Associate Professor Mark Rubin
Associate Professor
School of Psychology (Psychology)
- Email:mark.rubin@newcastle.edu.au
- Phone:(02) 4921 6706
In a class of his own
Social psychologist Dr Mark Rubin looks at the way in which individuals act in groups, and the way those groups interact in society, in order to understand the motivations behind choices and action.
Mark’s research focuses on the social psychological processes that underpin social identity, stereotyping, prejudice, and social exclusion. He has authored over 50 major research publications in this area.
“I began by looking at broader issues such as stereotyping and prejudice, like why are people racist, why are they prejudiced,” Mark explains.
“More recently, I have been looking at social psychology in education, at social class differences in higher education, as well as applying social psychology to risk taking and urban planning.”
His research in areas such as intergroup contact, social exclusion, migration, and stereotyping have provided insight on the cognitive and motivational factors influencing the choices of many Australians.
CATEGORISING DIFFERENCE
Mark’s work on prejudice has identified cognitive and motivational factors that predict bias. He explains that one of the triggers for prejudice can be low self-esteem.
“When people say they don’t like a member of another group, it makes them feel that their own group is better, and this makes them feel good about themselves,” he says.
An extension of this work is looking at stereotyping, or why people from one group see members of their group as heterogeneous, while also seeing members of another group as all the same.
Mark has a specific interest in prejudice against migrants. Interestingly, he does not believe this prejudice comes from not liking a person because of their country of origin, but instead may be a reflection of a more base instinct in humans to ease anxiety by creating order through keeping everything in neat categories.
“People have a need for categories to be neat and orderly with everything in its right place. If things get untidy and categories are mixed up because, for example, people are migrating from one country to another, then it can create anxiety in some people, which can be expressed in prejudice,” he explains.
SOCIAL INTEGRATION AT UNI
Mark, who has generated a great body of work looking at social class differences in higher education, speculates that location, the availability of enabling courses and perceptions on the part of working-class students dictate the choice of where to study. But his research is more focused on what happens when working-class students get to university.
Despite the support put in place by institutions such as the UON to redress class-generated inequities, working-class students may still struggle to integrate.
“We find that these students often don't feel like they ‘fit in’, which is problematic for a number of reasons,” Mark says.
“Having friends at university helps, because they’ll tell you when the deadline is, teach you what you may have missed, or be a shoulder to cry on when you don’t do so well.”
Mark and a professional doctorate student have found that parenting style acts as a mediator variable between social class and social integration at university. Students who self-reported being smacked and disciplined harshly were less likely to integrate at university than those who reported their parents being less authoritarian.
“Perhaps students who are disciplined harshly do not develop the interpersonal skills that allow you to mix in with other people as well, skills that facilitate social integration at university,” Mark speculates.
CLASS DIFFERENCES IN HEALTH
Together with his current postgraduate students, Mark is exploring the relationship between social class and mental and physical health.
“Usually you find there is a positive relationship between social class and mental health. The higher your social class, the better your mental and physical health,” Mark explains.
Mark’s students are investigating social class differences in social integration and even sleep patterns as potential explanations for these mental and physical health differences.
MINING INFORMATION
Mark has recently commenced a major project with UON colleagues Dr Anna Giacomini and Professor Brian Kelly on risk taking by Australian miners. Surveying more than 1,000 open-cut and underground miners from Queensland and New South Wales will hopefully shed light on factors that predict conscious and unconscious risk taking at work.
The second phase of the project will involve the design and implementation of interventions aimed at preventing workplace injury.
Another applied project Mark is working on, with Dr Tessa Morrison from the School of Architecture and Built Environment, is looking at people’s evaluation of cities. Data is being collected from Newcastle, Sydney, Paris and Istanbul to inform future urban planning.
GUIDED LEARNING
Mark completed his undergraduate degree in psychology at Newcastle-upon-Tyne in the UK. A Masters degree in social psychology from the London School of Economics followed. Accepting a position as a research assistant at the University of Wales in Cardiff ultimately resulted in a scholarship to complete his PhD under eminent social psychology scholar Professor Miles Hewstone.
Mark came to the University of Newcastle in 2001 and immersed himself in campus life, undertaking many extra duties within his faculty and others, from International Student Liaison Officer through to Student Academic Conduct Officer.
His passion for enabling students to succeed and work hard has won him several teaching awards.
He has prepared and posted several online student guides on how to do everything from critically analysing an academic paper to making a research poster. Mark is constantly receiving positive feedback about his student guides.
“People swear by them. They always send me nice emails saying thank you for this, you’ve been a big help, which is really great,” he says, smiling.
In a class of his own
Social psychologist Dr Mark Rubin looks at the way in which individuals act in groups, and the way those groups interact in society, in order to understand the
Career Summary
Biography
A/Prof Mark Rubin is a social psychologist in the School of Psychology at the University of Newcastle. The 2018 Excellence in Research for Australia assessment rated the School’s research as “well above world standard” in the areas of psychology and cognitive science, placing the School in the top third of psychology departments in Australia. The University is ranked in the top 1% of universities in the world and in the top 10 of universities in Australia (QS World University Rankings, 2020; Times Higher Education World University Rankings 2017-18).
RESEARCH
Mark’s research focuses on the social psychological processes that underpin social identity, stereotyping, prejudice, and social exclusion. He has authored over 80 major research publications in this area. His work has been cited over 5,500 times, and he has an h index of 25.
Mark’s work in the area of social identity includes several highly-cited articles that defend social identity theory against its critics and call for more sophisticated tests of its hypotheses. In the area of stereotyping, he has identified new processes that explain why people perceive members of social groups to be “all the same.” His work on prejudice has identified cognitive and motivational factors that predict bias against “category-inconsistent” people such as migrants and counterstereotypical individuals. Working with Stefania Paolini, he has also shown that negative intergroup contact is a more powerful predictor of out-group attitudes than positive intergroup contact. In the area of social exclusion, he has identified personality, motivational, and resource-related variables that predict social integration and exclusion, including the integration of migrants and the exclusion of working-class students from social life at university. Mark has also published work on issues surrounding the replication crisis in psychology and beyond, including significance testing, HARKing, and the effectiveness of preregistration. For more information about Mark's research, please visit his Research Website.
TEACHING
Mark has won several awards for his teaching, including:
- the Newcastle University Postgraduate Students Association (2018) Supervisor of the Year Award,
- the University of Newcastle Faculty of Science and Information Technology’s (2014) Academic Staff Excellence Award,
- the Australian Government’s Office for Teaching and Learning (2013) Citation for Outstanding Contributions to Student Learning, and
- the University of Newcastle Vice-Chancellor’s (2011) Citation for Outstanding Contributions to Student Learning.
Based on undergraduate feedback surveys, students regard Mark as a knowledgeable and well-prepared teacher who explains things clearly and who provides well-structured course and lecture material.
Mark has been the principal supervisor of five PhD student completions and 65 final-year undergraduate student research project completions. He has also co-supervised one professional doctorate student and two Masters students to completion. He is currently the principal supervisor of three PhD students and the co-supervisor of three PhD students and two Masters students.
SERVICE
- Associate Editor, Journal of Theoretical Social Psychology (2017 - Present)
- Deputy Head of the School of Psychology's Social and Organisational Research Group (2014 – 2018)
- Member of the School of Psychology’s Research Training Subcommittee (2009–2010; 2014 – 2018)
- School of Psychology’s Student Academic Conduct Officer, Callaghan Campus (2011 – 2013)
PUBLICATIONS
To download full-text versions of the following papers, please visit Mark's Research Website.
Badu, E., O’Brien, A. P., Mitchell, R., Rubin, M., James, C., McNeil, K., Nguyen, K., & Giles, M. (in press/accepted 28/08/19). Workplace stress and resilience in the Australian nursing workforce: A comprehensive integrative review. International Journal of Mental Health Nursing.
Zanon, C., Baptista, M. N., Vogel, D. L., Brenner, R. E., Rubin, M., Al-Darmaki, F. R., Gonçalves, M., Heath, P. J., Liao, H. Y., Mackenzie, C. S., Topkaya, N., Wade, N. G., & Zlati, Z. (in press/accepted 03/09/19). Examining the dimensionality, reliability, and invariance of the Depression, Anxiety and Stress Scale-21 (DASS-21) across eight countries. Assessment.
