Kristin’s research and teaching are informed by the idea that rigorous empirical study can offer windows into human thought and behavior that can be translated into evidence-based approaches to improve education, organizational practices, and policy. Kristin’s recent work has focused on the role of implicit, or less conscious, attitudes and stereotypes in science education and the gender gap in STEM fields. Her work has been funded by the National Institutes of Health, the Society for the Study of Psychological and Social Issues, the Bard College Research Fund, Harvard University’s Gordon Allport Fund, and a School-Based Initiatives Grant from Hong Kong University of Science and Technology.