Psychology

Dr. Rachel Bradley

Assistant Professor

(website) (e-mail)

Education: Ph.D., 2014
Saint Louis University

Specialization:
Social Psychology

Phone:
(618) 650-3638

Office:
AH-0134

About Dr. Bradley

Dr. Rachel Bradley is an Assistant Professor of Psychology at Southern Illinois University Edwardsville. After completing her PhD in social psychology at Saint Louis University in 2014, Dr. Bradley taught psychology for six years at University of Arkansas at Little Rock. Rachel’s research interests include exploring racial/ethnic and sexual identity and identification and examining stereotyping, stigma, and prejudice. In addition to these interests, Rachel also studies topics related to the scholarship of teaching and learning. Rachel’s teaching interests include research methods, social psychology, psychology of gender, multicultural psychology, and group dynamics. Rachel enjoys spending time with her dog, Wally and reading supernatural and YA fiction.

Mentoring Statement

Rachel is available to mentor students interested in identity and identification, stereotyping, prejudice, colorism, and sexuality.

Representative Publications

• Tennial, R. E., Solomon, E. D., Hammonds-Odie, L., McDowell, G.S., Moore, M., Roca, A. I., & Marcette, J. (2019). Formation of the Inclusive Environments and Metrics in Biology Education and Research (iEMBER) Network: Building a culture of diversity, equity, and inclusion. CBE-Life Sciences Education, 18(1), 1-8.
• Harvey, R. D., Tennial, R. E., Banks, K. H. (2017). The development and validation of a colorism scale. Journal of Black Psychology, 43(7), 740-764.
• Homa, N., Hackathorn, J., Brown, C. M., Garczynski, A., Solomon, E. D., Tennial, R. E., . . . Gurung, R. A. (2013). An analysis of learning objectives and content coverage in introductory psychology syllabi. Teaching of Psychology, 40(3), 169-174.
• Bagley S. L., Brown, C. M., Smit, B., Tennial, R. E. (2012). Mind wandering in the classroom. Reinert Center for Teaching Excellence White Papers: Focus on Teaching and Learning, 1-13.
• Hackathorn, J., Solomon, E. D., Tennial, R. E., Garczynski, A. M., & Votaw, K. B. (2012). From teaching to assessment: Benefits of active lecture cues. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 7(1), 47-62.
• Hackathorn, J., Cornell, K., Garczynski, A. M., Solomon, E. D., Blankmeyer, K. E., &Tennial, R. E. (2012). Examining exam reviews: A comparison of exam scores and attitudes. Journal of the Scholarship of Teaching and Learning, 12(3), 78-87.
• Hackathorn, J., Solomon, E. D., Blankmeyer, K. L., Tennial, R. E. & Garczynski, A. M. (2011). Learning by doing: An empirical study of active teaching techniques. The Journal of Effective Teaching, 11(2), 40-54.
• Hackathorn, J., Garczynski, A. M., Blankmeyer, K.., Tennial, R. E., & Solomon, E. D. (2011). All kidding aside: Humor increases learning at knowledge and comprehension levels. Journal of Scholarship of Teaching and Learning, 11(4), 116-123.
• Brown, C. M., Diekman, A. B., Tennial, R. E., & Solomon, E. D. (2011). Alone and happy: Personality moderates the effect of happy mood on social approach. Journal of Research in Personality, 45(6), 702-705.
• Hackathorn, J., Thorton, H., Tennial, R. E., & Bolton, L. (2009). Easing our pain: A new approach to learning, teaching, and applying statistical selection skills. Reinert Center for Teaching Excellence White Papers: Focus on Teaching and Learning, 1-21.