Graf, S., Paolini, S., & Rubin, M. (2019). Does intimacy counteract or amplify the detrimental effects of negative intergroup contact on attitudes? Group Processes and Intergroup Relations. https://doi.org/10.1177/1368430218767026
Hutton, A., Prichard, I., Whitehead, D., Thomas, S., Rubin, M., Sloand, E., Powell, T. W., Frisch, K., Newman, P. & Veenema, T. G. (2019). mHealth interventions to reduce alcohol use in young people: A systematic review of the literature. Comprehensive Child and Adolescent Nursing. https://doi.org/10.1080/24694193.2019.1616008
Nyoni, W., Pillay, M., Rubin, M., & Jeffries, M. (2019). The relationship between organizational factors and residual risk in the mining industry: A protocol for updating a systematic review. International Journal of Occupational and Environmental Safety, 3, 29-37. https://doi.org/10.24840/2184-0954_003.002_0005
Owuamalam, C., Rubin, M., & Spears, R. (2019a). Is a system motive really necessary to explain the system justification effect? A response to Jost (2019) and Jost, Badaan, Goudarzi, Hoffarth, and Mogami (2019). British Journal of Social Psychology, 58, 362-381. https://doi.org/10.1111/bjso.12323
Owuamalam, C. K., Rubin, M., & Spears, R. (2019b). Revisiting 25 years of the system motivation explanation for system justification from the perceptive of a social identity model of system attitudes. British Journal of Social Psychology, 58, 393-409. https://doi.org/10.1111/bjso.12285
Rubin, M. (2019). What type of Type I error? Contrasting the Neyman-Pearson and Fisherian approaches in the context of exact and direct replications. Synthese. https://doi.org/10.1007/s11229-019-02433-0
Rubin, M., Evans, O., & McGuffog, R. (2019). Social class differences in social integration at university: Implications for academic outcomes and mental health. In J. Jetten, & K. Peters (Eds.), The social psychology of inequality (pp. 87-102). Springer. https://doi.org/10.1007/978-3-030-28856-3_6
Rubin, M., Paolini, S., Subašić, E., & Giacomini, A. (2019). A confirmatory study of the relations between workplace sexism, sense of belonging, mental health, and job satisfaction in male-dominated industries. Journal of Applied Social Psychology, 49, 267-282. https://doi.org/10.1111/jasp.12577
Wright, C., & Rubin, M. (2019). Sexualized popular music and risky sexual behaviors among emerging adults from the United States and Australia. Howard Journal of Communications. https://doi.org/10.1080/10646175.2019.1567407
Vogel, D. L., Heath, P. J., Engel, K., E., Brenner, R. E., Strass, H. A., Al-Darmaki, F. R., Armstrong, P. I., Galbraith, N., Galbraith, V., Baptista, M. N., Gonçalves, M., Liao, H. –Y., Mackenzie, C., Mak, W. W. S., Rubin, M., Topkaya, N., Wang, Y. –F., & Zlati, A. (2019). Cross-cultural validation of the Perceptions of Stigmatization by Others for Seeking Help (PSOSH) scale. Stigma and Health, 4, 82-85 https://doi.org/10.1037/sah0000119
Nyoni, W., Pillay, M., Rubin, M., & Jefferies, M. (2018). Organizational factors, residual risk management and accident causation in the mining industry: A systematic literature review. In P. Arezes (Ed.), Proceedings of the AHFE 2018 International Conference on Safety Management and Human Factors, July 21-25, 2018. Advances in Safety Management and Human Factors (Vol. 791, pp. 14-23). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-94589-7_2
Owuamalam, C. K., Rubin, M., & Spears, R. (2018). A critical review of the (un)conscious basis for system supporting attitudes of the disadvantaged. Social and Personality Psychology Compass, 12, e12419. https://doi.org/10.1111/spc3.12419
Owuamalam, C. K., Rubin, M., & Spears, R. (2018). Addressing evidential and theoretical inconsistencies in system justification theory with a social identity model of system attitudes. Current Directions in Psychological Science, 27, 91-96. https://doi.org/10.1177/0963721417737136
Rubin, M. (2018). Fear of self-annihilation and existential uncertainty as predictors of worldview defense: Comparing terror management and uncertainty theories. Journal of Social Psychology, 158, 298-308. https://doi.org/10.1080/00224545.2017.1341375
Rubin, M., Scevak, J., Southgate, E., Macqueen, S., Williams, P., & Douglas, H. (2018). Older women, deeper learning, and greater satisfaction at university: Age and gender predict university students’ learning approach and degree satisfaction. Journal of Diversity in Higher Education, 11, 82-96. https://doi.org/10.1037/dhe0000042
Rubin, M., & Stuart, R. (2018). Kill or cure? Different types of social class identification amplify and buffer the relation between social class and mental health. Journal of Social Psychology, 158, 236-251. https://doi.org/10.1080/00224545.2017.1327405
Badea, C., Tavani, J. -L., Rubin, M., & Meyer, T. (2017). Self-affirmation, political value congruence, and support for refugees. Journal of Applied Social Psychology, 47, 355-365. https://doi.org/10.1111/jasp.12441
Evans, N. J., Rae, B., Bushmakin, M., Rubin, M., & Brown, S. D. (2017). Need for closure is associated with urgency in perceptual decision-making. Memory & Cognition, 45, 1193-1205. https://doi.org/10.3758/s13421-017-0718-z
Harwood, J., Joyce, N., Chen, C-Y., Paolini, S., Xiang, J., & Rubin, M. (2017). Effects of past and present intergroup communication on perceived fit of an outgroup member and desire for future intergroup contact. Communication Research, 44, 530-555. https://doi.org/10.1177/0093650214565926
Owuamalam, C. K., Paolini, S., & Rubin, M. (2017). Socially creative appraisals of rejection bolster ethnic migrants’ subjective well-being. Journal of Applied Social Psychology, 47, 366-376. https://doi.org/10.1111/jasp.12444
Owuamalam, C. K., & Rubin, M. (2017). Fuming with rage! Do members of low status groups signal anger more than members of high status groups? Scandinavian Journal of Social Psychology, 58, 458-467. https://doi.org/10.1111/sjop.12388
Owuamalam, C. K., Rubin, M., Spears, R., & Weerabangsa, M. M. (2017). Why do people from low-status groups support class systems that disadvantage them? A test of two mainstream explanations in Malaysia and Australia. Journal of Social Issues, 73, 73-91. https://doi.org/10.1111/josi.12205
Rubin, M. (2017). An evaluation of four solutions to the forking paths problem: Adjusted alpha, preregistration, sensitivity analyses, and abandoning the Neyman-Pearson approach. Review of General Psychology, 21, 321-329. https://doi.org/10.1037/gpr0000135
Rubin, M. (2017). Do p values lose their meaning in exploratory analyses? It depends how you define the familywise error rate. Review of General Psychology, 21, 269-275. https://doi.org/10.1037/gpr0000123
Rubin, M. (2017). Towards a multiple motives meta-theory for social psychology. Journal of Theoretical Social Psychology, 1, 15-20. https://doi.org/10.1002/jts5.3
Rubin, M. (2017). When does HARKing hurt? Identifying when different types of undisclosed post hoc hypothesizing harm scientific progress. Review of General Psychology, 21, 308-320. https://doi.org/10.1037/gpr0000128
Rubin, M., Badea, C., Condie, J., Mahfud, Y., Morrison, T., & Peker, M. (2017). Individual differences in collectivism predict city identification and city evaluation in Australian, French, and Turkish cities. Journal of Environmental Psychology, 50, 9-16. https://doi.org/10.1016/j.jenvp.2017.01.007
Rubin, M., Subašić, E., Giacomini, A., & Paolini, S. (2017). An exploratory study of the relations between women miners’ gender-based workplace issues and their mental health and job satisfaction. Journal of Applied Social Psychology, 47, 400-411. https://doi.org/10.1111/jasp.12448
Rubin, M., & Wright, C. L. (2017). Time and money explain social class differences in students’ social integration at university. Studies in Higher Education, 42, 315-330. https://doi.org/10.1080/03075079.2015.1045481
Vogel, D. L., Strass, H. A., Heath, P. J., Al-Darmaki, F. R., Armstrong, P. I., Baptista, M. N., Brenner, R. E., Gonçalves, M., Lannin, D. G., Liao, H. -Y., Mackenzie, C. S., Mak, W. W. S., Rubin, M., Topkaya, N., Wade, N. G., Wang, Y. -F, & Zlati, A. (2017). Stigma of seeking psychological services: Examining college students across ten countries/regions. The Counseling Psychologist, 45, 170-192. https://doi.org/10.1177/0011000016671411
Wright, C., & Rubin, M. (2017). “Get lucky!” Sexual content in music lyrics, videos and social media and sexual cognitions and risk among emerging adults in the USA and Australia. Sex Education, 17, 41-56. https://doi.org/10.1080/14681811.2016.1242402
Madsen, K. R., Damsgaard, M. T., Rubin, M., Jervelund, S. S., Lasgaard, M., Walsh, S., Gonneke G. W. J. M. Stevens, & Holstein, B. E. (2016). Loneliness and ethnic composition of the school class: A nationally random sample of adolescents. Journal of Youth and Adolescence, 45, 1350-1365. https://doi.org/10.1007/s10964-016-0432-3
Martiny, S. E., & Rubin, M. (2016). Towards a clearer understanding of social identity theory’s self-esteem hypothesis. In S. McKeown, R. Haji, & N. Ferguson (Eds.), Understanding peace and conflict through social identity theory: Contemporary global perspectives (pp. 19-32). Springer. https://doi.org/10.1007/978-3-319-29869-6_2
Morrison, T., & Rubin, M. (2016). Do Utopian city designs from the social reform literature of the seventeenth and nineteenth centuries resonate with a modern audience? Journal of Architecture and Urbanism, 40, 35-46. https://doi.org/10.3846/20297955.2016.1163244
Owuamalam, C. K., Rubin, M., & Issmer, C. (2016). Reactions to group devaluation and social inequity: A comparison of social identity and system justification predictions. Cogent Psychology, 3, 1188442. https://doi.org/10.1080/23311908.2016.1188442
Owuamalam, C. K., Rubin, M., & Spears, R. (2016). The system justification conundrum: Re-examining the cognitive dissonance basis for system justification. Frontiers in Psychology, 7:1889. https://doi.org/10.3389/fpsyg.2016.01889
Owuamalam, C. K., Weerabangsa, M. M., Karunagharan, J. K., & Rubin, M. (2016). Chip on the shoulder? The hunchback heuristic predicts the attribution of anger to low status groups and calm to high status groups. Cogent Psychology, 3, 1210998. https://doi.org/10.1080/23311908.2016.1210998
Owuamalam, C. K., Wong, K. X., & Rubin, M. (2016). Chubby but cheerful? Investigating the compensatory judgments of high, medium, and low status weight groups in an Asian culture. Cogent Psychology, 3, 118841. https://doi.org/10.1080/23311908.2016.1188441
Rubin, M., Evans, O., & Wilkinson, R. B. (2016). A longitudinal study of the relations between university students’ subjective social status, social contact with university friends, and mental health and well-being. Journal of Social and Clinical Psychology, 35, 722-737. https://doi.org/10.1521/jscp.2016.35.9.722
Rubin, M., Milanov, M., & Paolini, S. (2016). Uncovering the diverse cultural bases of social identity: In-group ties predict self-stereotyping among individualists but not among collectivists. Asian Journal of Social Psychology, 19, 225-234. https://doi.org/10.1111/ajsp.12137
Rubin, M., & Kelly, B. M. (2015). A cross-sectional investigation of parenting style and friendship as mediators of the relation between social class and mental health in a university community. International Journal for Equity in Health, 14:87, 1-11. https://doi.org/10.1186/s12939-015-0227-2
Rubin, M., & Wright, C. L. (2015). Age differences explain social class differences in students’ friendship at university: Implications for transition and retention. Higher Education, 70, 427-439. https://doi.org/10.1007/s10734-014-9844-8
Zinko, R., & Rubin, M. (2015). Personal reputation and the organization. Journal of Management and Organization, 21, 217-236. https://doi.org/10.1017/jmo.2014.76
Graf, S., Paolini, S., & Rubin, M. (2014). Negative intergroup contact is more influential, but positive intergroup contact is more common: Assessing contact prominence and contact prevalence in five Central European countries. European Journal of Social Psychology, 44, 536-547. https://doi.org/10.1002/ejsp.2052
Milanov, M., Rubin, M., & Paolini, S. (2014). Constructing and validating a new measure of ingroup identification. Annuaire de L’Université de Sofia “St. Kliment Ohridski”. Faculte de Philosophie, 104, 71-94. http://hdl.handle.net/123456789/1261
Milanov, M., Rubin, M., & Paolini, S. (2014). Different types of ingroup identification: A comprehensive review, an integrative model, and implications for future research. Psicologia Sociale, 3, 205-232. https://doi.org/10.1482/78347
Owuamalam, C. K., & Rubin, M. (2014). When do low status groups help high status groups? The moderating effects of ingroup identification, audience group membership, and perceived reputational benefit. Journal of Social and Political Psychology, 2, 289-312. https://doi.org/10.5964/jspp.v2i1.33
Paolini, S., Harwood, J., Rubin, M., Husnu, S., Joyce, N., & Hewstone, M. (2014). Positive and extensive intergroup contact in the past buffers against the disproportionate impact of negative contact in the present. European Journal of Social Psychology, 44, 548-562. https://doi.org/10.1002/ejsp.2029
Rubin, M., Badea, C., & Jetten, J. (2014). Low status groups show in-group favoritism to compensate for their low status and to compete for higher status. Group Processes and Intergroup Relations, 17, 563-576. https://doi.org/10.1177/1368430213514122
Rubin, M., Denson, N., Kilpatrick, S., Matthews, K. E., Stehlik, T., & Zyngier, D. (2014). “I am working-class:” Subjective self-definition as a missing measure of social class and socioeconomic status in higher education research. Educational Researcher, 43, 196-200. https://doi.org/10.3102/0013189X14528373
Rubin, M., & Morrison, T. (2014). Individual differences in individualism and collectivism predict ratings of virtual cities’ liveability and environmental quality. The Journal of General Psychology, 141, 348-372. https://doi.org/10.1080/00221309.2014.938721
Rubin, M., & Paolini, S. (2014). Out-group flies in the in-group’s ointment: Evidence of the motivational underpinnings of the in-group overexclusion effect. Social Psychology, 45, 265-273. https://doi.org/10.1027/1864-9335/a000171
Southgate, E. L., Douglas, H., Scevak, J. J., MacQueen, S. E., Rubin, M., & Lindell, C. (2014). The academic outcomes of first-in-family in an Australian university: An exploratory study. International Studies in Widening Participation, 1, 31-45. https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/view/12/pdf_12
Milanov, M., Rubin, M., & Paolini, S. (2013). Adult attachment styles as predictors of different types of ingroup identification. Bulgarian Journal of Psychology, 1-4, 175-186.
