Faculty Profile

Yolanda Niemann

Title
Modified Service Retiree
Department
Psychology
College
College of Liberal Arts and Social Sciences

    

Education

PhD, University of Houston, 1992.
Major: Psychology
MA, University of Houston, 1991.
Major: Psychology
MEd, University of Houston, 1989.
Major: Educational Psychology
BA, University of Houston, 1987.
Major: Psychology

Current Scheduled Teaching*

PSYC 6950.708, Doctoral Dissertation, Fall 2022
PSYC 5950.708, Master's Thesis, Fall 2022

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

PSYC 5950.714, Master's Thesis, Summer 10W 2022
PSYC 6950.717, Doctoral Dissertation, Spring 2022
PSYC 5950.717, Master's Thesis, Spring 2022
PSYC 6900.062, Special Problems, Spring 8W2 2022
PSYC 6950.708, Doctoral Dissertation, Fall 2021
PSYC 5950.708, Master's Thesis, Fall 2021
PSYC 6950.708, Doctoral Dissertation, Summer 10W 2021
PSYC 6950.708, Doctoral Dissertation, Spring 2021
PSYC 4950.708, Honors Thesis, Spring 2021
PSYC 6610.708, Independent Research, Spring 2021
PSYC 5950.708, Master's Thesis, Spring 2021
PSYC 6900.708, Special Problems, Spring 2021
PSYC 6910.708, Special Problems, Spring 2021
PSYC 6610.708, Independent Research, Fall 2020
PSYC 6610.737, Independent Research, Fall 2020
PSYC 5950.708, Master's Thesis, Fall 2020
PSYC 5900.708, Special Problems, Fall 2020
PSYC 5950.708, Master's Thesis, Summer 10W 2020
PSYC 6200.001, Advanced Topics Seminar in Psychology, Spring 2020 Syllabus
PSYC 6950.708, Doctoral Dissertation, Spring 2020
PSYC 5950.708, Master's Thesis, Spring 2020
PSYC 4040.001, Psychology of Race in the U.S., Spring 2020 Syllabus
PSYC 2900.701, SPECIAL PROBLEMS, Spring 2020
PSYC 6200.001, Advanced Topics Seminar in Psychology, Fall 2019 Syllabus SPOT
PSYC 6200.002, Advanced Topics Seminar in Psychology, Fall 2019 Syllabus SPOT
PSYC 6950.708, Doctoral Dissertation, Fall 2019
PSYC 3996.708, Honors College Mentored Research Experience, Fall 2019
PSYC 5950.708, Master's Thesis, Fall 2019
PSYC 3100.601, Social Psychology, Summer 5W2 2019 Syllabus SPOT
PSYC 6950.708, Doctoral Dissertation, Spring 2019
PSYC 4951.708, Honors College Capstone Thesis, Spring 2019
PSYC 4950.708, Honors Thesis, Spring 2019
PSYC 5950.708, Master's Thesis, Spring 2019
PSYC 4040.001, Psychology of Race in the U.S., Spring 2019 Syllabus SPOT
PSYC 3100.001, Social Psychology, Spring 2019 Syllabus SPOT
PSYC 6950.708, Doctoral Dissertation, Fall 2018
PSYC 5950.708, Master's Thesis, Fall 2018
PSYC 6950.708, Doctoral Dissertation, Summer 10W 2018
PSYC 5950.708, Master's Thesis, Summer 10W 2018
PSYC 6200.001, Advanced Topics Seminar in Psychology, Spring 2018 SPOT
PSYC 6950.708, Doctoral Dissertation, Spring 2018
PSYC 3100.001, Social Psychology, Spring 2018 Syllabus SPOT
PSYC 6610.708, Independent Research, Fall 2017
PSYC 3100.002, Social Psychology, Fall 2017 Syllabus SPOT
PSYC 5900.708, Special Problems, Fall 2017
PSYC 6900.708, Special Problems, Fall 2017
PSYC 4849.001, Topics in Psychology, Fall 2017 Syllabus SPOT
PSYC 3100.001, Social Psychology, Spring 2017 Syllabus SPOT
PSYC 4900.708, Special Problems, Spring 2017
PSYC 6900.708, Special Problems, Spring 2017
PSYC 4849.002, Topics in Psychology, Spring 2017 Syllabus SPOT
PSYC 6610.708, Independent Research, Fall 2016
PSYC 5950.708, Master's Thesis, Fall 2016
PSYC 3100.002, Social Psychology, Fall 2016 Syllabus SPOT
PSYC 4900.708, Special Problems, Fall 2016
PSYC 4849.001, Topics in Psychology, Fall 2016 Syllabus SPOT
PSYC 6610.708, Independent Research, Summer 10W 2016
PSYC 5950.708, Master's Thesis, Summer 10W 2016
PSYC 4900.708, Special Problems, Summer 10W 2016
PSYC 3100.002, Social Psychology, Spring 2016 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book
Niemann, y. F., Gutierrez y muhs, G., Carmen, G. (2020). Presumed Incompetent II: Race, Class, Power, and Resistance for Women.
Njie, V., Niemann, Y. F., Sharps, P. (2020). Disparities in Academia: Accounting for the Elephant. Allegheny, PA: Dorrance Publishini.
Boyd, B., Caraway, S. J., Niemann, Y. F. (2017). Surviving and Thriving in Academia: A Guide for Members of Marginalized Groups. Washington, DC: American Psychological Association.
