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Department ofPsychology

Giselle Laiduc

Giselle Laiduc

Assistant Professor

Educational Background

MS and PhD, University of California, Santa Cruz
BA and BS, University of Arizona

Research Interests

Psychologically wise interventions to improve the experiences of historically minoritized students; diversity ideologies; social justice; hidden curriculum; college transition; sociocultural factors in higher education; servingness

For more information, please see: Identity, Diversity, and Educational Equity (IDEE) Lab

  • PSYC 51: Statistics and Methods I
  • PSYC 52: Statistics and Methods II
  • PSYC 2: General Psychology II
Selected Publications

Covarrubias, R., Laiduc, G., Quinteros, K., & Arreaga, J. (2023). Lessons on servingness from mentoring program leaders at a Hispanic Serving Institution. Journal of Leadership, Equity, and Research. 9(2), 75-91.

Laiduc, G. & Covarrubias, R. (2022). Making meaning of the hidden curriculum: Translating wise interventions to usher university change. Translational Issues in Psychological Science. 8(2), 221-233.

Covarrubias, R., & Laiduc, G. (2022). Complicating college-transition stories: Strengths and challenges of approaches to diversity in wise-story interventions. Perspectives on Psychological Science, 17(3), 732–751.

Covarrubias, R., Laiduc, G., & Valle, I. (2022). What institutions can learn from the navigational capital of minoritized students. Journal of First-Generation Student Success, 2(1), 36–53.

Laiduc, G., Herrmann, S., & Covarrubias, R. (2021). Relatable role models: An online intervention highlighting first-generation faculty benefits first-generation students. Journal of First-Generation Student Success, 1(3), 159–186.

Covarrubias, R., Laiduc, G., & Valle, I. (2019). Growth messages increase help-seeking and performance for women in STEM. Group Processes & Intergroup Relations, 22(3), 434–451.

Covarrubias, R., Valle, I., Laiduc, G., Azmitia, M. (2019). “You never become fully independent”: Family roles and independence in first-generation college students. Journal of Adolescent Research, 34(4), 381-410.