Rubin, M. (2013). “It wasn’t my idea to come here!”: Ownership of the idea to immigrate as a function of gender, age, and culture. International Journal of Intercultural Relations, 37, 497-501. https://doi.org/10.1016/j.ijintrel.2013.02.001
Rubin, M., Paolini, S., & Crisp, R. J. (2013). Linguistic description moderates the evaluations of counterstereotypical people. Social Psychology, 44, 289-298. https://doi.org/10.1027/1864-9335/a000114
Badea, C., Brauer, M., & Rubin, M. (2012). The effects of winning and losing on perceived group variability. Journal of Experimental Social Psychology, 48, 1094-1099. https://doi.org/10.1016/j.jesp.2012.03.006
Barlow, F. K., Paolini, S., Pedersen, A., Hornsey, M. J., Radke, H. R. M., Harwood, J., Rubin, M., & Sibley, C. G. (2012). The contact caveat: Negative contact predicts increased prejudice more than positive contact predicts reduced prejudice. Personality and Social Psychology Bulletin, 38, 1629-1643. https://doi.org/10.1177/0146167212457953
Milanov, M., Rubin, M., & Paolini, S. (2012). Types of ingroup identification as a function of group type. Annuaire de L’Université de Sofia “St. Kliment Ohridski”. Faculte de Philosophie, 103, 119-140. http://hdl.handle.net/10506/1152
Rubin, M. (2012). Group status is related to group prototypicality in the absence of social identity concerns. Journal of Social Psychology, 152, 386–389. https://doi.org/10.1080/00224545.2011.614648
Rubin, M. (2012). Social class differences in social integration among students in higher education: A meta-analysis and recommendations for future research. Journal of Diversity in Higher Education, 5, 22-38. https://doi.org/10.1037/a0026162
Rubin, M. (2012). Working-class students need more friends at university: A cautionary note for Australia’s higher education equity initiative. Higher Education Research and Development, 31, 431-433. https://doi.org/10.1080/07294360.2012.689246
Rubin, M., & Badea, C. (2012). They’re all the same!...but for several different reasons: A review of the multicausal nature of perceived group variability. Current Directions in Psychological Science, 21, 367-372. https://doi.org/10.1177/0963721412457363
Rubin, M., Watt, S. E., & Ramelli, M. (2012). Immigrants’ social integration as a function of approach-avoidance orientation and problem-solving style. International Journal of Intercultural Relations, 36, 498-505. https://doi.org/10.1016/j.ijintrel.2011.12.009
Harwood, J., Paolini, S., Joyce, N., Rubin, M., & Arroyo, A. (2011). Secondary transfer effects from imagined contact: Group similarity affects the generalization gradient. British Journal of Social Psychology, 50, 180-189. https://doi.org/10.1348/014466610X524263
Rubin, M. (2011). Social affiliation cues prime help-seeking intentions. Canadian Journal of Behavioural Science, 43, 138-141. https://doi.org/10.1037/a0022246
Rubin, M., Paolini, S., & Crisp, R. J. (2011). The relationship between the need for closure and deviant bias: An investigation of generality and process. International Journal of Psychology, 46, 206-213. https://doi.org/10.1080/00207594.2010.537660
Paolini, S., Harwood, J., & Rubin, M. (2010). Negative intergroup contact makes group memberships salient: Explaining why intergroup conflict endures. Personality and Social Psychology Bulletin, 36, 1723-1738. https://doi.org/10.1177/0146167210388667
Rubin, M., & Badea, C. (2010). The central tendency of a social group can affect ratings of its intragroup variability in the absence of social identity concerns. Journal of Experimental Social Psychology, 46, 410-415. https://doi.org/10.1016/j.jesp.2010.01.001
Rubin, M., Paolini, S., & Crisp, R. J. (2010). A processing fluency explanation of bias against migrants. Journal of Experimental Social Psychology, 46, 21-28. https://doi.org/10.1016/j.jesp.2009.09.006
Voci, A., Hewstone, M., Crisp, R. J., & Rubin, M. (2008). Majority, minority, and parity: Effects of gender and group size on perceived group variability. Social Psychology Quarterly, 71, 114-142. https://doi.org/10.1177/019027250807100203
Rubin, M., & Badea, C. (2007). Why do people perceive in-group homogeneity on in-group traits and out-group homogeneity on out-group traits? Personality and Social Psychology Bulletin, 33, 31-42. https://doi.org/10.1177/0146167206293190
Paolini, S., Hewstone, M., Rubin, M., & Pay, H. (2004). Increased group dispersion after exposure to one deviant group member: Testing Hamburger’s model of member-to-group generalization. Journal of Experimental Social Psychology, 40, 569-585. https://doi.org/10.1016/j.jesp.2003.10.004
Rubin, M., & Hewstone, M. (2004). Social identity, system justification, and social dominance: Commentary on Reicher, Jost et al., and Sidanius et al. Political Psychology, 25, 823-844. https://doi.org/10.1111/j.1467-9221.2004.00400.x
Hewstone, M., Rubin, M., & Willis, H. (2002). Intergroup bias. Annual Review of Psychology, 53, 575-604. https://doi.org/10.1146/annurev.psych.53.100901.135109
Rubin, M., Hewstone, M., Crisp, R. J., Voci, A., & Richards, Z. (2004). Gender out-group homogeneity: The roles of differential familiarity, gender differences, and group size. In V. Yzerbyt, C. M. Judd, & O. Corneille (Eds.), The psychology of group perception: Perceived variability, entitativity, and essentialism (pp. 203-220). Psychology Press.
