David Marx

Email

Primary Email: [email protected]

Building/Location

Lamden Hall - 160
6475 Alvarado Rd
#206
San Diego, CA 92120
Mail Code: 4611

Website Links

• Stereotyping, Education, and Person Perception (STEPP) Lab

Bio

Having grown up in a multicultural/multiracial family, I have long been interested in issues relating to the experiences of underrepresented minority groups. These interests range from poor academic performance to leadership development to the adverse effects of potentially discriminatory public policies. I examine these issues largely from the target, rather than the perpetrator’s perspective. Although I take a social-cognitive approach to understanding the processes underlying the impact of stereotypes and group-based differences, my research also has an applied quality to it because I focus on interventions against the negative effects of these biased perceptions. In my research on understanding the processes underlying stereotype-based performance effects I examine the role of emotions, cognitions, identity salience, and the concerns associated with experiencing stereotype threat. In my intervention-based work I investigate how counter-stereotypic ingroup members (role models) buffer fellow ingroup members from the threat of negative ability-based stereotypes.

Curriculum Vitae

Education

B.A., University of California , Berkeley (Social Psychology)
Ph.D., Harvard University (Social Psychology)
Postdoctoral Fellow, University of Colorado , Boulder

Presentations

Chaired / Co-Chaired Symposia

Marx, D. M., & Ko, S. J. (2024). “Non-threatening” male students can serve as peer role models for female students in math stereotype threat situations. In D. Marx & S. Herrmann (Co-Chairs), New directions in role model research: Broadening the scope of who and how individuals can serve as role models for underrepresented students. Symposium conducted at the meeting of the Association for Psychological Science, San Francisco, CA.

Marx, D. M. (2020). Cultural connections: Culturally matched female peer role models boost students’ STEM interest. In S. J. Ko & D. Marx (Co-Chairs), A cultural education: Attending to culture improves underrepresented students’ academic experiences. Symposium conducted at the meeting of the Western Psychological Association, San Francisco, CA.

Marx, D. M. (2018). Creating connections: Math-talented female peers positively impact women’s STEM experiences. In D. Marx & S. J. Ko (Co-Chairs), School ties: Fostering academic collaborations bolster positive educational experiences. Symposium conducted at the meeting of the Society for the Psychological Study of Social Issues, Pittsburgh, PA.

Invited Conference Talks and Symposia

Rosas, G., Marx, D. M., Ko, S. J., & da Rosa, V. A. (2020). “Family matters”: Shared family experiences create connections between students and peer role models. Talk given at the meeting of the Western Psychological Association, San Francisco, CA.

da Rosa, V. A., Ko, S. J., Marx, D. M., & Rosas, G. (2020). "Would it take too much?": The impact of fixed versus growth mindset on perceptions of costs in STEM. Talk given at the meeting of the Western Psychological Association, San Francisco, CA.

Marx, D. M. (2020). Cultural connections: Culturally matched female peer role models boost students’ STEM interest. In S. J. Ko (Chair), A cultural education: Attending to culture improves underrepresented students’ academic experiences. Symposium conducted at the meeting of the Western Psychological Association, San Francisco, CA.

da Rosa, V. A., Ko, S. J., Marx, D. M., & Vargas, D. T. (2018). Is it worth it?: Assessing high school students’ concerns about pursuing STEM. Talk given at the meeting of the Western Psychological Association, Portland, OR.

Marx, D. M., & Ko, S. J. (2018). From investigation to implementation: The impact of female peer role models in college math classes. Talk given at the meeting of the Western Psychological Association, Portland, OR.

Invited Talks, Colloquia, Lectures, Presentations, and Panel Discussions:

• January 2024 Invited talk. Santa Clara University, Santa Clara, CA. “We belong”: Broadening STEM participation through a culturally-attuned peer role model intervention.
• March 2023 Invited talk. Claremont Graduate University, Claremont, CA. “Where do we go from here?”: Culturally attuned psychological interventions to broadening STEM participation of underrepresented groups.
• November 2019 Invited talk. Harvard University, Cambridge, MA. From investigation to implementation: The impact of female peer role models in college math classes.
• January 2019 Outreach lecture. Lecture given to high school teachers, counselors, and administrators at Helix High School, La Mesa, CA. Clearing the air: Combating the effects of negative ability stereotypes.
• November 2018 Invited talk. Claremont Graduate University, Claremont, CA. Creating connections: When exposure to similar ingroup peers boosts students’ STEM experiences.

Publications

Marx, D. M., Ko, S. J., & da Rosa, V. A. (2024). “Are they like me?”: Assessing college math students’ academic and personal similarity perceptions of female peer role models. Social Psychology of Education.

Marx, D. M. (2019). Fear of the known?: The effect of peer relevance and gender on women’s math performance under threat. Social Psychology of Education, 22, 1197-1214.

Marx, D. M., Ko, S. J., & Croizet, J. C. (2019). Introduction to the special issue on group-based inequalities in educational outcomes. Group Processes and Intergroup Relations, 22, 323-329.

 Marx, D. M., & Ko, S. J. (2019). Stereotypes and prejudice. Oxford Research Encyclopedia of Psychology, 1-25.

 Ko, S. J., Marx, D. M., Nickerson, S. D., & Bjorkman, K. (2019). Implementing a peer role model program in college calculus classes to broaden women’s participation in STEM. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 30, 349-366.

 Ko, S. J., & Marx, D. M. (2019). Assessing high school students’ cost concerns about pursuing STEM: “Is it worth it?”. Hispanic Journal of Behavioral Sciences, 41, 29-41.