Lisa M. Dinella, Ph.D.
Ph.D., Arizona State University
M.S., Arizona State University
B.A., The College of New Jersey
Office: Howard Hall, Room 126
Web site: Lisa Dinella
Regularly Taught Courses:
PY220: Research I: Methods and Basic Data Analysis Laboratory
PY331: Psychology of Women
PY411: Animal Behavior Internship
PY491: Research IV: Thesis in Psychology
Dr. Dinella’s interest in psychology and gender studies started as an undergraduate at The College of New Jersey. Her training in conducting school-based empirical research began at the School of Family Dynamics at Arizona State University, where she received her master’s and doctoral degrees in Family Science, with concentrations in Marriage and Family Therapy and Child Development. Additionally, she was an American Psychological Association/Institute of Education Sciences Postdoctoral Education Research Training Fellow. Dr. Dinella currently serves as Principal Investigator of the Gender Development Laboratory.
Lisa M. Dinella, Ph.D., is a research scientist who investigates the relations between gender identity, academic achievement, and career development. Her research program is housed at the Gender Development Laboratory at Monmouth University, where she studies the social and interpersonal factors that influence individuals’ academic and career pursuits. In collaboration with colleagues at the University of Wisconsin and Washington and Lee University, she researches the factors that are linked to young adults’ academic paths, with the intention of isolating variables that often lead to disparities between men and women’s levels of financial independence. Her research has led her to create partnerships with school stakeholders in settings ranging from preschools to universities.
American Psychological Association
Society for Research in Child Development
American Educational Research Association
National Council on Family Relations
Society for the Teaching of Psychology
American Association of University Women
Dinella, L. M. (Ed.). (2009). Conducting science-based psychology research in schools. Washington D.C.: APA Books.
(* indicates student co-author)
Weisgram, E., Fulcher, M., & Dinella L. (2014). Pink gives girls permission: Gender-typed colors and labels affect children's toy interests.
Journal of Applied Developmental Psychology, 35, 401-409.
Dinella, L. M., Fulcher, M., & Weisgram, E. (2014). Sex-typed personality traits and gender identity as predictors of young adults' career interests. Archives of Sexual Behavior, 43, 493-504. doi:10.1007/s10508-013-0234-6
Martin, C. L. & Dinella, L. M. (2011). Congruence between gender stereotypes and activity preference in self-identified tomboys and non-tomboys. Archives of Sexual Behavior, doi: 10.1007/s10508-011-9786-5.
Dinella, L.M. & Lewandowski, G. W. (2011). It’s all in the family: A comparison of Bella’s and Edward’s family structure. In L. Wilson (Ed.), Psychology of Twilight. Dallas, TX: Smart Pop BenBella Press.
Weisgram, E., Dinella, L.M., & Fulcher, M. (2011). The role of masculinity/femininity, values, and occupational value affordances in shaping young men’s and women’s occupational choices. Sex Roles, doi 10.1007/s11199-011-9998-0.
Ciarocco, N. J., Dinella, L. M., & Lewandowski, G. W., Jr. (2011). Strategies for making psychology self-relevant in and out of the classroom.In R. Miller & B. Rycek (Eds.), Promoting student engagement: Volume I: Programs, techniques and opportunities [E-book]. Society for the Teaching of Psychology. teachpsych.org/Resources/Documents/ebooks/pse2011vol1.pdf
Martin, C., Fabes, R., Hanish, L., Leonard, S. & Dinella, L. M. (2011). Experienced and expected similarity to same-gender peers: Moving toward a comprehensive model of gender segregation. Sex Roles, 65, 421-434.
Dinella, L. M., & Ladd, G. (2009). Building and maintaining relationships with school stakeholders. In L. M. Dinella (Ed.), Conducting science-based psychology research in schools (pp. 9-31). Washington D.C.: APA Books.
Ladd, G., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101(1), 190-206.
Rudolph, K., Ladd, G., & Dinella, L.M. (2007). Gender differences in the interpersonal Consequences of early-onset depressive symptoms. Merrill-Palmer Quarterly, 53(3), 461-488.
Dinella, L.M., Peranteau, J., & Rochette, A. (June 2013). Sea Lions, and Tigers, and Bears, Oh My! Creating Applied Learning Opportunities via Creative Collaborations. Presented at the biennial meetings of the Eastern Teaching of Psychology Conference, Staunton.
Dinella, L.M., *Pierce, J. & Lewandowski, G. (2013, April). Internalization of princess culture: Gender messages, early childhood and young adulthood. Paper symposium presented at the meeting of the Society for Research in Child Development, Seattle,WA.
Fulcher, M., Weisgram, E., & Dinella, L.M. (2013, April). The effects of implicit and explicit gender labels on children's interest in novel toys. Presented at the biennial meetings of the Society for Research in Child Development, Seattle, WA.