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, Department of Psychology
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is the Richard Clarke Cabot Professor of Social Ethics in the Department of Psychology, Harvard University, and the Carol K. Pforzheimer Professor at the Radcliffe Institute for Advanced Study. Banaji studies human thinking and feeling as it unfolds in social context. Her focus is primarily on systems that operate in implicit or unconscious mode, attending to how social perception and memory reveal new forms of attitudes and beliefs. In particular, she is interested in the unconscious nature of assessments of self and other humans that reflect feelings and knowledge (often unintended) about their social group membership (e.g., age, race/ethnicity, gender, class). From such study, she asks about the social consequences of unintended thought and feeling. Her work relies on cognitive/affective behavioral measures and neuroimaging (fMRI) and she explores the implications of her work for theories of individual responsibility and social justice.
For complete information on her research, visit her Harvard University home page. You can also read about her work in the Harvard Magazine and in the Harvard University Gazette: July 17, 2003 and April 18, 2002. You can take her online test for hidden bias by visiting tolerance.org.
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, University Committee on Human Rights Studies
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is Adjunct Lecturer in Public Policy at the Harvard Kennedy School of Government. A graduate of Oxford University, she is the executive director of the Harvard University Committee on Human Rights Studies and a lecturer at Harvard Law School. From 1997 to 2001, she directed the Human Rights Program at the University of Chicago. Prior to 1997, Ms. Bhabha was a practicing human rights lawyer in London, and before the European Court of Human Rights in Strasbourg. Her publications include Women's Movement: Women Under Immigration, Nationality and Refugee Law (1994), Asylum Law And Practice in Europe and North America (1992), "Inconsistent State Intervention and Separated Child Asylum Seekers" (2001) and "Internationalist Gatekeepers? The Tension Between Asylum Advocacy and Human Rights"(2002) . She is currently writing a book titled Moving Children: Migration, Childhood and the Quest for Rights. She teaches international human rights and refugee law. As executive director, she administers the undergraduate human rights research awards and internships funded by the Third Millennium Foundation.
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, Medical School
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is Professor of Human Behavior and Development in the Department of Society, Human Development, and Health at the Harvard School of Public Health and Professor of Social Medicine and of Child Psychiatry at Harvard Medical School. He is also director of the Harvard South Africa Fellowship Program.
His principal research activity is The Project on Human Development in Chicago Neighborhoods, which involves a large-scale epidemiological examination of the causes and consequences of children's exposure to community and family violence. This project is situated in the city of Chicago where a team of researchers is studying the physical health, educational and occupational achievement, and social relationships of children from birth to adulthood. Detailed attention is given to the social and physical characteristics of the neighborhoods in which they live and the schools they attend. The analytical challenges confronted in this work require the capacity to examine complex interactions between individual differences in personality and experiences with environmental contingencies. The project represents one of the largest and most comprehensive studies of child and youth development ever undertaken.
Earls and his colleagues are now turning their attention to the psychosocial impacts of the HIV/AIDS pandemic on children. New studies are beginning in two locations in Tanzania to assess and monitor the health of orphaned children. Using methods developed for the Chicago study, an analysis of the role of community attitudes and perceptions about the disease and its impact on children is underway. The work is aimed at helping to devise more effective community-based interventions to support the well-being of children in the context of this raging epidemic, and by doing so to prevent their institutionalization, homelessness, and traumatic experiences. All of the research is conceived from the perspectives of child rights and the health promotion.
Read more about Tony Earls in the Harvard Public Health Review, the Harvard Gazette, and Harvard Magazine.
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, Graduate School of Education
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is Assistant Professor of Education at the Harvard Graduate School of Education. She is an anthropologist who studies adult and young people's everyday struggles over fundamental questions of inequality and difference. Looking at school and community settings through national, local, and global lenses, Pollock herself analyzes everyday (and intergenerational) disputes over issues of diversity, inequality, race, youth, and culture. Her forthcoming book, Colormute: Race Talk Dilemmas in an American School (Princeton University Press, 2004), which is the product of three years of ethnographic research in a California high school, explores one of the most confounding questions of U.S. racial practice: when to speak about people in racial terms. Framing schools as key locations for such American "race talk dilemmas," the book introduces the concept of "colormuteness" or the deletion of racial words in everyday schooling discourse.
Read her opinion piece on global youth organizing in the HGSE News, and an interview about her research on racial categories. You can also hear portions of an interview with Mica Pollack on her forthcoming book.
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, Graduate School of Education
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is the Roy Edward Larsen Professor of Human Development and Education at the Harvard Graduate School of Education where he currently serves as Chair of the Human Development and Psychology Area. He is the founder within this area of the Risk and Prevention Program--in 1992--and served as its first Director through 1999. At the Harvard Medical School, he is Professor of Psychology in the Department of Psychiatry, where he serves as Senior Associate at the Judge Baker Children's Center and at the Department of Psychiatry at Boston Children's Hospital. Selman has engaged in research and practice focused on how to help children develop social engagement competencies as a way to reduce risks to their health and promote their social relationships. Currently, he does practice-based research, studying interpersonal and intergroup development across the age range from preschool through high school. His current work on the promotion of social awareness and engagement is conducted in the context of literacy and language arts curricula at the elementary level, in school-based programs designed to coordinate support services for students at the middle grades level of the public schools, and in the social studies, literature, and history curriculum at the high school level. Past work focused on the treatment of psychological disorders of youth in day school and residential treatment. He directs Project Aspire, a school based approach to the promotion of mental health and social development.
Read and listen to an interview with Bob Selman on his recently published book, The Promotion of Social Awareness: Powerful Lessons from the Partnership of Developmental Theory and Classroom Practice. You can also read more about Bob Selman in the Harvard Gazette. Visit the Third Millennium Foundation web site to read the description of Selman’s research on the development of the capacity to coordinate social perspectives and how it can be applied to the promotion of tolerance.
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