His work examines the cultural and cognitive processes that support the acquisition and development of social knowledge structures in children. More over, his work draws on methods from social, developmental and cognitive psychology to examine how attitudes toward and beliefs about social groups form at both an implicit and an explicit level of analysis from infancy through late adolescence. In addition to its relevance to social justice and tolerance education, this work speaks to constraints on social, conceptual, and cognitive development as well as to dual-process theories of social cognition. Andrew is also director of the Living Laboratory at Science World at TELUS World of Science, Canada’s first university-museum partnership to provide the public with daily access to university scientists and opportunities to observe, participate and learn from real experiments.