & Bauer, D. (2010). The
    effects of perceived discrimination on ambulatory blood pressure and affective responses to interpersonal stress modeled over 24-hours. Health Psychology 29(4): 403-411.
  • Pascoe, E.A., & Smart Richman, L. (2009). Perceived discrimination and
    health: A meta-analytic review. Psychological Bulletin, 135(4):

Recent Presentations

  • Pascoe, A. M., & Pascoe, E. A. (2011). Hearsay or experience? A pilot
    investigation of implicit and explicit stereotype learning. Society
    for Personality and Social Psychology, San Antonio, TX.
  • Pascoe, E. A. (2010). Tired of Prejudice: The self-regulatory effect of
    discrimination on health-related behaviors. Society for
    Personality and Social Psychology. Las Vegas, NV. (Poster)
  • Pascoe, E. A., & Smart Richman, L. (2009). The effect of discrimination
    on health-related behaviors: an ego-depletion model of the
    discrimination-health link. Society for Personality and Social
    Psychology. Tampa, FL. (Poster)
  • Pascoe, E. A., & Smart Richman, L. (2008). Discrimination and health:
    A meta-analytic review. Society for Personality and Social
    Psychology. Albuquerque, NM. (Poster)
  • Kaufman, E. A., Smart Richman, L., Pek, J., & Genderson, A. (2008).
    The effects of past discrimination on everyday emotional and
    physiological responses to social interaction. Society for
    Personality and Social Psychology. Albuquerque, NM. (Poster)

E-mail address:


Curriculum Vita