Laiduc

Giselle Laiduc

Assistant Professor of Psychology, Santa Clara University
Chapter Member: Bay Area SSN
Areas of Expertise:

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About Giselle

Laiduc is an interdisciplinary social-cultural psychologist who investigates the sociocultural context of higher education and its influence on students’ psychological well-being. Overarching themes in Laiduc's writings include the sociocultural factors that impact the transition to and through college, culturally-relevant psychological interventions that foster identity safety and belonging, and beliefs and discourses about diversity that promote (or inhibit) student outcomes.

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Contributions

Advancing Student Belonging Through Broader Definition and Methods

  • Paulette Garcia Peraza
Memo,

Publications

"Paradoxes, Uncertainty, and Resistance: A Psychology of Meaning-Making at the Margins" (with Rebecca Covarrubias). Social and Personality Psychology Compass 18, no. 7 (2024).

Examines how college students, particularly those from marginalized backgrounds, make sense of their college transition experiences.

"Disrupting Neoliberal Diversity Discourse with Critical Race College Transition Stories" (with Rebecca Covarrubias and Ian Slattery). Journal of Social Issues 80, no. 1 (2024).

Investigates how incoming college students, particularly from diverse racial backgrounds, make sense of diversity after being exposed to different college transition stories.

"Making Meaning of the Hidden Curriculum: Translating Wise Interventions to Usher University Change" (with Rebecca Covarrubias). Translational Issues in Psychological Science 8, no. 2 (2022): 221-233.

Challenges the idea that higher education is a neutral environment by exploring how a hidden curriculum—implicit cultural norms and expectations—disadvantages minoritized students. Proposes using psychologically informed interventions to help these students navigate and make sense of the university's hidden rules, aiming to reduce inequities.

"Relatable Role Models: An Online Intervention Highlighting First-Generation Faculty Benefits First-Generation Students" (with Rebecca Covarrubias and Sarah Herrmann). Journal of First-generation Student Success 1 (2021): 159-186.

Explores the impact of first-generation faculty as role models on first-generation college students. Finds that highlighting first-generation identity on faculty web pages increases these students' intentions to seek help and their sense of belonging, compared to continuing-generation students.