Crisp, R. J., Hewstone, M., & Rubin, M. (2001). Does multiple categorization reduce intergroup bias? Personality and Social Psychology Bulletin, 27, 76-89. https://doi.org/10.1177/0146167201271007
Rubin, M., Hewstone, M., & Voci, A. (2001). Stretching the boundaries: Strategic perceptions of intragroup variability. European Journal of Social Psychology, 31, 413-429. https://doi.org/10.1002/ejsp.51
Rubin, M., & Hewstone, M. (1998). Social identity theory’s self-esteem hypothesis: A review and some suggestions for clarification. Personality and Social Psychology Review, 2, 40-62. https://doi.org/10.1207/s15327957pspr0201_3
Qualifications
- PhD, University of Wales
- Master of Science, University of London
- Bachelor of Science, University of Newcastle upon Tyne - England
Keywords
- Academic publishing
- Group processes
- Immigration and migration processes
- In-group homogeneity
- Independent and interdependent problem-solving
- Intergroup conflict
- Intergroup contact
- Intergroup relations
- Mental Health
- Need for closure
- Out-group homogeneity
- Perceived group variability
- Prejudice and discrimination
- Processing fluency
- Replication Crisis
- Social class
- Social identity
- Social integration
- Stereotyping
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 170113 | Social and Community Psychology | 100 |
Professional Experience
Academic appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/01/2017 - | Associate Professor | Faculty of Science and Information Technology, The University of Newcastle | Australia Australia |
Awards
Award
| Year | Award |
|---|---|
| 2018 |
Supervisor of the Year Newcastle University Postgraduate Students' Association (NUPSA) |
Recognition
| Year | Award |
|---|---|
| 2015 |
Future Research Leader The University of Newcastle |
Research Award
| Year | Award |
|---|---|
| 2017 |
Misumi Award for Best Article Published in the Asian Journal of Social Psychology in 2016. Asian Association of Social Psychology |
| 2011 |
Emerging Research Leadership Program The University of Newcastle |
| 1997 |
Student Publication Award Society for Personality and Social Psychology |
Teaching Award
| Year | Award |
|---|---|
| 2014 |
Staff Excellence Award Faculty of Science and Information Technology,The University of Newcastle |
| 2013 |
Citation for Outstanding Contributions to Student Learning Commonwealth Office for Learning and Teaching |
| 2011 |
Vice-Chancellor Citation for Outstanding Contributions to Student Learning University of Newcastle |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (5 outputs)
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| 2019 |
Rubin J, Evans O, McGuffog R, 'Social Class Differences in Social Integration at University: Implications for Academic Outcomes and Mental Health', The Social Psychology of Inequality, Springer, Cham, Switzerland 87-102 (2019) [B1]
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| 2018 |
Nyomi W, Pillay M, Rubin JM, Jefferies M, 'Organizational factors, residual risk management and accident causation in the mining industry: A systematic literature review.', Advances in Safety Management and Human Factors, Springer, Cham, Switzerland 14-23 (2018) [B1]
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| 2016 |
Martiny SE, Rubin JM, 'Towards a clearer understanding of social identity theory s self-esteem hypothesis.', Understanding peace and conflict through social identity theory: Contemporary global perspectives, Springer, Switzerland 19-32 (2016) [B1]
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| 2004 |
Rubin JM, Hewstone M, Crisp RJ, Voci A, Richards Z, 'Gender outgroup homogeneity: The roles of differential familiarity, gender differences, and group size', The psychology of group perception: Perceived variability, entatitivity, and essentialism, Psychology Press, New York 203-220 (2004) [B1]
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Journal article (75 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
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| 2019 |
Owuamalam CK, Rubin M, Spears R, 'Revisiting 25 years of system motivation explanation for system justification from the perspective of social identity model of system attitudes', British Journal of Social Psychology, 58 362-381 (2019) © 2018 The British Psychological Society Do the disadvantaged have an autonomous system justification motivation that operates against their personal and group interests? System j... [more] © 2018 The British Psychological Society Do the disadvantaged have an autonomous system justification motivation that operates against their personal and group interests? System justification theory (SJT; Jost & Banaji, 1994, Br. J. Soc. Psychol, 33, 1) proposes that they do and that this motivation helps to (1) reduce cognitive dissonance and associated uncertainties and (2) soothe the pain that is associated with knowing that one's group is subject to social inequality. However, 25¿years of research on this system justification motivation has given rise to several theoretical and empirical inconsistencies. The present article argues that these inconsistencies can be resolved by a social identity model of system attitudes (SIMSA; Owuamalam, Rubin, & Spears, 2018, Curr. Dir. Psychol. Sci, 27, 91). SIMSA assumes that instances of system justification are often in alignment with (rather than opposed to) the interests of the disadvantaged. According to SIMSA, the disadvantaged may support social systems (1) in order to acknowledge social reality, (2) when they perceive the wider social system to constitute a superordinate ingroup, and (3) because they hope to improve their ingroup's status through existing channels in the long run. These propositions are corroborated by existing and emerging evidence. We conclude that SIMSA offers a more coherent and parsimonious explanation for system justification than does SJT.
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| 2019 |
Rubin M, 'What type of Type I error? Contrasting the Neyman-Pearson and Fisherian approaches in the context of exact and direct replications', SYNTHESE, (2019)
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| 2019 |
Owuamalam CK, Rubin M, Spears R, 'Is a system motive really necessary to explain the system justification effect? A response to Jost (2019) and Jost, Badaan, Goudarzi, Hoffarth, and Mogami (2019)', British Journal of Social Psychology, 58 393-409 (2019) [C1] © 2019 The British Psychological Society The debate between the proponents of SIMSA and SJT does not pivot on whether system justification occurs ¿ we all agree that system justif... [more] © 2019 The British Psychological Society The debate between the proponents of SIMSA and SJT does not pivot on whether system justification occurs ¿ we all agree that system justification does occur. The issue is why it occurs? System justification theory (SJT; Jost & Banaji, 1994, British Journal of Social Psychology, 33, 1) assumes that system justification is motivated by a special system justification motive. In contrast, the social identity model of system attitudes (SIMSA; Owuamalam, Rubin, & Spears, Current Directions in Psychological Science, 27, 2) argues that there is insufficient conclusive evidence for this special system motive, and that system justification can be explained in terms of social identity motives, including the motivation to accurately reflect social reality and the search for a positive social identity. Here, we respond to criticisms of SIMSA, including criticisms of its social reality, ingroup bias, and hope for future ingroup status explanations of system justification. We conclude that SJT theorists should decide whether system justification is oppositional to, or compatible with social identity motives, and that this dilemma could be resolved by relinquishing the theoretically problematic notion of a system justification motivation.
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| 2019 |
Hutton A, Prichard I, Whitehead D, Thomas S, Rubin M, Sloand E, et al., 'mHealth Interventions to Reduce Alcohol Use in Young People: A Systematic Review of the Literature', Comprehensive Child and Adolescent Nursing, 1-32 (2019)
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| 2019 |
Rubin J, Paolini S, Subasic E, Giacomini A, 'A confirmatory study of the relations between workplace sexism, sense of belonging, mental health, and job satisfaction in male-dominated industries', Journal of Applied Social Psychology, 49 267-267 (2019) [C1]
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| 2018 |
Rubin JM, Stuart R, 'Kill or cure? Different types of social class identification amplify and buffer the relation between social class and mental health.', JOURNAL OF SOCIAL PSYCHOLOGY, 158 236-251 (2018) [C1]
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| 2018 |
Rubin M, 'Fear of self-annihilation and existential uncertainty as predictors of worldview defense: Comparing terror management and uncertainty theories', Journal of Social Psychology, 158 298-308 (2018) [C1]
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| 2018 |
Owuamalam CK, Rubin M, Spears R, 'Addressing Evidential and Theoretical Inconsistencies in System-Justification Theory with a Social Identity Model of System Attitudes', Current Directions in Psychological Science, 27 91-96 (2018) [C1] © 2018, © The Author(s) 2018. System-justification theory (SJT) proposes that people have an inherent motive to support societal systems, even at the expense of their personal and... [more] © 2018, © The Author(s) 2018. System-justification theory (SJT) proposes that people have an inherent motive to support societal systems, even at the expense of their personal and group interests. However, the evidence for this system-justification motive is mixed, and a close examination of the relevant propositions yields some important theoretical inconsistencies. To address this mixed evidence and theoretical inconsistency, we introduce a social identity model of system attitudes (SIMSA). SIMSA integrates a cluster of different social identity processes and proposes that system justification can occur among members of low-status groups (a) because of a passive reflection of social reality, (b) as a form of in-group bias (at the superordinate level), and (c) in the hope that in-group advancement is possible in the future within the prevailing system. We conclude that SIMSA provides a more comprehensive and theoretically consistent explanation of system justification than SJT.
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| 2018 |
Owuamalam CK, Rubin M, Spears R, 'A critical review of the (un)conscious basis for system-supporting attitudes of the disadvantaged', SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS, 12 (2018) [C1]
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| 2018 |
Rubin JM, Scevak J, Southgate E, Macqueen S, Williams P, Douglas H, 'Older women, deeper learning, and greater satisfaction at university: Age and gender predict university students learning approach and degree satisfaction.', Journal of Diversity in Higher Education, 11 82-96 (2018) [C1]
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| 2018 |
Graf S, Paolini S, Rubin JM, 'Does intimacy counteract or amplify the detrimental effects of negative intergroup contact on attitudes?', Group Processes and Intergroup Relations, (2018)
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| 2017 |
Rubin JM, Subasic E, Giacomini A, Paolini S, 'An exploratory study of the relations between women miners' gender-based workplace issues and their mental health and job satisfaction', JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, 47 400-411 (2017) [C1]
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| 2017 |
Rubin M, Badea C, Condie J, Mahfud Y, Morrison T, Peker M, 'Individual differences in collectivism predict city identification and city evaluation in Australian, French, and Turkish cities', Journal of Environmental Psychology, 50 9-16 (2017) [C1]
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| 2017 |
Owuamalam CK, Rubin M, Spears R, Weerabangsa MMA, 'Why Do People from Low-Status Groups Support Class Systems that Disadvantage Them? A Test of Two Mainstream Explanations in Malaysia and Australia', Journal of Social Issues, 73 80-98 (2017) [C1] © 2017 The Society for the Psychological Study of Social Issues The recent global recession revealed a huge social-class divide between the economic outcomes of the affluent and t... [more] © 2017 The Society for the Psychological Study of Social Issues The recent global recession revealed a huge social-class divide between the economic outcomes of the affluent and their less endowed counterparts. Although this divide has bred social unrest in some societies, in many others such disturbances have been absent. Two mainstream theories of intergroup relations offer competing propositions for this paradox. System-justification theory (SJT) proposes that people from lower status groups are most likely to support class systems that disadvantage them when their group interests are weak. In contrast, we put forward an explanation based on social identity theory (SIT) that proposes that class-system justification is an identity-management strategy that should be most apparent amongst individuals from lower-status groups when group interests are strong. Results from three experiments (combined N = 626), conducted in Malaysia and Australia, which varied subjective social class, provided stronger support for the SIT-based explanation that lower-status individuals endorse societal class systems more strongly when group interests are strong (Studies 1 a-b) and when the class system is perceived to be unstable in the long-term (Study 2).
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| 2017 |
Wright CL, Rubin JM, ' Get lucky! Sexual content in music lyrics, videos and social media and sexual cognitions and risk among emerging adults in the USA and Australia.', Sex Education: sexuality, society and learning, 17 41-56 (2017) [C1]
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| 2017 |
Evans NJ, Rae B, Bushmakin M, Rubin M, Brown SD, 'Need for closure is associated with urgency in perceptual decision-making', Memory and Cognition, 45 1193-1205 (2017) [C1] © 2017, Psychonomic Society, Inc. Constant decision-making underpins much of daily life, from simple perceptual decisions about navigation through to more complex decisions about ... [more] © 2017, Psychonomic Society, Inc. Constant decision-making underpins much of daily life, from simple perceptual decisions about navigation through to more complex decisions about important life events. At many scales, a fundamental task of the decision-maker is to balance competing needs for caution and urgency: fast decisions can be more efficient, but also more often wrong. We show how a single mathematical framework for decision-making explains the urgency/caution balance across decision-making at two very different scales. This explanation has been applied at the level of neuronal circuits (on a time scale of hundreds of milliseconds) through to the level of stable personality traits (time scale of years).
