Camilla Griffiths is a doctoral candidate in the Social Psychology program. Her research is at the intersection of social psychology and education. Currently, she is interested in observing and intervening on the student-teacher relationship to improve minority student outcomes in middle school classrooms. She is also interested in researching other factors in the school context that are important for psychological safety in the classroom, such as productive discussions about identity and healthy parent-teacher relationships.
Her primary project extends our understanding of the interracial student-teacher relationship by considering the dynamic nature of teachers' perceptions. Specifically, how does a teacher's perception of their Black student change as a function of their level of engagement with that student? She proposes that engaging with students' work through feedback (as opposed to just grading) may act as a natural intervention that weakens the teacher's use of stereotypes in evaluation and perception of Black students.