Dr. Wendy Williams

Associate Professor of Psychology and Women’s & Gender Studies

Contact Information

Frost Building, 207
CPO 1973
Email: williamsw@berea.edu
Phone: 859-985-3679

Spring 2018

Wendy Williams

Office Hours

Mon/Wed: noon-12:30pm, 2:30pm – 4:00pm
Or by appointment

Class Schedule

  • PSY 209 A (Mon/Wed: 12:40pm – 2:30pm)
  • PSY/WGS 386 (Mon/Wed: 4:00pm – 5:50pm)

 Degrees

  • Ph.D., Social Psychology, University of California, Santa Cruz, 2005
  • M.S., Social Psychology, University of Florida, Gainesville, 1999
  • B.A., Psychology, Minor in Peace & Conflict Studies, Swarthmore College , 1997

Honors and Awards

  •  “Emerging Leadership in Psychology” Award, Committee on Socioeconomic Status, American Psychological Association (2014)
  •  Student Government Association “Service to Students” Award, Berea College (2012)
  •  Undergraduate Research and Creative Projects Program (URCPP) Award, Berea College (2012)
  •  Faculty Summer Research Award, Marshall University (2010, 2006)
  • MU-ADVANCE Faculty Fellowship, Marshall University (2009, 2008, 2007)
  • Grant-In-Aid Dissertation Award, Society for the Psychological Study of Social Issues (2004)
  • Pickens-Queen Teaching Award, Marshall University (2008-2009)
  • Outstanding Teaching Assistant, Psychology Department, UCSC (2004-2005)

Affiliations

  • American Psychological Association (APA)
  • Society for Personality and Social Psychology (SPSP), Division 8 of APA
  • Society for the Psychological Study of Social Issues (SPSSI), Division 9 of APA
  • Association for Women in Psychology, Division 35 of the APA
  • Sigma Xi, Scientific Research Honor Society
  • Psi Chi, Psychology Honor Society
  • Phi Kappa Phi, Scientific Research Honor Society

Papers and Publications

  •  Williams, W.R. (2014, December). No yellow tickets: The stigma of poverty in the school lunch line. In C. Collins, J. Ladd, & F. Yeskel (Eds.). Class Lives: Stories from across our economic divide. New York: Cornell University Press.
  • Williams, W.R. & Melchiori, K.M (2014). Class Action: How experiential learning can raise awareness of social class privilege. In K.A. Case (Ed.) Pedagogy of Privilege: Teaching and Learning as Allies in the Classroom (pp.169-187). New York: Routledge.
  • Williams, W.R. (2014). Class. In T. Teo (Ed.), Encyclopedia of Critical Psychology (pp. 239-244). New York: Springer.
  • Williams, W.R. & Limbert, W.M. (2014). Classism. In T. Teo (Ed.), Encyclopedia of Critical Psychology (pp. 244-249). New York: Springer.
  • Williams, W. R., & Carter, K. (2014). Disadvantage and privilege in our schools: How teachers, psychologists and policymakers can do better, Analyses of Social Issues and Public Policy, 13, 1-4.
  • Williams, W. R. (2011). What’s psychology got to do with it? Using psychology to foster economic development. [Review of the book Breaking the poverty cycle: The human basis for sustainable development]. PsycCRITIQUES, 56(20). doi:10.1037/a0023569
  • Williams, W. R. (2010). A powerful voice for low-income people: The impact of ACORN. [Review of the book Seeds of Change]. Analyses of Social Issues and Public Policy, 10(1). doi: 10.1111/j.1530- 2415.2010.01225.x
  • Williams, W. R. (2009). Struggling with poverty: Implications for theory and policy of increasing research on social class-based stigma. Analyses of Social Issues and Public Policy, 9, 37-56. doi:10.1111/j.1530-2415.2009.01184.x
  • Bullock, H. E, Williams, W. R., & Limbert, W. M. (2003). Predicting support for policies: The impact of attributions and beliefs about inequality. Journal of Poverty, 7(3), 35-56.
  • Albarracín, D., Ho., R., McNatt, P. S., Williams, W. R., Rhodes, F., Malotte, C. K., Hoxworth, T., Bolan, G., Zenilman, J., Iatesta, M, & The Project RESPECT Study Group (2000). The structure of outcome beliefs in condom use. Health Psychology, 19(5), 458–468. doi: 10.1037/0278-6133.19.5.458
  • Leach, C. W. & Williams, W. R. (1999) Between past and future: Identity and conflicting expectations of the future in Northern Ireland. Political Psychology, 20(4), 875-896. doi:10.1111/0162- 895X.00171