ACADEMIC APPOINTMENTS

Assistant Professor, Psychology Department

University of California, Berkeley, CA 2016-present

Post Doctoral Researcher, Psychology Department

Stanford University, Stanford, CA 2015-2016

EDUCATION

Ph.D. in psychology, Stanford University, Stanford, CA

Advisers: Dr. Gregory Walton & Dr. Jennifer Eberhardt

B.A. in Psychology and African American studies, Northwestern University, Chicago, IL

Advisers: Dr. Jennifer Richeson & Dr. Lindsay Chase-Lansdale June 2008

AWARDS

2023 APS Fellow, Association for Psychological Science

2023 Cialdini Prize,Society for Personality and Social Psychology

2022 JanetTaylor Spence Award for Transformative Early Career Contributions, Association
for Psychological Science

2022 Rising Star Award, Association forPsychological Science

2022 Foundations for Change: Thomas I.Yamashita Prize

2017 Cialdini Prize, Society for Personality andSocial Psychology

2015 People’s Choice Award, TheRoot 100,

2015 Distinguished Scholar Award,Stanford University, Vice Provostof Graduate Education

2015 Dean’s Award for Academic Excellence, StanfordUniversity

2013 GraduateResearch Opportunity Award, Stanford University

2013 DiversityTravel Award, Society for Personality and Social Psychology (SPSP)

2011 OutstandingGraduate Teaching Award, Stanford University, Psychology One Program

RECENT MANUSCRIPTS AND PUBLICATIONS

Darling-Hammond, S.*, Ruiz, M.*,Eberhardt, J. L., & Okonofua, J. A.(2023). The dynamic nature of student discipline and discipline
disparities. Proceedings of the National Academy of Sciences, 120(17),e2120417120.

Ferguson, Z. E.*, Jarvis, S. N.*,Antonoplis, S.*, & Okonofua, J. A.(2023). Principal Beliefs Predict Responses to Individual Students’
Misbehavior. Educational Researcher,0013189X231158389.

Afulani, P. A.,Okiring, J., Aborigo, R. A., Nutor, J. J., Kuwolamo, I., Dorzie, J. B. K., Semko,
S.*, Okonofua, J. A., & Mendes,W. B. (2023). Provider implicit and explicit bias in person-centered maternity
care: a cross-sectional study with maternity providers in Northern Ghana. BMC Health Services Research, 23(1),1-15.

Okonofua,J. A., Harris, L. T.,& Walton, G. M. (2022). Sidelining Bias: A Situationist Approach to Reduce
the Consequences of Bias in Real-World Contexts. Current Directions inPsychological Science, 09637214221102422.

Okonofua, J. A. (2022). Controlled labexperiments are one of many useful scientific methods to investigate bias. Behavioraland Brain Sciences, 45.

Okonofua, J. A., Goyer, J. P., Lindsay,C. A., Haugabrook, J., & Walton, G. M. (2022). A scalable empathic-mindset
intervention reduces group disparities in school suspensions. Science Advances,8(12), eabj0691.

Perez*, A. D., & Okonofua, J. A. (2022). The good andbad of a reputation: Race and punishment in K-12 schools. Journal ofExperimental Social Psychology, 100, 104287.

Walton, G. M., Okonofua, J. A., Remington Cunningham, K., Hurst, D., Pinedo, A.,Weitz, E., Ospina, J. P., Tate, H., & Eberhardt, J. L. (2021). Lifting the
Bar: A Relationship-Orienting Intervention Reduces Recidivism Among Children
Reentering School From Juvenile Detention. Psychological Science. https://doi.org/10.1177/09567976211013801
+ Received the 2022 Cialdini Prize from SPSP

Bookser, B. A.*, Ruiz, M.*, Olu-Odumosu,A.*, Kim, M.*, Jarvis, S. N.*, & Okonofua,J. A. (2021). Context matters for preschool discipline: Effects of distancelearning and pandemic fears. School Psychology.

Okonofua, J. A., Saadatian, K.*, Ocampo,J.*, Ruiz, M.*, & Oxholm, P. D.* (2021). A scalable empathic supervision
intervention to mitigate recidivism from probation and parole. Proceedingsof the National Academy of Sciences, 118(14).

Okonofua,J. A., Perez, A. D.*,& Darling-Hammond, S.* (2020). When policy and psychology meet: Mitigating
the consequences of bias in schools. Science Advances, 6.

Jarvis, S. N.*, & Okonofua, J. A. (2020). Schooldeferred: When bias affects school leaders. Social Psychological andPersonality Science, 11(4), 492-498.

Goyer, P., Walton, G. M., Cook, J., Master, A., Apfel, N., Garcia. J., Okonofua, J.A., & Cohen, G. L. (2019). A brief middle school social-belonging intervention reducesdiscipline incidents among Black boys through the end of high school. Journal of Personality and Social Psychology