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| 2017 |
Rubin M, Wright CL, 'Time and money explain social class differences in students social integration at university', Studies in Higher Education, 42 315-330 (2017) [C1] © 2015 Society for Research into Higher Education. Working-class students tend to be less socially integrated at university than middle-class students. The present research invest... [more] © 2015 Society for Research into Higher Education. Working-class students tend to be less socially integrated at university than middle-class students. The present research investigated two potential reasons for this working-class social exclusion effect. First, working-class students may have fewer finances available to participate in social activities. Second, working-class students tend to be older than middle-class students and, consequently, they are likely to have more work and/or childcare commitments. These additional commitments may prevent them from attending campus which, in turn, reduces their opportunity for social integration. These predictions were confirmed among undergraduate students at an Australian university (N = 433) and a US university (N = 416). Strategies for increasing working-class students' social integration at university are discussed.
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| 2017 |
Owuamalam CK, Rubin M, 'Fuming with rage! Do members of low status groups signal anger more than members of high status groups?', Scandinavian Journal of Psychology, 58 458-467 (2017) [C1] © 2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd Owuamalam, Weerabangsa, Karunagharan and Rubin found that Malaysians associate people in low status ... [more] © 2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd Owuamalam, Weerabangsa, Karunagharan and Rubin found that Malaysians associate people in low status groups with anger more than their higher status counterparts: the hunchback heuristic. But is this belief accurate? Here, we propose the alternative possibility that members of low-status groups might deliberately suppress anger to counter this stigma, while members of high-status groups might disinhibit their anger to assert their superiority. To test these propositions, we manipulated undergraduate students¿ relative group status by leading them to believe that provocative comments about their undergraduate social identity came from a professor (low-status condition) or a junior foundation year student (high-status condition). Using eye-tracking, we then measured their gaze durations on the comments, which we used as a physiological signal of anger: dwelling (Experiment 1). Results revealed that dwelling was significantly greater in the high-status condition than in the low-status condition. Experiment 2 conceptually replicated this pattern using a self-report method and found that the suppression-disinhibition effect occurred only when reputational concerns were strong.
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| 2017 |
Rubin M, 'Do p values lose their meaning in exploratory analyses? It depends how you define the familywise error rate', Review of General Psychology, 21 269-275 (2017) [C1] © 2017 American Psychological Association. Several researchers have recently argued that p values lose their meaning in exploratory analyses due to an unknown inflation of the alp... [more] © 2017 American Psychological Association. Several researchers have recently argued that p values lose their meaning in exploratory analyses due to an unknown inflation of the alpha level (e.g., Nosek & Lakens, 2014; Wagenmakers, 2016). For this argument to be tenable, the familywise error rate must be defined in relation to the number of hypotheses that are tested in the same study or article. Under this conceptualization, the familywise error rate is usually unknowable in exploratory analyses because it is usually unclear how many hypotheses have been tested on a spontaneous basis and then omitted from the final research report. In the present article, I argue that it is inappropriate to conceptualize the familywise error rate in relation to the number of hypotheses that are tested. Instead, it is more appropriate to conceptualize familywise error in relation to the number of different tests that are conducted on the same null hypothesis in the same study. Under this conceptualization, alpha-level adjustments in exploratory analyses are (a) less necessary and (b) objectively verifiable. As a result, p values do not lose their meaning in exploratory analyses.
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| 2017 |
Rubin M, 'Towards a multiple motives meta-theory for social psychology', Journal of Theoretical Social Psychology, 1 15-20 (2017) [C1]
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| 2017 |
Vogel DL, Strass HA, Heath PJ, Al-Darmaki FR, Armstrong PI, Baptista MN, et al., 'Stigma of Seeking Psychological Services: Examining College Students Across Ten Countries/Regions', Counseling Psychologist, 45 170-192 (2017) [C1] © Division of Counseling Psychology of the American Psychological Association. Stigma is an important barrier to seeking psychological services worldwide. Two types of stigma exis... [more] © Division of Counseling Psychology of the American Psychological Association. Stigma is an important barrier to seeking psychological services worldwide. Two types of stigma exist: public stigma and self-stigma. Scholars have argued that public stigma leads to self-stigma, and then self-stigma is the primary predictor of attitudes toward seeking psychological services. However, this assertion is largely limited to U.S. samples. The goal of this research was to provide a first step in understanding the relationship between public stigma, self-stigma, and attitudes toward seeking psychological services in international contexts (N = 3,276; Australia, Brazil, Canada, Hong Kong, Portugal, Romania, Taiwan, Turkey, United Arab Emirates, and United States). Using structural equation modeling, we found that self-stigma mediated the relationship between public stigma and attitudes toward seeking services among college students in each country and region. However, differences in path strengths emphasize the need to pay attention to the role of public and self-stigma on attitudes toward seeking psychological services throughout the world.
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| 2017 |
Rubin JM, 'When does HARKing hurt? Identifying when different types of undisclosed post hoc hypothesizing harm scientific progress.', REVIEW OF GENERAL PSYCHOLOGY, 21 308-320 (2017) [C1]
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| 2017 |
Rubin JM, 'An evaluation of four solutions to the forking paths problem: Adjusted alpha, preregistration, sensitivity analyses, and abandoning the Neyman-Pearson approach.', REVIEW OF GENERAL PSYCHOLOGY, 21 321-329 (2017) [C1]
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| 2017 |
Owuamalam CK, Paolini S, Rubin M, 'Socially creative appraisals of rejection bolster ethnic migrants' subjective well-being', Journal of Applied Social Psychology, 47 366-376 (2017) [C1] © 2017 Wiley Periodicals, Inc We examined a proposition based on social identity theory that socially creative appraisals of rejection can boost the well-being of strongly identif... [more] © 2017 Wiley Periodicals, Inc We examined a proposition based on social identity theory that socially creative appraisals of rejection can boost the well-being of strongly identifying ethnic migrants. We piloted this proposition amongst women (N = 80) and found that strong (but not weak) group identifiers who considered the positive views that society holds about their social identity reported higher subjective wellbeing (self-esteem) relative to those who dwelt on rejection. In a subsequent field experiment (N = 179) conducted amongst ethnic migrants in London, we added a further social creativity treatment in which participants were encouraged to consider how they would view immigrants if they were native British (accommodation). Results revealed that the two social creativity mindsets (accommodation and positive) combined: (a) reduced perceptions of social rejection and increased optimism over the openness and fairness of society relative to a rejection mindset, (b) enhanced the self-esteem of strongly (but not weakly) identified ethnic migrants, and (c) enhanced ethnic migrant's wellbeing by minimizing the recall of social rejection and by strengthening optimism over the host society's openness and fairness. Implications for social change are discussed.
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| 2017 |
Badea C, Tavani JL, Rubin M, Meyer T, 'Self-affirmation, political value congruence, and support for refugees', Journal of Applied Social Psychology, 47 355-365 (2017) [C1] © 2017 Wiley Periodicals, Inc This research tested the potential for self-affirmation on left- and right-wing political values to increase behavioral intentions to provide help an... [more] © 2017 Wiley Periodicals, Inc This research tested the potential for self-affirmation on left- and right-wing political values to increase behavioral intentions to provide help and assistance to refugees. We present a pilot study defining left- and right-wing values, and a main study in which participants completed either a self-affirmation task, a group-affirmation task, or participated in a control condition on values that were either congruent or incongruent with their own political views. Results show that left-wing oriented participants showed more supportive intentions in the self-affirmation condition compared to the group-affirmation and control conditions, independent of values congruency. In contrast, right-wing participants showed more supportive intentions in the self-affirmation condition, but only when they affirmed on values that were congruent with their own political views.
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| 2017 |
Harwood J, Joyce N, Chen C-Y, Paolini S, Xiang J, Rubin M, 'Effects of Past and Present Intergroup Communication on Perceived Fit of an Outgroup Member and Desire for Future Intergroup Contact', Communication Research, 44 530-555 (2017) [C1]
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| 2016 |
Morrison T, Rubin JM, 'Do utopian city designs from the social reform literature of the seventeenth and nineteenth centuries resonate with a modern audience?', Journal of Architecture and Urbanism, 40 35-35 (2016) [C1]
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| 2016 |
Madsen KR, Damsgaard MT, Rubin M, Jervelund SS, Lasgaard M, Walsh S, et al., 'Loneliness and Ethnic Composition of the School Class: A Nationally Random Sample of Adolescents', Journal of Youth and Adolescence, 45 1350-1365 (2016) [C1]
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| 2016 |
Rubin M, Milanov M, Paolini S, 'Uncovering the diverse cultural bases of social identity: Ingroup ties predict self-stereotyping among individualists but not among collectivists', Asian Journal of Social Psychology, 19 225-234 (2016) [C1] © 2016 John Wiley & Sons Australia, Ltd, Asian Association of Social Psychology and Beijing Normal University On what basis do people form their social identities? To invest... [more] © 2016 John Wiley & Sons Australia, Ltd, Asian Association of Social Psychology and Beijing Normal University On what basis do people form their social identities? To investigate this issue, the present research investigates cross-cultural differences in self-stereotyping, a key outcome of social identification. In particular, the research tests the hypothesis that ingroup ties are a stronger predictor of self-stereotyping among people from individualist cultures than among people from collectivist cultures. In Study 1, university students (N = 117) completed measures of ingroup ties and self-stereotyping with respect to an intimacy group (family and friends). Consistent with predictions, ingroup ties significantly predicted self-stereotyping among individualists but not among collectivists. Study 2 (N = 104) found a similar pattern of results among members of the global internet community who considered either an intimacy group (their friends), a task group (their work group) or a social category (their gender). These results indicate that people in individualist cultures are more likely than those in collectivist cultures to base their social identities on ingroup ties. The implications of these results are discussed in relation to self-categorization theory's depersonalization account of social identification.
