Giselle Laiduc
MS and PhD, University of California, Santa Cruz
BA and BS, University of Arizona
Psychologically wise interventions to improve the experiences of historically minoritized students; diversity ideologies; social justice; hidden curriculum; college transition; sociocultural factors in higher education; servingness
For more information, please see: Identity, Diversity, and Educational Equity (IDEE) Lab
- PSYC 51: Statistics and Methods I
- PSYC 52: Statistics and Methods II
- PSYC 2: General Psychology II
Covarrubias, R., Laiduc, G., Quinteros, K., & Arreaga, J. (2023). Lessons on servingness from mentoring program leaders at a Hispanic Serving Institution. Journal of Leadership, Equity, and Research. 9(2), 75-91.
Laiduc, G. & Covarrubias, R. (2022). Making meaning of the hidden curriculum: Translating wise interventions to usher university change. Translational Issues in Psychological Science. 8(2), 221-233.
Covarrubias, R., & Laiduc, G. (2022). Complicating college-transition stories: Strengths and challenges of approaches to diversity in wise-story interventions. Perspectives on Psychological Science, 17(3), 732–751.
Covarrubias, R., Laiduc, G., & Valle, I. (2022). What institutions can learn from the navigational capital of minoritized students. Journal of First-Generation Student Success, 2(1), 36–53.
Laiduc, G., Herrmann, S., & Covarrubias, R. (2021). Relatable role models: An online intervention highlighting first-generation faculty benefits first-generation students. Journal of First-Generation Student Success, 1(3), 159–186.
Covarrubias, R., Laiduc, G., & Valle, I. (2019). Growth messages increase help-seeking and performance for women in STEM. Group Processes & Intergroup Relations, 22(3), 434–451.
Covarrubias, R., Valle, I., Laiduc, G., Azmitia, M. (2019). “You never become fully independent”: Family roles and independence in first-generation college students. Journal of Adolescent Research, 34(4), 381-410.