Negin Ghavami is an assistant professor of psychology at Loyola Marymount University. She teaches psychology of gender and psychology of diversity as well as research methods, general psychology and social psychology. Her work broadly focuses on social processes that produce social inequity or promote social justice. Her research examines how social and structural factors shape the meaning and significance of social identities – sexual orientation, gender, race/ethnicity and social class – and in turn, affect stereotypes, prejudice and discrimination as well as well-being and educational outcomes. Given the interdisciplinary nature of her work, Dr. Ghavami employs a wide range of research methods and conducts studies with diverse populations of children, adolescents and adults on the internet, in the community, and in schools.
University of California, Los Angeles: Ph.D., Psychology 2011
California State University, Northridge: M.A., Psychology 2004
University of California, Los Angeles: B.A., Psychology 2000
Areas of Expertise (8)
- LMU Peer Relations Lab
- American Psychological Association
Psychology of Diversity
Ghavami, N. & Mistry, R. S. (in press). Urban ethnically diverse adolescents’ perceptions of social class at the intersection of race, gender, and sexual orientation. Developmental Psychology.
Abe, J., Grills, C., Ghavami, N., Xiong, G., Davis, C., & Johnson, C. (2018). Making the invisible visible: Identifying and articulating culture in practice‐based evidence. American Journal of Community Psychology, 62(1–2), 121–134. https://doi.org/10.1002/ajcp.12266
Mays, V. M., & Ghavami, N. (2018). History, aspirations, and transformations of intersectionality: Focusing on gender. In C. B. Travis, J. W. White, A. Rutherford, W. S. Williams, S. L. Cook, & K. F. Wyche (Eds.), APA handbook of the psychology of women: History, theory, and battlegrounds., Vol. 1. (pp. 541–566). Washington, DC: American Psychological Association. https://doi.org/10.1037/0000059-028.
Ghavami, N., & Peplau, L. A. (2017). Urban middle school students’ stereotypes at the intersection of sexual orientation, ethnicity, and gender. Child Development, 89(3), 881–896. https://doi.org/10.1111/cdev.12763
Ghavami, N., Katsiaficas, D., & Rogers, L. O. (2016). Toward an intersectional approach in developmental science: The role of race, gender, sexual orientation, and immigrant status. In S. S. Horn, M. D. Ruck, & L. S. Liben (Eds.), Equity and justice in developmental science: Theoretical and methodological issues., Vol. 1. (Vol. 50, pp. 31–73). San Diego, CA: Elsevier Academic Press.