Patricia H. Hawley, Ph.D.
Professor - Educational Psychology and Leadership
Patricia Hawley has been a Professor in Educational Psychology (in the department of Educational Psychology and Leadership) since 2013, when she came from the University of Kansas. Her work focuses on power relationships across development, with a particular recent focus on bullying and its interventions. She and her students have been developing pre-service teacher workshops with the aim of helping teachers mitigate bullying and other noxious power dynamics in the classroom. Additionally, she has created a workshop for science teachers designed to reduce teachers’ anxieties about teaching evolution. Her work on the evolution of children’s social relationships and aggression earned her the inaugural Scholarly Achievement Award for Innovation in Research at the University of Kansas. She is the author of Resource Control Theory (Hawley, 1999) and the Evolution Attitudes and Literacy Survey (Hawley et al. 2011). She has co-edited two books, Aggression and Adaptation: The Bright Side to Bad Behavior and The Evolution of Personality and Individual Differences.
- Office: Education 379
- Phone: 806-834-1878
- Email: firstname.lastname@example.org
She received her Ph.D. in Psychology from the University of California Riverside in 1994, and was a post-doctoral fellow at the Max Planck Institute for Human Development, Berlin, Germany, from 1994 to 1998.
Areas of Expertise
- Evolution and Human Behavior
- Power and social dominance, their development and implications for relationship and group functioning
- The evolution of individual differences
- Aggression, morality, and human social competence
- Evolution Education
- Causes and consequences of anti-evolution attitudes
- Derivation and implementation of pre-service teacher professional development workshop, Declawing the Dinosaurs: Lowering Teacher Anxiety in Biology Classroom
- Theoretical articulation of bullying intervention programs
- Derivation and implementation of pre/in-service teacher professional development workshop, Bullying and Social Dynamics in the Classroom: A Guide for Pre- and In-service Teachers
Hawley, P.H., & Williford, A. (2015). Articulating the theory of bullying intervention programs: Views from social psychology, ecological systems theory, and organizational science. Journal of Applied Developmental Psychology. http://dx.doi.org/10.1016/j.appdev.2014.11.006
Hawley, P.H. (2014). The duality of human nature: coercion and prosociality in youths’ hierarchy ascension and social success. Current Directions in Psychological Science, 23, 433-438.
Short, S.D., & Hawley, P.H. (2014). The effects of evolution education: Examining attitudes toward and knowledge of evolution in college courses. Evolutionary Psychology, 13(1), 67-88.
Hawley, P.H. (2014). Ontogeny and social dominance: A developmental view of human power patterns. Evolutionary Psychology, 12(2), 318-342.
Hawley, P.H., Short, S.D., McCune, L.A., Osman, M.R., & Little, T.D. (2011). What's the matter with Kansas?: The development and confirmation of the evolutionary attitudes and literacy survey. Evolution: Education and Outreach, 4, 117-132.
Hawley, P.H., & Hensley, W.A. (2009). Social dominance and forceful submission fantasies: Feminine pathology or power? Journal of Sex Research, 46, 568-585.
Hawley, P.H., Little, T.D., & Card, N.A. (2008). The myth of the alpha male: A new look at dominance-related beliefs and behaviors among adolescent males and females. International Journal of Behavioral Development, 32, 76-88.
Hawley, P.H. (2003). Prosocial and coercive configurations of resource control in early adolescence: A case for the well-adapted Machiavellian. Merrill-Palmer Quarterly, 49, 279-309.
Hawley, P.H. (1999). The ontogenesis of social dominance: A strategy-based evolutionary perspective. Developmental Review, 19, 97-132.