Gutiérrez y Muhs, G., Niemann, Y. F., González, C., Harris, A. (2012). Presumed Incompetent: The Intersections of Race and Class for Women in Academia. University Press of Colorado and Utah State University Press.
Mindiola, T., Niemann, Y. F., Rodriguez, N. (2002). Black-Brown Relations and Stereotypes. Austin, TX: University of Texas Press.
Niemann, Y. F. (2002). Chicana Leadership. Lincoln, Nebraska: University of Nebraska Press.
Book Chapter
Casteneda, D., Flores, Y., Niemann, Y. F. (2020). Senior Chicana Feminist Scholars - Some notes on survival in hostile contexts.
Niemann, Y. F. (2020). Preface, Disparities in Academia.
Akibar, A., Niemann, Y. F., Bazemore-James, C., Thomas, K., Dovidio, J. F. (2020). Polarization, hyper-visibility, and isolation: Experiences of racial/ethnic tokens in the workplace..
Niemann, Y. F. (2019). Leading as a Chicana Feminist in a Predominantly White Institution. BRAVE.
Niemann, Y. F. (2019). Wanto to Grow Women Leaders? Create the Pipeline Through Institutional Change.
Niemann, Y. F. (2018). Leading as a Chicana Feminist in a Predominantly White Institution.
Niemann, Y. F. (2012). Presumed Incompetent: Lessons learned from the experiences of race, class, sexuality, gender, and their intersections in the academic world.. Presumed Incompetent: The Intersections of Race and Class for Women in Academia. 446-499. University Press of Colorado and Utah State University Press (an imprint of University Press of Colorado)..
Niemann, Y. F. (2005). Color Blindness: Its ironies, impossibilities, and contradictions. Racial Crossroads: A Reader in Comparative Ethnic Studies. 217-228. Dubuque, IA: Kendall Hunt.
Niemann, Y. F. (2005). The Psychology of Tokenism: Psychosocial Reality of Faculty of Color. Racial Crossroads: A Reader in Comparative Ethnic Studies. 295-320. Dubuque, IA: Kendall Hunt.
Niemann, Y. F. (2004). Stereotypes of Chicanas and Chicanos: Impact on Family Functioning, Individual Expectations, Goals, and Behavior. The Handbook of Chicana and Chicano Psychology and Mental Health. 61-82. Mahwah, N.J.: Lawrence Erlbaum Assoc..
Niemann, Y. F. (2003). The Psychology of Tokenism: Psychosocial Reality of Faculty of Color. The Handbook of Racial and Ethnic Minority Psychology. 110-118. Thousand Oaks, CA: Sage Publications.
Niemann, Y. F. (2002). Chicanas: Dispelling Stereotypes while Challenging Racism, Sexism, Classism, and Homophobia. Chicana Leadership. 7-17. Lincoln, Nebraska: University of Nebraska Press.
Niemann, Y. F. (1999). Social Ecological Contexts of Prejudice Between Hispanics and Blacks.. Race, Ethnicity and Nationality in the United States: Toward the Twenty-First Century. 170-190. Boulder, CO: Westview Press.
Niemann, Y. F. (1996). Nurturing Anti-Racism: A Permeation of Life. Everyday Acts Against Racism: Raising Children in a Multiracial World. 31-39. Seattle, WA: Seal Press.
Book Review
Niemann, Y. F. (2006). Strategies for Building Multicultural Competence in Mental Health and Educational Settings. Cultural Diversity and Ethnic Minority Psychology. Vol. 12, 165-168.
James, E. L., Niemann, Y. F. (1998). Book Review of The Multiracial Experience: Racial borders as the new frontier. The Ethnic Studies Review. (19(1)), 123-124.
Encyclopedia Article
Niemann, Y. F. (2016). Tokenism. The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies. Hoboken, New Jersey: John Wiley & Sons, Ltd..
Niemann, Y. F. (2001). Intergroup relations between Blacks and Hispanics.. The Encyclopedia of Minorities in American Politics. Volumes I & II, . Phoenix, AZ: The Oryx Press.
Invited Blog
Niemann, Y. F. (2015). “The Problem with the Phrases “Women and Minorities” and “Women and People of Color”. 2843-the-problem-with-the-phrases-women-and-minorities-and-women-and-people-of-color
Journal Article
Latimer, K., Archibald, A., Flores Niemann, Y. (2021). Effectively Integrating a Social Justice Pedagogy into a Social Psychology Course.
Niemann, Y. F. (2020). The Obfuscation of the realities of Women of Color due to the false dichotomy phrasing of "Women and Minorities:.
Akibar, A., Flores Niemann, Y., Blumenthal, H., Vosvick, M. A. (2019). Dimensions of Sexuality and Social Anxiety in Emerging Adulthood.
