Silverman, D.M., Destin, M., Hamilton, T. D., Zajickova, Z., Bingham, S., & Callaghan, K. A. (in press). Strength-based learning groups support educators to create equitable learning environments for economically marginalized students. Journal of Educational Psychology. Advanced online publication [Link].
Silverman, D. M., Stephens, N. M., Kim, J. & Destin, M. (in press). Strength-based organizational approaches facilitate workplace opportunities for people from lower socioeconomic status backgrounds. Journal of Experimental Psychology: General. Advanced online publication.
Ryan, R. M., Kalil, A., Destin, M., Schneider, M., Silverman, D. M., & Hernandez, I. A. (in press). Parents’ perceptions of children’s economic prospects affect parental investments. Economic Letters. Advanced online publication [Link].
Destin, M. & Silverman, D. M. (2025). The social psychology of socioeconomic mobility. Advances in Experimental Social Psychology, 72, 209-240 [Link].
Hernandez, I. A., Silverman, D. M., & Destin, M. (2025). Education-related resource hoarding in the face of downward socioeconomic mobility. Social Psychology of Education, 28(1), 1-31 [Link].
Silverman, D. M., Hernandez, I. A., Schneider, M., Kalil, A., Ryan, R., & Destin, M. (2025). Economic mobility and parents’ opportunity hoarding. Proceedings of the National Academy of Sciences, 121(37), e2407230121 [Link].
Bauer, C., Miller-Cotto, D., Silverman, D. M., & Frankenhuis, W. E. (2025). How to effectively acknowledge individuals’ strengths in the face of disadvantage: A holistic approach to studying social inequality. Social and Personality Psychology Compass, 19(2), e70035 [Link].
DeJoseph, M. L., Ellwood-Lowe, M. E., Miller-Cotto, D., Silverman, D. M., Shannon, K. A., Reyes, G., Rakesh, D., & Frankenhuis, W. E. (2024). The promise and pitfalls of a strengths-based approach to child poverty and neurocognitive development: Implications for policy. Developmental Cognitive Neuroscience, 66, 101375 [Link].
Hernandez, I. A., Silverman, D. M., Rosario, R. J., & Destin, M. (2023). Concern about experiencing downward socioeconomic mobility generates precarious types of motivation. Social Psychology of Education, 26, 761-792 [Link].
Silverman, D. M., Tibbetts, C. Y., & Hulleman, C. S. (2023). Identifying the psychological mediators of utility-value activities to inform research and practice. British Journal of Educational Psychology, 93(1), 960-977 [Link].
Emery, L. F., Silverman, D. M., & Carey, R. M. (2023). Conducting research with lower social class samples: A methodological primer. Advances in Methods and Practices in Psychological Science, 6(4), 1-13 [Link].
Silverman, D. M., Rosario, R. J., Hernandez, I. A., & Destin M. (2023). The ongoing development of strength-based approaches to people who hold systemically marginalized identities. Personality and Social Psychology Review, 27(3), 255-271 [Link].
Silverman, D. M., Rosario, R. J., Wormington, S. V., Hulleman, C. S., Tibbetts, Y., & Destin, M. (2023). Race, achievement, and the issue of inequitable motivational payoff. Nature Human Behaviour, 7(4), 515-528 [Link].
Silverman, D. M., Hernandez, I. A., & Destin M. (2023). Educators’ beliefs about students’ socioeconomic backgrounds as an avenue for supporting motivation. Personality and Social Psychology Bulletin, 49(2), 215-232 [Link].
Silverman, D. M. (2022). 3 step teachers can take to value students’ marginalized identities. EducationWeek [Link].
Destin, M., Silverman, D. M., & Braslow, M. D. (2022). Future identity as a support for college student success. Frontiers in Education, 7, 901897 [Link].
Destin, M., Silverman, D. M., & Rogers, L. O. (2022). Expanding the social psychological study of educators through humanizing perspectives. Social and Personality Psychology Compass, 16(6), e12668 [Link].
Hernandez, I. A., Silverman, D. M., & Destin, M. (2021). From deficit to benefit: Highlighting lower SES students’ background-specific strengths reinforces their academic persistence. Journal of Experimental Social Psychology, 92, 104080 [Link].
Destin, M., Débrosse, R., & Silverman, D. M. (2021). An experimental demonstration of the positive consequences of encouragement to conceptualize education as connection. Journal of Adolescence, 92, 30-33 [Link].