Please note: Electronic versions of these papers are provided as a professional courtesy to ensure timely dissemination of academic work for individual, noncommercial purposes. Copyright and all rights therein resides with the respective copyright holders, as stated within each paper. These files may not be reposted without permission.
Scott, K. E., Shutts, K., & Devine, P. G. (In press). Parents’ role in addressing children’s racial bias: The case of speculation without evidence. Perspectives on Psychological Science, 15(5), 1178-1186. PDF
*King, R., Scott, K. E., Renno, M., & Shutts, K. (2020). Counterstereotyping can change children’s thinking about boys’ and girls’ toy preferences. Journal of Experimental Child Psychology, 191. PDF
Scott, K. E., Shutts, K., & Devine, P. G. (2020). Parents’ standards and expectations for their children in the race domain. Child Development, 19(3), 769-783. PDF
Scott, K. E., & Graham, J. A. (2015). Service-learning education: Implications for empathy and community engagement in elementary school children. Journal of Experiential Education, 38(3), 1-19. PDF
* Indicates an undergraduate student or lab manager mentee.
Papers Under Review and In Preparation
*King, R., Scott, K. E., Renno, M., & Shutts, K. (under review). Evaluating prosocial experiences as a strategy to reduce young children's race-based social preferences.
Ash, T. L., Scott, K. E., Bruun, M, & Devine, P. G. (in preparation). Contemporary racial
stereotypes: A Princeton Trilogy study.
Scott, K. E., *Ash, T., *Liebeck, M., Devine, P. G., & Shutts, K. (in preparation). Parents’
beliefs and accuracy about their children’s biases.
Scott, K. E., Ash, T., Dix, E. L., Bruun, M., & Devine, P. G. (in preparation). Implicit and
explicit bias attributions: Necessary conditions for avoiding backlash.
Scott, K. E., *Immel, B., *Ash, T. L., *Liebeck, M., Devine, P. G., & Shutts, K. (in
preparation). Increasing parents’ awareness of children’s racial biases.
Scott, K. E., Cochrane, A., King, R., Kalish, C., & Shutts, K (in preparation). Social cognitive tasks predict children’s academic achievement above and beyond academic report cards.