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.
*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., Strong, Z. & Fryberg, S.A. (2016). The mismeasure of Native American students: Using data disaggregation to promote identity safety. Racial Heterogeneity Project.
*Cvencek, D., Fryberg, S. A., Covarrubias, R., Pauker, K., & Meltzoff, A. N. (2016). A sociocultural model of self approach to the academic self-concept, self-esteem, and academic achievement for Native American children. Revise and resubmit at Child Development.
*Covarrubias, R., Herrmann, S.A., Pauker, K., & Fryberg, S.A. (2016) Explaining the student mindset response and performance link: The role of student self-views and classroom behavior. Child Development.
*Covarrubias, R., Herrmann, S. & Fryberg, S. A. (2016). Affirming the interdependent self: Implications for Native American and Latino American students’ academic outcomes. Basic and Applied Social Psychology, 38, 47-57.
*Covarrubias, R. & Fryberg, S. A. (2015). Movin’ on up (in college): First-generation college students’ experiences with family achievement guilt. Cultural Diversity and Ethnic Minority Psychology, 21, 420-429.
*Leavitt, P. A., Covarrubias, R., Perez, Y. A., & Fryberg, S. A. (2015). “Frozen in time”: The impact of Native American media representations on identity and self-understanding. Journal of Social Issues, 71, 39-53.
*Covarrubias, R. & Fryberg, S. A. (2015). The impact of self-relevant representations on school belonging for underrepresented Native American students, Cultural Diversity and Ethnic Minority Psychology, 21, 10-18.
*Covarrubias, R. & Fryberg, S. A. (2014). Justifying the use of American Indian mascots: The role of attitudes in the national mascot controversy.
*Covarrubias, R., Fryberg, S. A. & Dweck, C. (2014). Cultural differences in how fixed mindsets influence classroom behavior and performance for Native American and European American students.
*Covarrubias, R., Fryberg, S. A., Pauker, K. & Dweck, C. (2014). Entity or incremental? How student mindsets impact classroom behaviors, academic self-views, and academic performance
*Fryberg, S. A., Eason, A., Brady, L., Leavitt, P. A. (2014). Teacher mindsets and diversity beliefs: Implications for closing the achievement gap.
*Fryberg, S. A., Covarrubias, R., & Burack, J. (2013). Cultural models of education and academic performance for Native American and European American students, School Psychology International, 34, 439-452.
Fryberg, S. A., Troop-Gordon, W., D’Arrisso, A., Flores, H., Ponizovsky, V., Ranney, J. D., Mandour, T., Tootoosis, C., Robinson, S., Russo, N. & Burack, J. A. (2013). Cultural mismatch and the education of Aboriginal youth: The interplay of cultural identities and teacher ratings, Developmental Psychology, 49, 72-79.
*Leavitt, P. A. & Fryberg. S. A. (2013). Into the labyrinth of social class theory. Psychological Inquiry, 24, 120-123.
Ponizovskiy, V., D’Arrisso, A., Troop-Gordon, W., Fryberg, S. A., Flores, H., Iarocci, G., Mandour, T., Robinson, S., Tootoosis, C., & Burack, J.A. (2013). “Friends and Grades”: Peer attachment and popularity in relation to school outcomes among Naskapi high school students. School Psychology International, 34, 371-386.
Romero, A. J., Edwards, L. M., Fryberg, S. A., & Orduna, M. (2013). Resilience to discrimination stress across ethnic identity stages of development. Journal of Applied Social Psychology. Doi: 10.1111/jasp.12192
Stephens, N. M., Fryberg, S. A., Markus, H. R. & Hamadani, M. (2013). Who explains Hurricane Katrina and the Chilean Earthquake as an Act of God? The experience of extreme hardship predicts religious meaning-making, Journal of Cross-Cultural Psychology, 44, 607-619.
Fryberg, S. A. (2012). Cultural psychology as a bridge between anthropology and cognitive science, Topics in Cognitive Science, 4(3), 437-444.
*Fryberg, S. A., Stephens, N. M., Covarrubias, R., Markus, H. R., Carter, E. D., Laiduc, G. A. & Salido, A. J. (2012). How the media frames the immigration debate: The critical role of location and politics. Analysis of Social Issues and Public Policy, 12, 96-112.
Plaut, V. C., Fryberg, S. A. & Martinez, E. J. (2012). Officially advocated, but institutionally undermined: Diversity rhetoric and subjective realities of junior faculty of color. International Journal on Diversity in Organizations, Communities, and Nations.
*Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson, C. S., & Covarrubias, R. (2012). Unseen Disadvantage: How American Universities’ Focus on Independence Undermines the Academic Performance of First-Generation College Students. Journal of Personality and Social Psychology, 102(6), 1178-1197.
Stephens, N. M., Markus, H. R., & Fryberg, S. A. (2012). Social class disparities in health and education: Reducing inequality by applying a sociocultural self model of behavior. Psychological Review, 119, 723-744.
Townsend, S. S. M., Fryberg, S. A., Markus, H. R. & Wilkins, C. L. (2012). Being mixed: Who claims a biracial identity? Cultural Diversity and Ethnic Minority Psychology, 18, 91-96.
