Research

The Weak-Victim Narrative

One line of research investigates stigmatizing narratives that portray individuals in disadvantaged positions as weak and passive, lacking in strength and agency – what I call a weak-victim narrative. In eleven studies (Bauer & Walton, under revision), I show that this narrative is common, especially among liberals, and although potentially well-intended, the narrative contributes to functionally disempowering treatment of individuals in disadvantaged positions – for example, encouraging a refugee student to quit a challenging learning-program. This line of research originated from my experiences working with refugees at an NGO before entering academia.

The Identity-Reframing intervention

In a second line of research, I developed an intervention that inverts weak-victim narratives. Building on previous research on psychologically “wise” interventions aiming to change key psychological mechanisms to achieve long-term effects, this intervention specifically re-frames what it means to be a member of a disadvantaged group (e.g., refugees): from weak victim to strong agent. The intervention does so by highlighting the strengths individuals have shown specifically in contending with the adversity they are exposed to. So far, I have tested this identity-reframing approach in four lab experiments, and three longitudinal randomized-controlled field-experiments – two of them pre-registered – among three distinct populations and settings. Across studies, the identity-reframing intervention supported individuals’ goal pursuit: it boosted the learning-engagement of refugees entering an online-university over one year (Bauer et al., 2021, Psych Science), improved the grades of low-SES students at a traditional university over one semester (Bauer et al., 2024, SPPS), and helped individuals with experiences of depression to more successfully complete a self-selected goal over two weeks (Bauer et al., under review). In a review, I summarize the things I have learned in developing and adapting the identity-reframing intervention to different contexts, hoping to help other researchers using this approach in the future (Bauer & Walton, 2024, SPPC). Overall, I think this line of research really highlights that it is possible to better acknowledge the strength and agency of individuals in disadvantaged positions, and doing so can support people in successfully pursuing their goals in life.

First-generation students 

In a third line of research, I show that talent-focused environments contribute to first-generation students’ disadvantage by creating a mismatch with how first-generation students see themselves. In a series of five studies (Bauer et al., 2023, JESP), I specifically show that i) first-generation students are socialized to view themselves as less talented (but not less diligent) than continuing-generation students, even controlling for performance, ii) accordingly, common “genius” environments that focus on talent as success factor undermine first-generation students’ experience and engagement, while iii) effort-focused environments can help first-generation students succeed. I also find that female first-generation students experience a double disadvantage in talent-focused environments: they view themselves as least talented as compared to all other subgroups and hence show the most pronounced disadvantages (Bauer & Job, 2024, Learning & Instruction). Teaming up with Andrei Cimpian, expert on the effects of talent-focused environments in women, I recently developed what we call the brilliance-fit model (Bauer et al., under review). This model outlines how talent-focused environments can contribute to the disadvantage of intellectually stigmatized individuals by undermining their belonging in a given environment.