Address:

RESEARCH INTERESTS:

I am a 6th year Ph.D. candidate in the Social Psychology program at Purdue University. I work primarily with Kip D. Williams, Janice Kelly, and Chris Agnew. My research focuses on how individuals and grouped individuals respond to ostracism across three temporal reaction stages: immediate (reflexive stage), delayed (reflective stage), and long-term (resignation stage). I study workplace topics such as outcomes of being "out of the loop." I collaborate with researchers around the globe on the effects of social ostracism on cross-cultural groups. Moreover, I am part of an interdisciplinary line of research that explores how one's beliefs and attitudes shape an individual's perspective regarding perceived marital prospects.

For my dissertation research, I continue my interests in ostracism and members of groups that are marginalized by our larger society. I am developing a valid and reliable measure of individual differences in perceived ostracism experiences. The Ostracism Experiences Scale (OES) is designed to measure long-term exposure to ostracism and determine its relation to various personality and mental health factors, as well as assess motivational persistence.

Selected Publications

JOURNAL PUBICATIONS:

Carter-Sowell, A. R., Wesselmann, E. D., Wirth, J. H., Law, A. T., Chen, Z., Kosasih, M., van der Lee, R., & Williams, K. D. (in press). Belonging trumps justice: Effects of being ostracized for being better or worse than the others.The Journal of Individual Psychology.

Jones, E. E., Carter-Sowell, A. R., Kelly, J. R., & Williams, K. D.(2009). `I'm out of the loop': Ostracism through information exclusion. Group Processes & Intergroup Relations, 12, 157 174.

Carter-Sowell, A. R., Chen, Z., & Williams, K. D. (2008). Ostracism increases social susceptibility. Social Influence, 3, 143-153.

BOOK CHAPTER AND ENCYCLOPEDIA ENTRIES:

Williams, K. D., & Carter-Sowell, A. R. (2009). Marginalization through social ostracism: Effects of being ignored and excluded. In F. Butera & J. Levine (Eds.),Coping with minority status: Responses to exclusion and inclusion (pp. 104-124). New York: Cambridge University Press.

Williams, K. D., & Carter-Sowell, A. R. (2007). Ostracism. In R. Baumeister and K. Vohs (Eds.),Encyclopedia of social psychology (Vol. 2, pp. 641-643).Thousand Oaks, CA: Sage Publications.

Williams, K. D., & Carter-Sowell, A. R. (in press). Ostracism. In J. M. Levine & M. A. Hogg (Eds.), Encyclopedia of group processes and intergroup relations.Thousand Oaks, CA: Sage Publications.

Selected Teaching and Professional Training

TEACHING EXPERIENCE:

Instructor, Psychology of Women (PSY 239), Summer 2009, Spring 2009, and Summer 2008.

I taught an undergraduate course to psychology majors, non-majors, and continuing education students. I prepared and delivered approximately sixteen lectures per term, as well as designed and graded group projects, homework assignments, and exams. Throughout my classroom experiences, regardless of class size, I implemented my teaching philosophy to attain course objectives and I modified my teaching style to address the different learning needs and goals of my students.

Graduate Teacher Certificate (GTC), Spring 2009.

I completed the certification program that documented my graduate involvement in actual classroom teaching and teacher development activities. The certification process involved a semester of teaching related course work, faculty and student evaluations, and self-analyses. In specific, I participated in a teaching orientation class plus enrolled in six hours of instructional workshops on topics such as test construction, classroom ethics, and motivating students. Also, while teaching a scheduled class I was observed by a faculty member and at a follow-up session I received her consultative feedback. Furthermore, I collected early feedback and end of semester evaluations from students on the strengths and limitations of my course management. Lastly, I submitted written self-analyses reflecting on my teaching activities. Overall, my participation in the GTC program provided me with tools for effective and engaging teaching as well as strategies for continuous improvement of my teaching skills.

ADDITIONAL PROFESSIONAL EXPERIENCE:

Program Assistant for the African American Studies and Research Center (AASRC),

Academic Years 2006-2009.

As Program Assistant, I assisted with planning the research components of the AASRC's interdisciplinary program. I worked with faculty, fellow graduate students, and office staff to carry out the annual Symposium on African American Culture & Philosophy, which attracted scholars both nationally and internationally. Also I contributed to a dozen distinct program events structured to enhance course offerings and extend understanding of the African Diaspora. I served as liaison for several guest speaker series including, Harriet A. Jacobs Lecture, W.E.B. Du Bois lecture series, a Talkin & Testifyin works in progress series, and Conversations on the Diaspora. Lastly, I represented the AASRC department on the planning committee for the Project Respect awareness campaign. This initiative culminated in an annual, month long promotion to increase public awareness, appreciation, and inclusion of diverse members of the Purdue campus to the surrounding community.