Tawa, J. & Montoya, A.K. (in press). Construals of self and group: How racial nominalism can promote adaptive intergroup outcomes for interdependent selves. To be published in: Group Process & Intergroup Relations.
Raymond, C., Tawa, J., Tonini, G.M., & Gomaa, S. (2018). Using experimental research to test instructional effectiveness: A case study. Journal of Political Science Education [online first].
Kim, G.S., Kahn, V.D., Tawa, J., & Suyemoto, K.L. (2017). Toward a ripple effect: Psychologists collaborate in social justice education at a high school. The Journal for Social Action in Counseling and Psychology, 9(2), 112 - 131.
Tawa, J. (2017). Asymmetric peer selections among Blacks, Asians, and Whites in a virtual environment: Preliminary evidence for triangulated threat theory. The Journal of Social Psychology, 157(6), 736 - 753.
Tawa, J. (2017). “Walk a mile in my shoes:” A virtual world exercise in fostering students’ subjective understandings of the experiences of People of Color. In M.E. Ma & A. Oikonomou (Eds.). Serious Games and Edutainment Applications, Vol 2. New York: Springer.
Tawa, J. & Tauriac, J.J. (2017). Teaching power beyond Black and White: recognizing and working with student resistance in diverse classrooms. In E. Pinderhughes, P. Romney & V. Jackson (Eds.) Understanding Power: A Human Service Imperative. Washington D.C.: National Association of Social Work Press.
Tawa, J., Tauriac, J.J., & Suyemoto, KL. (2016). Fostering inter-minority race-relations: An intervention with Black and Asian students at an urban university. Making Connections: Interdisciplinary Approaches to Cultural Diversity, 16 (2), 33 - 64.
Tawa, J., Negrón, R., Suyemoto, K.L. & Carter, A.S. (2015). The effects of resource competition on Blacks’, Asians’, and Whites’ social distances: A virtual world method. Group Processes and Intergroup Relations, 18 (6), 761 – 777.
Tawa, J., Suyemoto, K.L. & Tauriac, J.J. (2013). Triangulated threat: A model of Black and Asian race-relations in a context of White dominance. In S. Pinder (Ed). American Multicultural Studies, Sage Publications, Thousand Oaks, CA.
Tauriac, J.J., Kim, G.S., Lambe, S.A., Tawa, J., & Kahn, V. (2013). Utilizing affinity groups to enhance intergroup dialogue workshops for racially and ethnically diverse students. The Journal for Specialists in Group Work, 38(3), 241 - 260.
Tawa, J., Gongvatana, A., Anello, M., Shanmugham, U., Lee-Chuvala, T., & Suyemoto, K.L. (2012). A method for collecting and interpreting interpersonal behavioral data in Second Life: A sample study of Asians’, Blacks’, and Whites’ social distances. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 6 (3).
Tawa, J. & Kim, G.S. (2011). How does biological belief in race relate to our feelings towards in-groups and out-groups?: A cognive-dissonance framework. Current Research in Social Psychology, 16 (4).
La Roche, M. & Tawa, J. (2011). Taking back our streets: A clinical model for empowering urban youth with exposure to community violence through participation in peacebuilding. Peace and Conflict: Journal of Peace Psychology, 17 (1), 4 – 21.
Suyemoto, K. L., Kim, G.S., Tanabe, M., Tawa, J., & Day, S. C. (2009). Challenging the model minority myth: Engaging Asian American students in research on Asian American college student experiences. In S. D. Museus (Ed.) Conducting Research on Asian Americans in Higher Education: New Directions in Institutional Research. San Francisco: Jossey-Bass.
Suyemoto, K. L., Tawa, J., Kim, G. S., Day, S., Lambe, S.A., Nguyen, P. T. & AhnAllen, J. M. (2009). Integrating disciplines for transformative education in health services: Strategies and effects. In L. Zhan (Eds). Asian American Voices: Engaging, Empowering, and Enabling. NLN Press. New York.
Suyemoto, K.L. & Tawa, J. (2009). Multiracial Asian American experiences. In A. Alvarez & N. Tewari (Eds.), Asian American Psychology: Current Perspectives. Lawrence Erlbaum Associates, Inc.