Rachael D. Robnett

Associate Professor of Psychology
Director, UNLV Social Development Research Lab
Expertise: Developmental psychology, Adolescent development, Psychology of gender, Academic achievement/career aspirations, Romantic relationships, Gender stereotyping


Rachael Robnett is a developmental psychologist whose areas of expertise include adolescent development and gender development. Her research addresses the ways in which socialization, stereotypes, and society contour the attitudes and behaviors that people display in their daily lives.

Robnett's primary line of research provides insight into adolescents’ and young adults’ pursuit of careers related to science, technology, engineering, and math (STEM). She is especially interested in identifying ways to bring more girls, women, and members of ethnic minority groups into STEM fields. Her research findings suggest that peers, self-efficacy, and hands-on research involvement may have important implications for underrepresented students’ pursuit of STEM careers.

Robnett’s second line of research examines the causes and implications of gender bias and gender-role adherence. Her work in this domain focuses on associations between gender-traditional ideologies and individuals’ preferences within the context of romantic relationships. For example, her work has examined people's preferences for marriage traditions such as marriage proposals and surname changes.

Robnett is an action editor at the British Journal of Developmental Psychology and the Journal of Adolescent Research. She also serves on the editorial board at Psychology of Women Quarterly and Sex Roles: A Journal of Research.


  • Ph.D., University of California, Santa Cruz

Related Links

Rachael D. Robnett In The News

Chattanooga Times Free Press
It remains to be seen whether U.S. Rep. Marjorie Taylor Greene, whose divorce from Perry Greene was finalized in December, plans to keep the last name she's become so closely associated with.
Higher Ed Dive
In fall 2020, the first full semester during the COVID-19 pandemic, many students struggled to adapt to the shift to online education, let alone engage meaningfully with subject matter.
Diverse: Issues in Higher Education
The live chat function in Zoom classes helped students feel more comfortable, according to a recent University of Nevada, Las Vegas study.
Lab Manager
Women much more enthusiastically embraced the live chat function during pandemic Zoom classes than men, according to a new University of Nevada, Las Vegas (UNLV) study. Researchers hope the data could be a key to broadening underrepresented groups’ access to STEM disciplines as colleges incorporate technology into hybrid and even in-person courses.

Articles Featuring Rachael D. Robnett

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