Alaina Brenick

Associate Professor

HDFS

Professional interests

• Experiences of, social and moral reasoning about, and responses to bias-based victimization and systemic oppression
• Intergroup relations in inter/national contexts of social change and high conflict
• Cultural, contextual, and identity influences on social and moral reasoning about intergroup relations
• Multifaceted approaches to intervention development and evaluation that are anti-racist, socially just, developmental, contexualized, and culturally appropriate

Recent CHHD-related publications

Brenick, A., Schachner, M. K., Carvalheiro, D. & Karr, E. (2020). (No) space for prejudice! Varied forms of negative outgroup attitudes and ethnic discrimination and how they develop or can be prevented in the classroom. In H. E. Fitzgerald, D. J. Johnson, D. B. Qin, F. A. Villareaul, & J. Norder (Eds.) Handbook of Children and Prejudice: Integrating Research, Practice, and Policy (pp. 392-410). New York, NY: Springer Publishing.

Brenick, A., Lawrence, S. E., Carvalheiro, D., & Berger, R. (2019). Teaching tolerance or acting tolerant? Evaluating the effectiveness of skills- and contact-based prejudice reduction interventions among Israeli-Palestinian and Israeli-Jewish youth. Journal of School Psychology, 75c, 75-86.

 Brenick, A., Schachner, M. K., & Jugert P. (2018). Minority versus majority cross-ethnic friendships and classroom intergroup climate altering discrimination experiences. Journal of Applied Developmental Psychology, 59, 26-35. doi.org/10.1016/j.appdev.2018.04.006

Berger, R., Brenick, A., Lawrence, S. E., Coco, L., & Abu-Raiya, H. (2018). Contact in the context of conflict: Examining the effectiveness of contact- and skills-based approaches to prejudice reduction in Israeli-Palestinian youth. Journal of Applied Developmental Psychology, 59, 46-53. doi.10.1016/j.appdev.2018.04.002

Berger, R., Brenick, A., & Tarrasch, R. (2018). Reducing stereotyping and prejudiced attitudes in Israeli-Jewish elementary school children with a mindfulness and compassion-based social-emotional program. Mindfulness, 9, 1768-1779. https://doi.org/10.1007/s12671-018-0919-y