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| 2016 |
Owuamalam C, Xin WK, Rubin JM, 'Chubby but cheerful? Investigating the compensatory judgments of high, medium, and low status weight groups in Malaysia', Cogent Psychology, 3 (2016) [C1]
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| 2016 |
Owuamalam CK, Rubin JM, Issmer C, 'Reactions to group devaluation and social inequality: A comparison of social identity and system justification predictions', Cogent Psychology, 3 (2016) [C1]
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| 2016 |
Rubin JM, Evans O, Wilkinson R, 'A longitudinal study of the relations between university students subjective social status, social contact with university friends, and mental health and well-being.', Journal of Social and Clinical Psychology, 35 722-737 (2016) [C1]
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| 2016 |
Owuamalam C, Weerabangsa MMA, Karunagharan JK, Rubin JM, Craig T, 'Chip on the shoulder? The hunchback heuristic predicts the attribution of anger to low status groups and calm to high status groups', Cogent Psychology, 3 0-0 (2016) [C1]
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| 2015 |
Zinko R, Rubin M, 'Personal reputation and the organization', Journal of Management and Organization, 21 217-236 (2015) [C1] © Cambridge University Press and Australian and New Zealand Academy of Management 2015. Drawing from fields such as marketing psychology, strategy, social psychology, and organiza... [more] © Cambridge University Press and Australian and New Zealand Academy of Management 2015. Drawing from fields such as marketing psychology, strategy, social psychology, and organizational behavior, the present examination explores the individual and organizational bases for personal reputation; specifically, how different bases interact with one another to produce an individual's reputation within organizations. It is proposed that individuals use personal reputations to satisfy their need for positive self-esteem as well as to secure their sense of belonging in organizations. Furthermore, reputation allows individuals to obtain rewards such as autonomy, power, and career success and the opportunity to signal key information to audiences. Likewise, organizations utilize personal reputations to predict their members' behaviors, market those who are a part of the organization to others, build their own corporate reputations, and signal information to consumers and competitors. To further this understanding of personal reputation an examination is presented as to how organizations serve as an essential context within which individuals realize their personal reputations and regulate their behavior.
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| 2015 |
Rubin M, Wright CL, 'Age differences explain social class differences in students' friendship at university: Implications for transition and retention', Higher Education, 70 427-439 (2015) [C1]
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| 2015 |
Somkittikanon P, Paolini S, Teaukul S, Rubin JM, Favara I, 'The predictability of child rearing practice and city-rural contact on personality characteristic of Thai and Australian psychology students.', Journal of The Royal Thai Army Nurses, 16 140-146 (2015) [C1]
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| 2015 |
Rubin M, Kelly BM, 'A cross-sectional investigation of parenting style and friendship as mediators of the relation between social class and mental health in a university community.', International Journal for Equity in Health, 14 1-11 (2015) [C1]
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| 2014 |
Milanov M, Rubin JM, Paolini S, 'Constructing and validating a new measure of ingroup identification.', Annuaire de L Université de Sofia St. Kliment Ohridski . Faculte de Philosophie, 104 71-94 (2014) [C1]
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| 2014 |
Graf S, Paolini S, Rubin M, 'Negative intergroup contact is more influential, but positive intergroup contact is more common: Assessing contact prominence and contact prevalence in five Central European countries', European Journal of Social Psychology, 44 536-547 (2014) [C1]
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| 2014 |
Rubin JM, Morrison T, 'Individual differences in individualism and collectivism predict ratings of virtual cities liveability and environmental quality', The Journal of General Psychology, 141 348-372 (2014) [C1]
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| 2014 |
Paolini S, Harwood J, Rubin M, Husnu S, Joyce N, Hewstone M, 'Positive and extensive intergroup contact in the past buffers against the disproportionate impact of negative contact in the present', EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, 44 548-562 (2014) [C1]
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| 2014 |
Rubin M, Denson N, Kilpatrick S, Matthews KE, Stehlik T, Zyngier D, ' I am working-class : Subjective self-definition as a missing measure of social class and socioeconomic status in higher education research.', Educational Researcher, 43 196-200 (2014) [C1]
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| 2014 |
Rubin M, Badea C, Jetten J, 'Low status groups show in-group favoritism to compensate for their low status and to compete for higher status.', Group Processes and Intergroup Relations, 17 563-576 (2014) [C1]
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| 2014 |
Milanov M, Rubin JM, Paolini S, 'Different types of ingroup identification: A comprehensive review, an integrative model, and implications for future research.', Psicologia Sociale, 3 205-232 (2014) [C1]
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| 2014 |
Rubin M, Paolini S, 'Out-group flies in the in-group s ointment: Evidence of the motivational underpinnings of the in-group overexclusion effect.', Social Psychology, 45 265-273 (2014) [C1]
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| 2014 |
Owuamalam CK, Rubin JM, 'When do low status groups help high status groups? The moderating effects of ingroup identification, audience group membership, and perceived reputational benefit.', Journal of Social and Political Psychology, 2 289-312 (2014) [C1]
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| 2014 |
Southgate E, Douglas H, Scevak J, MacQueen S, Rubin JM, Lindell C, 'The academic outcomes of first-in-family in an Australian university: An exploratory study.', International Studies in Widening Participation, 1 31-45 (2014) [C1]
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| 2013 |
Rubin M, '"It wasn't my idea to come here!": Ownership of the idea to immigrate as a function of gender, age, and culture', International Journal of Intercultural Relations, 37 497-501 (2013) [C1]
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| 2013 |
Milanov M, Rubin JM, Paolini S, 'Adult attachment styles as predictors of different types of ingroup identification.', Bulgarian Journal of Psychology, 1-4 175-186 (2013) [C1]
|
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| 2013 |
Rubin M, Paolini S, Crisp RJ, 'Linguistic Description Moderates the Evaluations of Counterstereotypical People', SOCIAL PSYCHOLOGY, 44 289-298 (2013) [C1]
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| 2012 |
Badea C, Brauer M, Rubin JM, 'The effects of winning and losing on perceived group variability', Journal of Experimental Social Psychology, 48 1094-1099 (2012) [C1]
|
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| 2012 |
Rubin JM, 'Group status is related to group prototypicality in the absence of social identity concerns', The Journal of Social Psychology, 152 386-389 (2012) [C1]
|
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| 2012 |
Barlow FK, Paolini S, Pedersen A, Hornsey MJ, Radke HRM, Harwood J, et al., 'The contact caveat: Negative contact predicts increased prejudice more than positive contact predicts reduced prejudice', Personality and Social Psychology Bulletin, 38 1629-1643 (2012) [C1]
|
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| 2012 |
Rubin JM, Watt SE, Ramelli M, 'Immigrants' social integration as a function of approach-avoidance orientation and problem-solving style', International Journal of Intercultural Relations, 36 498-505 (2012) [C1]
|
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| 2012 |
Milanov M, Rubin M, Paolini S, 'Types of ingroup identification as a function of group type.', Annuaire de L Université de Sofia St. Kliment Ohridski . Faculte de Philosophie, 103 119-140 (2012) [C1]
|
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| 2012 |
Rubin JM, 'Working-class students need more friends at university: A cautionary note for Australia's higher education equity initiative', Higher Education Research & Development, 31 431-433 (2012) [C3]
|
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| 2012 |
Rubin JM, Badea C, 'They're all the same!. . but for several different reasons: A review of the multicausal nature of perceived group variability', Current Directions in Psychological Science, 21 367-372 (2012) [C1]
|
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| 2012 |
Rubin JM, 'Social class differences in social integration among students in higher education: A meta-analysis and recommendations for future research', Journal of Diversity in Higher Education, 5 22-38 (2012) [C1]
|
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| 2011 |
Rubin JM, 'Social Affiliation Cues Prime Help-Seeking Intentions', Canadian Journal of Behavioural Science, 43 138-141 (2011) [C1]
|
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| 2011 |
Rubin JM, Paolini S, Crisp RJ, 'The relationship between the need for closure and deviant bias: An investigation of generality and process', International Journal of Psychology, 46 206-213 (2011) [C1]
|
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| 2011 |
Harwood J, Paolini S, Joyce N, Rubin JM, Arroyo A, 'Secondary transfer effects from imagined contact: Group similarity affects the generalization gradient', British Journal of Social Psychology, 50 180-189 (2011) [C1]
|
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| 2010 |
Rubin JM, Badea C, 'The central tendency of a social group can affect ratings of its intragroup variability in the absence of social identity concerns', Journal of Experimental Social Psychology, 46 410-415 (2010) [C1]
|
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| 2010 |
Paolini S, Harwood J, Rubin JM, 'Negative intergroup contact makes group memberships salient: Explaining why intergroup conflict endures', Personality and Social Psychology Bulletin, 36 1723-1738 (2010) [C1]
|
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| 2008 |
Voci A, Hewstone M, Crisp RJ, Rubin JM, 'Majority, minority, and parity: Effects of gender and group size on perceived group variability', Social Psychology Quarterly, 71 114-142 (2008) [C1]
|
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| 2007 |
Rubin JM, Badea C, 'Why do people perceive in-group homogeneity on in-group traits and out-group homogeneity on out-group traits?', Personality and Social Psychology Bulletin, 33 31-42 (2007) [C1]
|
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| 2004 |
Paolini S, Hewstone M, Rubin JM, Pay H, 'Increased group dispersion after exposure to one deviant group member: Testing Hamburger's model of member-to-group generalization', Journal of Experimental Social Psychology, 40 569-585 (2004) [C1]
|
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| 2004 |
Rubin JM, Hewstone M, 'Social identity, system justification, and social dominance: Commentary on Reicher, Jost and Banaji, and Sidanius et al', Political Psychology, 25 823-844 (2004) [C1]
|
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| 2002 |
Hewstone M, Rubin JM, Willis H, 'Intergroup Bias', Annual Review of Psychology, 53 575-604 (2002) [C1]
|
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| 2001 |
Rubin M, Hewstone M, Voci A, 'Stretching the boundaries: Strategic perceptions of intragroup variability', EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, 31 413-429 (2001) [C1]
|
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| 2001 |
Crisp RJ, Hewstone M, Rubin M, 'Does multiple categorization reduce intergroup bias?', PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN, 27 76-89 (2001) [C1]
|
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| 1998 |
Rubin M, Hewstone M, 'Social identity theory's self-esteem hypothesis: A review and some suggestions for clarification', Personality and Social Psychology Review, 2 40-62 (1998) [C1] Distinctions are made between global and specific, personal and social, and trait and state self-esteem, and these are used to structure a review of over 40 studies concerning soc... [more] Distinctions are made between global and specific, personal and social, and trait and state self-esteem, and these are used to structure a review of over 40 studies concerning social identity theory's hypothesis that (a) intergroup discrimination elevates self-esteem and (b) low self-esteem motivates discrimination. It is observed that researchers have tended to employ measures of global personal trait self-esteem in their investigations of this self-esteem hypothesis, and it is argued that measures of specific social state self-esteem are more consistent with social identity theory's assumptions. Although no convincing evidence is found for the self-esteem hypothesis in its full and unqualified form, it is argued that this is due to a lack of specificity in its formulation and it is suggested that a more qualified and specific version of the hypothesis may be more appropriate. Copyright © 1998 by Lawrence Erlbaum Associates, Inc.