Stephens, N. M., Fryberg, S. A. & Markus, H. R. (2011). When choice does not equal freedom: A sociocultural analysis of agency in working-class American contexts. Social Psychological and Personality Science, 2, 33-41.
Fryberg, S. A., & Stephens, N. M. (2010). When the world is colorblind, American Indians are invisible: A diversity science approach. Psychological Inquiry, 21, 115-119.
Fryberg, S. A., Markus, H. R., Oyserman, D., & Stone, J. M. (2008). Of warrior chiefs and Indian princesses: The psychological consequences of American Indian mascots on American Indians. Basic and Applied Social Psychology, 30, 208-218.
Fryberg, S. A. & Markus, H. R. (2007). Cultural models of education in American Indian, Asian American, and European American contexts. Social Psychology of Education, 10, 213-246.
Oyserman, D., Fryberg, S. A., & Yoder, N. (2007). Identity-based motivation and health. Journal of Personality and Social Psychology, 93, 1011-1027.
Adams, G., Fryberg, S. A., Garcia, D. M., & Delgado-Torres, E. U. (2006). The psychology of engagement with Indigenous identities: A cultural perspective. Cultural Diversity and Ethnic Minority Psychology, 12, 493-508.
Fryberg, S. A. & Markus, H. R. (2003). On being American Indian: Current and possible selves. Journal of Self and Identity, 2, 325-344.
Oyserman, D., Kemmelmeier, M., Fryberg, S., Brosh, H. & Hart-Johnson, T. (2003). Racial-ethnic self-schemas [Special issue]. Social Psychology Quarterly, 66, 333-347.
Fryberg, S. A. & Martínez, E. J. (2014). The truly diverse faculty: New dialogues in American higher education. Palgrave McMillan Press.
*Fryberg, S. A., Covarrubias, R. & Burack, J. A. (in press). The ongoing psychological colonization of North American Indigenous People: Using social psychological theories to promote social justice. In P. Hammock (Ed.), Oxford Press Handbook for Social Psychology and Social Justice.
Burack, J. A., Reynolds, A., Klassen, G., Stewart, J., & Fryberg, S. A. (in press). Cultural perspectives and influences on developmental psychopathology: Lessons from and for North American Aboriginal youths. In L. Centifanti & D. Williams (Eds.), The Wiley Blackwell Handbook of Developmental Psychopathology. Oxford: Wiley Blackwell.
*Fryberg, S. A. & Leavitt, P. A. (2014). A sociocultural analysis of high-risk Native American children in schools. In (Eds.) L. Schmidt & J. A. Burack, High-risk Children in Context.
Martínez, E. J. & Fryberg, S. A. (2014). Constructed Strugglers: The Impact of Diversity Narratives on Junior Faculty of Color. In S. A. Fryberg & E. J. Martínez (Eds.) The truly diverse faculty: New dialogues in American higher education. Palgrave McMillan Press.
Fryberg, S. A. & Gerken, L. (2012). Twins separated at birth? Critical moments in cross-race mentoring relationships. K. L. Dace (Ed.). Unlikely Allies in the Academy: Women of Color and White Women in Conversation, New York, NY: Routledge Press.
Stephens, N. M., Fryberg, S. A., & Markus, H. R. (2012). It’s your choice: How the middle class model of independence disadvantages working class Americans. In S. T. Fiske & H. R. Markus (Eds.). Situated Inequality: Face-to-face Class Divides, New York, N.Y.: Russell Sage Foundation.
Fryberg, S. A. (2010). Constructing junior faculty of color as strugglers. In D. Little & S. P. Mohanty (Eds.) The Future of Diversity: Academic Leaders Reflect on American Higher Education. Palgrave McMillan Press.
*Fryberg, S. A. & Watts, A (2010). We’re honoring you dude: Myths, mascots, and American Indians. In H. R. Markus & P. M. Moya (Eds.). Doing Race: 21 Essays for the 21st Century. New York: W.W. Norton & Co.
Fryberg S. A. & Townsend, S. M. (2008). The psychology of invisibility. In G. Adams, M. Biernat, N. Branscombe, C. Crandall, & L. Wrightsman (Eds.). Commemorating Brown: The Social Psychology of Racism and Discrimination. Washington DC: American Psychological Association.
Oyserman, D. & Fryberg, S. (2006). The possible selves of diverse adolescents: Content and function across gender, race and national origin. In C. Dunkel & J. Kerpelman (Eds.), Possible selves: Theory, research, and application. Huntington, NY: Nova.
Fryberg, S.A. (December, 2014). A fragile peace in the aftermath of the Marysville Pilchuck shooting. Seattle Times, http://www.seattletimes.com/opinion/guest-a-fragile-peace-in-the-aftermath-of-the-marysville-pilchuck-shooting/
Bang, M., Brady, L.M., Fryberg, S.A., & Murphy, M.C. (2018). Response: The value of ‘peer-teaching’. EdWeek, http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/11/response_the_value_of_peer_teaching.html