Kaiser, C. R., Dover, T. L., Small, P., Xia, G., Brady, L. M., & Major, B. (2021). Diversity Initiatives and White Americans’ Perceptions of Racial Victimhood. Personality and Social Psychology Bulletin, 48(6).

Dai, J. D.*, Lopez, J. J., Brady, L. M., Eason, A. E., & Fryberg, S. A. (2021). Erasing and dehumanizing Natives to protect positive national identity: The Native mascot example. Social and Personality Psychology Compass, e12636.

Dai, J. D.*, Eason, A. E., Brady, L. M., & Fryberg, S. A. (2021). #NotAllWhites: Liberal-Leaning White Americans Racially Disidentify and Increase Support for Racial Equity. Personality and Social Psychology Bulletin, 47(11).

Murphy, M., Fryberg, S., Brady, L., Canning, E., & Hecht, C. (2021). Global Mindset Initiative Paper 1: Growth mindset cultures and teacher practices.

Brady, L., Fryberg, S., Markus, H. R., Griffiths, C., Yang, J., Rodriguez, P., & Mannen-Martinez, L. (2021). Teaching means talking about socially sensitive topics: How to set the stage for conversations that benefit all students. Education Week, 40(23).

Fryberg, S. A., Eason, A. E., Brady, L. M.+, Jessop, N., & Lopez, J. J. (2020). Unpacking the mascot debate: Native American identification predicts opposition to Native Mascots. Social Psychological and Personality Science, 12(1), 3-13.

Brady, L. M., Higheagle Strong, Z., & Fryberg, S. A. (2020). The mismeasure of Native American students: Using data disaggregation to promote identity safety. In R. T. Teranishi, B. M. D. Ngyuen, C. M. Alcantar, & E. R. Curammeng (Eds.), Measuring race: Why disaggregating data matters for addressing educational inequality (pp. 131-153). Teachers College Press.

Brady, L., Fryberg, S., Markus, H. R., Griffiths, C., Yang, J., Rodriguez, P., & Mannen-Martinez, L. (2020). 7 ways for teachers to truly connect with parents. Education Week.

Brady, L., Fryberg, S., Markus, H. R., Griffiths, C., Yang, J., & Rodriguez, P. (2020). Families not engaging Remotely? Rethink the problem. Education Week, 40(13), 16-17.

Brady, L. M., & Eason, A. E. (2020). Making the invisible visible: Transformative research and social action. Wiley Special Issue.

Brady, L. M., Fryberg, S. A., & Shoda, Y. (2019). The importance of cultural context: Expanding interpretive power in psychological science. APS Observer, 32(3).

Brady, L. M., Fryberg, S. A., & Shoda, Y. (2018). Expanding the interpretive power of psychological science by attending to culture. Proceedings of the National Academy of Sciences, November 2018, 115(45), 11406-11413.

Eason, A. E., Brady, L. M., & Fryberg, S. A. (2018). Reclaiming representations and interrupting the cycle of bias against Native Americans. Daedalus. 147(2), 70-81.

Bang, M., Brady, L. M., Fryberg, S. A., & Murphy, M. C. (2018, November 20). The value of peer teaching. Education Week.

Brady, L. M., Germano, A. L., & Fryberg, S. A. (2017). Leveraging cultural differences to promote educational equality. Current Opinion in Psychology, 18, 79-83.

Brady, L. M., Kaiser, C. R., & Major, B. (2015). It’s fair for us: Diversity structures cause women to legitimize discrimination. Journal of Experimental Social Psychology, 57, 100-110.

Kaiser, C. R., Major, B., Jurcevic, I., Dover, T., Brady, L. M., & Shapiro, J. (2013). Presumed fair: Ironic effects of organizational diversity structures. Journal of Personality and Social Psychology, 104(3), 504-519.

Winner of the Gordon Allport Intergroup Relations Prize, Society for the Psychological Study of Social Issues.

*Denotes student/mentee first author

+Denotes joint lead authorship