Kate Reynolds is Professor of Psychology at the Australian National University (ANU). Her research addresses group processes (leadership, influence, norms) and intergroup relations (prejudice, discrimination, cohesion, social change), and is informed by the social identity perspective (e.g., Turner & Reynolds, 2012). The broad research questions that frame her work concern the impact of groups and group norms on individual’s attitudes, well-being and behaviour. Groups can be small or large and refer to when people are connected to one another by a shared characteristic, interest or purpose (ethnic, religious, political, national, attitudinal, work-based).
Kate has received funding from the Australian Research Council (Discovery & Linkage) and Federal and State Governments and her research has appeared in top scientific journals and received media attention. She has published over 100 journal articles and book chapters and co-edited book volumes, including The Psychology of Change: Life contexts, experiences and identities (2015) and Understanding Prejudice, Racism and Social Conflict (2001). She has served on several executive committees of professional societies, editorial boards and as Associate Editor of Personality and Social Psychology Bulletin and Political Psychology. Currently, she is President of the Society of Australasian Social Psychologists (2017-2019) and immediate past-President of the International Society of Political Psychology. At ANU she has been Associate Director of the Research School of Psychology (2014-2017) and a member of other School, College and University committees (Human Ethics, Research, Equity & Diversity, ANU Academic Board 2018-2020, ANU Council Jan 2019-Sep 2021).
Kate is committed to sharing the insights from social psychology and behavioural science more broadly, so they are accessible and useful.
Recent Publications (Selected) (>100 publications; one-third with HDRs/ECRs; >4 p.a.; >7000 citations; h=42, i-10=79).
Reynolds, K. J., Branscombe, N., Subasic, E., & Willis, L. (2019). Social behaviour change: The potential of social identity processes and ingroup norms. In M. Hagger, L. Cameron, K. Hamilton, N. Hankonen & T. Lintunen(Ed). Handbook of Behavior Change. Cambridge University Press.
Reynolds, K.J., Subasic, E., Bromhead, D., & Lee, E. (2017). The school as a group system: School climate, school identity and school outcomes. In K. Mavor, M. J. Platow & B. Bizumic (Eds). The self, social identity and education. London, UK: Psychology Press.
Reynolds, K.J., Subasic, E., Batalha, L. & Jones, B. (2017). From prejudice to social change: A social identity perspective. In C. Sibley, & F. Barlow (Eds). Cambridge Handbook of the Psychology of Prejudice (pp. 337-356). Cambridge, UK: Cambridge University Press.
Subasic, E., Reynolds, K. J. & Mohamed, M. S. (2015) Changing identities to change society: Leadership as a contest for influence and collective mobilization. In K. J. Reynolds & N. Branscombe, (Eds.) (2015) The Psychology of Change: Life Contexts, Experiences, and Identities (pp. 246-263).New York & London: Psychology Press.
Reynolds, K. J., Haslam, S. A., & Turner, J. C. (2012) Social identity, prejudice and social change: Beyond the Allportian problematic. In J. Dixon & M Levin (Eds), Beyond prejudice: Extending the social psychology of conflict, inequality and social change (pp. 48-69). Cambridge: Cambridge University Press.
Reynolds, K. J., Subasic, E. & Jones, B. (2012). Authority, leadership and social norms. Cape York Welfare Reform Evaluation. (Chapter 5, pp.145-163). Department of Family, Housing, Community Services and Indigenous Affairs (ISBN 978-1-921975-80-6).
Journal articles (Recent)
Reynolds, K. J. (2019). Social norms and how they impact behaviour. Nature Human Behaviour, 3, 14–15
An overview of different explanations of how social norms impact on behaviour (Views & Comments).
Ferguson, M. A., Branscombe, N. R., & Reynolds, K. J. (2019) Social psychological research on prejudice as collective action supporting emergent ingroup members. British Journal of Social Psychology, 58, 1-32. (Landmark article)
The aim of a landmark article is to showcase larger trends in the discipline and to stimulate discussion and debate. This article raises questions about prejudice and why researchers study some groups and not others and how the target of enquiry changes.
Klik, K. A, Williams, S. L., & Reynolds, K. J. (2019) Toward the Understanding of Mental Illness Stigma and Help-Seeking: A Social Identity Perspective. Social Science & Medicine, 222, 35-48.
The majority of people with mental health issues are unlikely to seek help. This article aims to identify new factors that lead to help-seeking. It investigates aspects of the social identity perspective, namely group social identification and perceptions about the group. These factors emerge as being important and offer new pathways to improve mental health outcomes.
Reynolds, K. J. (2018) Looking back, looking forward: ISPP at 40 and future directions for political psychology, Political Psychology, 39, 745-754.
This article is based on the Presidential Address (2017) of the International Society of Political Psychology (2016-2017) in published form and considers future directions for the field.
Tong, L., Reynolds, K., Lee, E. & Liu, Y. (2018) School Relational Climate, Social Identity, and Student Well‐Being: New Evidence from China on Student Depression and Stress Levels, School Mental Health.
Honours student research (2016). Using access to a China-based data set this article explores a new model to better understand student stress and depression. It integrates core aspects of school relational climate (teacher and peer relationships) and school identification (connectedness, belonging) in explaining student negative well-being (depression and stress) in a non-Western cultural context.
Turner, I., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2018). Understanding Aggression and Victimization: Negative Binomial Modelling With Supportive School Climate, Mental Health, and Social Identity Mediation. Translational Issues in Psychological Science, 4, 380-402.
Each issue of TPS concentrates on a single important, timely, and/or potentially controversial theme in translational science that is of broad interest to scientists, practitioners, and the general public.
Subasic, E., Hardacre, S., Elton, B., Branscombe, N., Ryan, M., & Reynolds, K. J. (2018) “We for She”: Mobilising Men and Women to Act in Solidarity for Gender Equality. Group Processes & Intergroup Relations, 21, 707-724.
This article offers a new analysis of mobilising men and women to support gender equality and its insights suggest there are benefits to moving beyond initiatives such as “males champions for change”. The paper has been included in the Harvard University based Women and Public Policy Program's Gender Action Portal (GAP: gap.hks.harvard.edu) which aims to have an impact on public policy and organisational practices.
McKenna S., Lee, E. Klik, K. A., Markus A, Hewstone M, & Reynolds K. J. (2018) Are diverse societies less cohesive? Testing contact and mediated contact theories. PLoS ONE, 13(3)
Honours student research (2015). This article is a systematic analysis of available Australian data (Scanlon mapping social cohesion survey) with respect to Putnam’s argument that community demographic diversity is related to less social cohesion. The current findings extend Putnam’s analysis to consider the impact of positive contact between people from different ethnic groups.
Mahfud, Y., Badea, C., Verkuyten, M., & Reynolds, K. J. (2018). Multiculturalism and attitudes toward immigrants: The impact of perceived cultural distance. Journal of Cross-Cultural Psychology, 49, 945-958.
This article examines the conditions under which people will be more likely to support multiculturalism. Using data from France and the Netherlands, results show that explaining why multiculturalism is important to society (abstract construal) rather than how the goals of multiculturalism can be established (concrete construal) leads to more posiitve attitudes amongst those who are most prejudiced (high cultural distance). These findings are revelant to those seeking to promote support for multiculturalism.
Teaching (>20 years teaching experience from 1st year to PhD)
PSYC1004 - Introduction to Psychology (Social Psychology)
PSYC3028 - Industrial and Organisational Psychology
International (South West University, Chongqing, China) – Social Psychology of Organisations, Introduction to Social Psychology.
Current HDR students
Mia Cotan Utomo