Elizabeth J. Parks-Stamm, PhD

SHE | HER | HERS

Part-Time Assistant Professor of Psychology

Please email

elizabeth.parksstamm@maine.edu

Download Curriculum Vitae

Education

New York University, Ph.D. in Social, Personality, & Organizational Psychology 2009
New York University, M.A. in Psychology, 2006
Dartmouth College B.A. with High Honors, 2001

Current Courses

PSY 201 Statistics in Psychology (In-person)

PSY 230 Social Psychology (In-person)

PSY 319 Self Regulation (In-person)

Research Interests

Self-regulation

Gender stereotypes

Bias

Social interaction

Department of Psychology College of Science, Technology, and Health

Elizabeth J. Parks-Stamm, Ph.D. is a part-time Assistant Professor of Psychology at the University of Southern Maine. She received her undergraduate degree from Dartmouth College in 2001 and her Ph.D. in Social, Personality, and Organizational Psychology from New York University in 2009. Her research interests include action planning, self-regulation, and the impact of gender stereotypes on children and adults’ aspirations and evaluations.

Selected Publications

Parks-Stamm, E. J. & Flinner, S. M.* (2024). Generational differences in payment transparency perceptions. Journal of Retailing and Consumer Services, 77, 103691. https://doi.org/10.1016/j.jretconser.2023.103691 *USM student

Thorsteinsen, K., Heijens, M. Parks-Stamm, E. J., Froehlich, L., & Martiny, S. E. (2024). The role of gender, stress, and social support in parents' pandemic well-being: A cross-national study. Family Relations. https://doi.org/10.1111/fare.13018

Olsen, M., Parks-Stamm, E. J., Lund, I. M. H., & Martiny, S. E. (2023). Who cares? Effects of gendered self-perceptions on dropout intentions in communal studies. Journal of Community and Applied Social Psychology, 33(6), 1474-1488. https://doi.org/10.1002/casp.2745

Damanskyy, Y., Martiny-Huenger, T., & Parks-Stamm, E. J. (2023). Associative learning from verbal action-effect instructions: A replication and investigation of underlying mechanisms. Journal of Cognition, 6(1), 28. https://doi.org/10.5334/joc.284

Olsen, M., Parks-Stamm, E. J., Thorsteinsen, K., & Martiny, S. E. (2023). Salary and power: How occupational status affects children’s occupational aspirations. Journal of Experimental Child Psychology, 232. https://doi.org/10.1016/j.jecp.2023.105667

Parks-Stamm, E. J. & Tharp, D. T. (2023). But what did they do on leave? Differing evaluations of men and women’s completion of work tasks on parental leave. Journal of Occupational and Organizational Psychology, 96(2), 235-241. https://doi.org/10.1111/joop.12421

Kristiansen, I. M., Martiny-Huenger, T., & Parks-Stamm, E. J. (2023). Situational cues in thoughts about the future: Relationships with self-reported and actual self-regulation success. Social Psychology, 54(3), 151-167. https://doi.org/10.1027/1864-9335/a000511

DiBartolomeo, J., Kothakota, M., Parks-Stamm, E.J., & Tharp, D. M. (2023). Racial animosity and black financial advisor underrepresentation. Financial Planning Review, 6(1), e1164. https://doi.org/10.1002/cfp2.1164

Olsen, M., Olsson, M. I. T., Parks-Stamm, E. J., Kvalø, M., Thorsteinsen, K., Steffens, M. C., & Martiny, S. E. (2022). What do I want to be? The development of communal occupational aspirations in early to middle childhood. International Journal of Behavioral Development, 46(6), 528-541. https://doi.org/10.1177/01650254221121842

Thorsteinsen, K., Parks-Stamm, E. J., Kvalø, M., Olsen, M. & Martiny , S. E. (2022). Mothers’ domestic responsibilities and well-being during the COVID-19 lockdown: The moderating role of essentialist beliefs about parenthood. Sex Roles, 87, 85-98. https://doi.org/10.1007/s11199-022-01307-z.

Pollack, J. Parks-Stamm, E. J., Shaw, N., & Weiner, A. S. (2022). Negotiating with those like me: Similarity salience increases positive attitudes in imagined negotiation with an outgroup member. Journal of Peace Psychology https://doi.org/10.1037/pac0000621

Martiny-Huenger, T., Damanskyy, Y., & Parks-Stamm E. J. (2022). From thought to action: On the relevance of including situational cues in thought about intended actions. Plos One. https://doi.org/10.1371/journal.pone.0264342