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Wright CL, Rubin M, 'Sexualized Popular Music and Risky Sexual Behaviors Among Emerging Adults from the United States and Australia', Howard Journal of Communications, 1-19
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Vogel DL, Heath PJ, Engel KE, Brenner RE, Strass HA, Al-Darmaki FR, et al., 'Cross-cultural validation of the Perceptions of Stigmatization by Others for Seeking Help (PSOSH) Scale.', Stigma and Health, 4 82-85 [C1]
|
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| Show 72 more journal articles | |||||||||||
Conference (3 outputs)
Other (1 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2010 |
Rubin JM, Paolini S, Crisp RJ, 'A processing fluency explanation of bias against migrants', ( issue.1 pp.21-28): Elsevier (2010) [C1]
|
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Report (1 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2015 |
Scevak J, Southgate E, Rubin, Macqueen S, Douglas H, Williams P, Southgate EL, 'Equity Groups and Predictors of Academic Success in Higher Education.', National Centre for Student Equity in Higher Education (NCSEHE) Curtin University, 19 (2015) [R1]
|
Grants and Funding
Summary
| Number of grants | 25 |
|---|---|
| Total funding | $1,237,438 |
Click on a grant title below to expand the full details for that specific grant.
20191 grants / $324,311
Success from the Perspective of the Successful: Low SES Students, Success and Completion in Higher Education$324,311
Funding body: Department of Education and Training
| Funding body | Department of Education and Training |
|---|---|
| Project Team | Associate Professor Mark Rubin, Doctor Olivia Evans, Professor Penny Jane Burke, Doctor Anna Bennett, Professor Sarah O'Shea, Mrs Kristen Allen, Nida Denson, Associate Professor Peter Howley, Doctor Suzanne MacQueen, Carmen Mills, Ryan Naylor, Maria Raciti, Ms Olivia Evans |
| Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
| Role | Lead |
| Funding Start | 2019 |
| Funding Finish | 2020 |
| GNo | G1900344 |
| Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
| Category | 2110 |
| UON | Y |
20181 grants / $10,000
Larapinta Trail Challenge Indigenous PhD Scholarship$10,000
Funding body: Larapinta Trail Challenge
| Funding body | Larapinta Trail Challenge |
|---|---|
| Project Team | Associate Professor Mark Rubin, Ms Olivia Evans |
| Scheme | Trail Scholarships |
| Role | Lead |
| Funding Start | 2018 |
| Funding Finish | 2018 |
| GNo | G1800281 |
| Type Of Funding | C3120 - Aust Philanthropy |
| Category | 3120 |
| UON | Y |
20172 grants / $15,400
Psychological health in Chinese and Australian university students: A longitudinal study of attachment, mindfulness, social integration, and collectivism-individualism$7,700
Funding body: Keats Endowment Research Fund
| Funding body | Keats Endowment Research Fund |
|---|---|
| Project Team | Associate Professor Ross Wilkinson, Miss Jichun Hao, Associate Professor Mark Rubin, Dr Raymond Chan |
| Scheme | Research Grant |
| Role | Investigator |
| Funding Start | 2017 |
| Funding Finish | 2017 |
| GNo | G1700466 |
| Type Of Funding | C3112 - Aust Not for profit |
| Category | 3112 |
| UON | Y |
When and Why do Disadvantaged Groups Support Societal Systems that Disadvantage Them?; A Cross-Cultural Tests of System Justification Predictions$7,700
Funding body: Keats Endowment Research Fund
| Funding body | Keats Endowment Research Fund |
|---|---|
| Project Team | Associate Professor Mark Rubin, Dr Chuma Owuamalam |
| Scheme | Research Grant |
| Role | Lead |
| Funding Start | 2017 |
| Funding Finish | 2017 |
| GNo | G1700467 |
| Type Of Funding | C3112 - Aust Not for profit |
| Category | 3112 |
| UON | Y |
20161 grants / $302,235
Reducing Risk-Taking Among Australian Coal Miners$302,235
Funding body: Australian Coal Research Limited
| Funding body | Australian Coal Research Limited |
|---|---|
| Project Team | Associate Professor Mark Rubin, Associate Professor Anna Giacomini, Professor Brian Kelly |
| Scheme | Australian Coal Association Research Program (ACARP) |
| Role | Lead |
| Funding Start | 2016 |
| Funding Finish | 2019 |
| GNo | G1500779 |
| Type Of Funding | Aust Competitive - Non Commonwealth |
| Category | 1NS |
| UON | Y |
20152 grants / $68,527
A Longitudinal Study of the Relations Between Students' Socioeconomic Status, Social Integration at University, and Mental Health$67,327
Funding body: Department of Education
| Funding body | Department of Education |
|---|---|
| Project Team | Associate Professor Mark Rubin, Associate Professor Ross Wilkinson |
| Scheme | Higher Education Participation and Partnerships Programme |
| Role | Lead |
| Funding Start | 2015 |
| Funding Finish | 2015 |
| GNo | G1501205 |
| Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
| Category | 2110 |
| UON | Y |
The relations between students, social class, sleep and University experience$1,200
Funding body: NSW Institute for Educational Research Inc
| Funding body | NSW Institute for Educational Research Inc |
|---|---|
| Project Team | Ms Romany McGuffog, Associate Professor Mark Rubin |
| Scheme | Standard Research Grant |
| Role | Lead |
| Funding Start | 2015 |
| Funding Finish | 2015 |
| GNo | G1401534 |
| Type Of Funding | Other Public Sector - State |
| Category | 2OPS |
| UON | Y |
20143 grants / $60,957
Equity groups and predictors of academic success in higher education.$54,700
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
| Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
|---|---|
| Project Team | Doctor Jill Scevak, Associate Professor Erica Southgate, Doctor Suzanne MacQueen, Associate Professor Mark Rubin, Dr Heather Douglas |
| Scheme | Research Grants Program |
| Role | Investigator |
| Funding Start | 2014 |
| Funding Finish | 2014 |
| GNo | G1400235 |
| Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
| Category | 2110 |
| UON | Y |
Testing the neural bases of judgments and experience of emotions when social status matters. $4,957
Funding body: University of Nottingham, Malaysia
| Funding body | University of Nottingham, Malaysia |
|---|---|
| Project Team | Owuamalam, C. |
| Scheme | Faculty of Science Pump Priming Research Grant |
| Role | Investigator |
| Funding Start | 2014 |
| Funding Finish | 2014 |
| GNo | |
| Type Of Funding | International - Competitive |
| Category | 3IFA |
| UON | N |
Faculty PVC Conference Assistance Grant 2014$1,300
Funding body: University of Newcastle - Faculty of Science & IT
| Funding body | University of Newcastle - Faculty of Science & IT |
|---|---|
| Project Team | Associate Professor Mark Rubin |
| Scheme | PVC Conference Assistance Grant |
| Role | Lead |
| Funding Start | 2014 |
| Funding Finish | 2014 |
| GNo | G1401233 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20132 grants / $30,000
Language as a barrier to social inclusion/integration among immigrants.$15,000
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Moskovsky, C. |
| Scheme | Cross-Faculty Funding Scheme |
| Role | Investigator |
| Funding Start | 2013 |
| Funding Finish | 2014 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Equity in elite degrees: Social difference, institutional practice and processes of change. $15,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Brosnan, C. |
| Scheme | Strategic Networks Grant |
| Role | Investigator |
| Funding Start | 2013 |
| Funding Finish | 2013 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20123 grants / $25,857
2011 Emerging Research Leaders Program$15,000
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Associate Professor Mark Rubin |
| Scheme | Emerging Research Leaders Program |
| Role | Lead |
| Funding Start | 2012 |
| Funding Finish | 2012 |
| GNo | G1200619 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
Psychophysiological markers of category activation and approach-avoidance responses during intergroup contact. $8,000
Funding body: University of Newcastle - Faculty of Science & IT
| Funding body | University of Newcastle - Faculty of Science & IT |
|---|---|
| Project Team | Paolini, S. |
| Scheme | Capital Infrastructure Grant |
| Role | Investigator |
| Funding Start | 2012 |
| Funding Finish | 2013 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
An evolutionary outlook on intergroup contact and social categorization. $2,857
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Paolini, S. |
| Scheme | Summer Scholarship |
| Role | Investigator |
| Funding Start | 2012 |
| Funding Finish | 2013 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20091 grants / $3,717
Differences in ingroup identification as a function of culture and group type$3,717
Funding body: Keats Endowment Research Fund
| Funding body | Keats Endowment Research Fund |
|---|---|
| Project Team | Associate Professor Mark Rubin, Mr Milen Milanov |
| Scheme | Research Grant |
| Role | Lead |
| Funding Start | 2009 |
| Funding Finish | 2010 |
| GNo | G0900108 |
| Type Of Funding | External |
| Category | EXTE |
| UON | Y |
20071 grants / $252,004
The Disproportionate Impact of Negative Contact on Category Salience and Prejudice: Explaining Why Intergroup Interactions Can Be Harmful$252,004
Funding body: ARC (Australian Research Council)
| Funding body | ARC (Australian Research Council) |
|---|---|
| Project Team | Associate Professor Stefania Paolini, Professor Jake Harwood, Associate Professor Mark Rubin |
| Scheme | Discovery Projects |
| Role | Investigator |
| Funding Start | 2007 |
| Funding Finish | 2010 |
| GNo | G0186257 |
| Type Of Funding | Aust Competitive - Commonwealth |
| Category | 1CS |
| UON | Y |
20061 grants / $7,520
Cross-cultural differences in in-group identification$7,520
Funding body: Keats Endowment Research Fund
| Funding body | Keats Endowment Research Fund |
|---|---|
| Project Team | Associate Professor Mark Rubin, Mr Milen Milanov, Associate Professor Stefania Paolini |
| Scheme | Research Grant |
| Role | Lead |
| Funding Start | 2006 |
| Funding Finish | 2007 |
| GNo | G0186928 |
| Type Of Funding | Contract - Aust Non Government |
| Category | 3AFC |
| UON | Y |
20052 grants / $112,095
Investigating a New Explanation of Discrimination Against Migrant and Excluded People$110,000
Funding body: ARC (Australian Research Council)
| Funding body | ARC (Australian Research Council) |
|---|---|
| Project Team | Associate Professor Mark Rubin, Associate Professor Stefania Paolini, Professor Richard Crisp |
| Scheme | Discovery Projects |
| Role | Lead |
| Funding Start | 2005 |
| Funding Finish | 2007 |
| GNo | G0184345 |
| Type Of Funding | Aust Competitive - Commonwealth |
| Category | 1CS |
| UON | Y |
The 14th General Meeting of the European Association of Experimental Social Psychology, 19-24 July 2005$2,095
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Associate Professor Mark Rubin |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2005 |
| Funding Finish | 2005 |
| GNo | G0185202 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20041 grants / $2,045
XXVIII International Congress of Psychology, 8-13 August 2004, China$2,045
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Associate Professor Mark Rubin |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2004 |
| Funding Finish | 2004 |
| GNo | G0183986 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20032 grants / $10,370
Testing self-anchoring theory's explanation of in-groups bias$10,000
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Associate Professor Mark Rubin |
| Scheme | Early Career Researcher Grant |
| Role | Lead |
| Funding Start | 2003 |
| Funding Finish | 2003 |
| GNo | G0183057 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
32nd Annual Meeting of the Society for Australasian Social Psychologists, Macquarie University 24-27 April, 2003$370
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Associate Professor Mark Rubin |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2003 |
| Funding Finish | 2003 |
| GNo | G0182917 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20021 grants / $2,400
The 13th General Meeting of the European Association of Experimental Social Psychology San Sebastian, Spain, 26 - 29 June 2002$2,400
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Associate Professor Mark Rubin |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2002 |
| Funding Finish | 2002 |
| GNo | G0181731 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20011 grants / $10,000
'We are Like Me!': The Role of Self-to-Group Generalization in Social Discrimination$10,000
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Associate Professor Mark Rubin |
| Scheme | Early Career Researcher Grant |
| Role | Lead |
| Funding Start | 2001 |
| Funding Finish | 2001 |
| GNo | G0181641 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2018 | Masters | Social Integration and Mental Health in Vietnamese First-Year College Students: The Role of Attachment Style | M Philosophy (Psychology), Faculty of Science, The University of Newcastle | Co-Supervisor |
| 2018 | PhD | Investigating the Perceived Risks of Different Party Drugs Among Emerging Adults | PhD (Psychology - Science), Faculty of Science, The University of Newcastle | Principal Supervisor |
| 2017 | PhD | Examining the Relationship Between Organisational Factors and Residual Risk in the Mining Industry | PhD (Environ & Occupat Hlth), Faculty of Health and Medicine, The University of Newcastle | Co-Supervisor |
| 2016 | PhD | Mobilising Men and Women in Support of Workplace Gender Equality: Does Leader Gender Matter? | PhD (Psychology - Science), Faculty of Science, The University of Newcastle | Co-Supervisor |
| 2016 | PhD | The Relation Between the Need for Closure and Mental Health | PhD (Psychology - Science), Faculty of Science, The University of Newcastle | Principal Supervisor |
| 2016 | PhD | Sleep Tight and Don't Let the Socioeconomic Inequality Bite! Relations Between Social Class, Sleep, and Mental and Physical Health | PhD (Psychology - Science), Faculty of Science, The University of Newcastle | Principal Supervisor |
Past Supervision
| Year | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2019 | PhD | Attachment, Mindfulness, and Social Integration in the Adjustment of Australian and Chinese University Students: A Cross-Cultural Comparison | PhD (Psychology - Science), Faculty of Science, The University of Newcastle | Co-Supervisor |
| 2019 | PhD | It's Lonely at the Bottom: Investigating the Role of Social Integration in the Relationship between Social Class and Mental Health | PhD (Psychology - Science), Faculty of Science, The University of Newcastle | Principal Supervisor |
| 2016 | PhD | When Does Independent Problem-Solving Have Negative Psychological Effects? Investigating the Moderating Effect of Openness to Experience | PhD (Psychology - Science), Faculty of Science, The University of Newcastle | Principal Supervisor |
| 2010 | PhD | Different Types of Ingroup Identification as a Function of Culture, Group Status, Attachment Style, and Group Type | PhD (Psychology - Science), Faculty of Science, The University of Newcastle | Principal Supervisor |
| 2010 | PhD | Measuring Social Competence, Task Competence and Self-Protection in an Organisational Context | PhD (Psychology - Science), Faculty of Science, The University of Newcastle | Principal Supervisor |
| 2008 | PhD | Psychosocial Well-Being and Gay Identity Development | PhD (Clinical Psychology), Faculty of Science, The University of Newcastle | Principal Supervisor |
Research Projects
Social Class Differences in Higher Education 2012 - 2018
Around 25% of the Australian population are from working-class and low socioeconomic status backgrounds, but only 16% attend Australia's universities. In response to this inequity, the Australian Government aims to increase the percentage of these students in the higher education sector nationwide.
However, improving access to university represents only half the battle. We also need to ensure that our new intake of working-class and low SES students perform well at university and don't drop out part way through their studies. The University of Newcastle is well-placed to investigate the experiences of this group of students because it already has a relatively high percentage of low SES enrolments (27%). Dr Rubin is involved in research that investigates the performance and experiences of these students at university, including their social integration, mental health, physical health, academic performance, and persistence in their degree.
This line of research is consistent with the University’s focus on achieving parity of retention and success among students of all SES backgrounds (New Futures Strategic Plan 2016-2025), and it is part of a range of activities undertaken by the University’s Centre of Excellence for Equity in Higher Education.
Grants
Equity in elite degrees: Social difference, institutional practice and processes of change.
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Scheme | Strategic Networks Grant |
A longitudinal study of the relations between students’ socioeconomic status, social integration at university, and mental health.
Funding body: Department of Education and Training
| Funding body | Department of Education and Training |
|---|---|
| Scheme | Research Grant |
Equity groups and predictors of academic success in higher education.
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
| Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
|---|---|
| Project Team | Doctor Jill Scevak, Associate Professor Erica Southgate, Doctor Suzanne MacQueen, Associate Professor Mark Rubin, Dr Heather Douglas |
| Scheme | Research Grants Program |
Publications
Rubin JM, 'Social class differences in social integration among students in higher education: A meta-analysis and recommendations for future research', Journal of Diversity in Higher Education, 5 22-38 (2012) [C1]
Rubin JM, 'Working-class students need more friends at university: A cautionary note for Australia's higher education equity initiative', Higher Education Research & Development, 31 431-433 (2012) [C3]
Southgate E, Douglas H, Scevak J, MacQueen S, Rubin JM, Lindell C, 'The academic outcomes of first-in-family in an Australian university: An exploratory study.', International Studies in Widening Participation, 1 31-45 (2014) [C1]
Rubin M, Denson N, Kilpatrick S, Matthews KE, Stehlik T, Zyngier D, ' I am working-class : Subjective self-definition as a missing measure of social class and socioeconomic status in higher education research.', Educational Researcher, 43 196-200 (2014) [C1]
Rubin M, Wright CL, 'Age differences explain social class differences in students' friendship at university: Implications for transition and retention', Higher Education, 70 427-439 (2015) [C1]
Rubin M, Kelly BM, 'A cross-sectional investigation of parenting style and friendship as mediators of the relation between social class and mental health in a university community.', International Journal for Equity in Health, 14 1-11 (2015) [C1]
Students
| Program | Research Title |
|---|---|
| PhD Faculty of Science |
Sleep Tight and Don't Let the Socioeconomic Inequality Bite! Relations Between Social Class, Sleep, and Mental and Physical Health |
| PhD Faculty of Science |
It's Lonely at the Bottom: Investigating the Role of Social Integration in the Relationship between Social Class and Mental Health |
Collaborators
| Name | Organisation |
|---|---|
| Doctor Jill Janina Scevak | University of Newcastle |
| Associate Professor Ross Bernard Wilkinson | University of Newcastle |
| Nida Denson | Western Sydney University |
| Chrysalis Wright | University of Central Florida |
| Doctor Suzanne Elizabeth MacQueen | University of Newcastle |
Success from the perspective of the successful: Low SES students, success and completion in higher education 2019 - 2020
This project will produce a comprehensive, integrative understanding of success in higher education and when and how it is predicted by students’ socioeconomic status (SES). The project will focus on students from low socioeconomic status (LSES) and how LSES intersects with other social demographics, such as Indigenous identity, place (regional, rural and remote), gender and age, to predict academic success. The project will develop our understandings of student success in terms of both (a) objective definitions and measurements and (b) subjective experiences of success and being ‘successful’. The project will also provide insight into which factors contribute to success in terms of broader trends and students’ own attributions of their success. Based on previous research, we expect to find that LSES students conceptualise and experience success differently to their higher SES counterparts, and that LSES students have different pathways to achieving success. The study will be conducted across six universities, including Group of Eight and regional institutions. Students from each university will complete a comprehensive survey designed to measure their experiences of a broad spectrum of success as well as the various types of capital (e.g., financial support, family background, social networks). A subset of these students will then be contacted for follow-up interviews to probe deeper into their understanding, experiences, and attributions of success. These quantitative and qualitative investigations will extend existing research to enrich equity policy and practice that aims to support student success. This project will provide national benefits within the higher education sector, including providing a forum for LSES students to discuss their success, building professional development frameworks for academic staff, and guiding policy.
Edit
Research Collaborations
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
| Country | Count of Publications | |
|---|---|---|
| Australia | 74 | |
| United Kingdom | 18 | |
| Malaysia | 12 | |
| United States | 11 | |
| France | 7 | |
| More... | ||
News
Study ties depression in poorer students to social isolation
January 8, 2019
Improving student well-being
September 8, 2015
Teaching Staff Awarded
August 29, 2013
Associate Professor Mark Rubin
Position
Associate Professor
School of Psychology
Faculty of Science
Focus area
Psychology
Contact Details
| mark.rubin@newcastle.edu.au | |
| Phone | (02) 4921 6706 |
| Mobile | 0407949785 |
| Fax | (02) 4921 6980 |
| Links |
YouTube Google+ Personal Blogs Personal webpage |
Office
| Room | W107 |
|---|---|
| Building | Behavioural Sciences Building |
| Location | Callaghan University Drive Callaghan, NSW 2308 Australia |
NEWS • Jan 08.2019
Study ties depression in poorer students to social isolation
Australian researchers recommend 'organic' interventions to support undergraduates from disadvantaged backgrounds
NEWS • Sep 08.2015
Improving student well-being
Psychology researchers within the Centre of Excellence for Equity in Higher Education are researching ways to improve the mental well-being of low SES students
NEWS • Aug 29.2013
Teaching Staff Awarded
Prestigious awards for five University of Newcastle staff. 5 teaching staff have received acclaim in the Office for Learning and Teaching 2013 Citation