Akibar, A., Niemann, Y. F., Blumenthal, H., Vosvick, M. A., (2019). Intersecting sexual and ethnic identities, discrimination, and mental health in emerging adulthood.
Callahan, J. L., Smotherman, J., Dziurzynski, K., Love, P. K., Davis, E. C., Niemann, Y. F., Ruggero, C. (2018). Diversity in the professional psychology training-to-workforce pipeline: Results from doctoral psychology student population data. Training and Education in Professional Psychology. 12(4), 273-285.
Niemann, Y. F. (2016). The Social Ecology of Tokenism in Higher Education Institutions. 28(4), 451-458. San Francisco, CA:.
Niemann, Y. F. (2016). The Social Ecology of Tokenism in Higher Education Institutions. Peace Review: A Journal of Social Justice. 28(4), 451-458.
Niemann, Y. F. (2011). Diffusing the impact of tokenism on faculty of color.. Other. 216-229.
Niemann, Y. F., Dovidio, J. (2005). Affirmative Action and Job Satisfaction: Understanding Underlying Processes. The Journal of Social Issues. 61(3), 507-523.
Niemann, Y. F., Maruyama, G. (2005). Introduction: Inequities in Higher Education: Issues and Promising Practices in a World Ambivalent about Affirmative Action.. The Journal of Social Issues. 407-426. Blackwell Publishers, for The Society for the Psychological Study of Social Issues..
McNeill, B. W., Prieto, L. R., Niemann, Y. F., Pizarro, M., Vera, E. M., Gomez, S. P. (2001). Current directions in Chicana/o psychology. The Counseling Psychologist. (29(1)), 5-18.
Niemann, Y. F. (2001). Racial, Ethnic, and Cultural Differences in Responding to Distinctiveness and Discrimination on Campus: Stigma and Common Group Identity.. Journal of Social Issues. (57(1)), 167-188.
Niemann, Y. F. (2001). Stereotypes about Chicanas and Chicanos: Implications for Counseling.. The Counseling Psychologist. (29(1)), 55-90.
Niemann, Y. F. (2001). The role of stereotype internalization in defining normative behavior among black students in predominantly White institutions.. The McNair Journal. (1), 33-40.
Niemann, Y. F. (2000). Effects of Cultural Orientation on the Perception of Conflict Between Relationship and Education Goals for Mexican American College Students. Hispanic Journal of Behavioral Sciences. 46-63.
Niemann, Y. F. (1999). The Making of a Token: A Case Study of Stereotype Threat and Racism in Academe.. Frontiers: A Journal of Women Studies. (XX(1)), 111-135.
Niemann, Y. F. (1999). What Does it Mean to be Mexican?: Social Construction of An Ethnic Identity. Hispanic Journal of Behavioral Sciences. (21(1)), 47-60.
Niemann, Y. F. (1998). Black and White Tokens in Academia: A Difference of Chronic vs. Acute Distinctiveness. Journal of Applied Psychology. (11), 954-972.
Niemann, Y. F. (1998). Causal relationships of processes of change and decisional balance: Stage-specific models for smoking. Addictive Behaviors. (23), 437-448.
Niemann, Y. F. (1998). Intergroup stereotypes of working class Blacks and Whites: Implications for stereotype threat. Western Journal of Black Studies. (22(2)), 103-108.
Niemann, Y. F. (1998). Relationship of Solo Status, Academic Rank, and Perceived Distinctiveness to Job Satisfaction of Racial/Ethnic Minorities. Journal of Applied Psychology. (83(1)), 55-71.
Niemann, Y. F. (1998). Tenure, Race/ethnicity and attitudes toward affirmative action: A matter of self interest. Sociological Perspectives. 41 (4), 783-796.
Niemann, Y. F. (1998). The Effects of Physical Context on Stereotyping of Mexican American Males. Hispanic Journal of Behavioral Sciences. (20(3)), 349-362.
Niemann, Y. F. (1995). The Social Ecology of Stereotyping. Journal for the Theory of Social Behavior. (25(1)), 1-14.
Niemann, Y. F. (1994). Use of Free Response and Cluster Analysis to Determine Stereotypes of Eight Groups. Personality and Social Psychology Bulletin. (20(4)), 379-390.
Journal, Special Issue
Niemann, Y. F., Maruyama, G. (2005). Special Issue: Inequities in Higher Education: Issues and Promising Practices in a World Ambivalent about Affirmative Action. Journal of Social Issues. (61(3)), . Blackwell Publishers, for The Society for the Psychological Study of Social Issues..
Niemann, Y. F. (1999). Special Issue: Educated Latinas Leading America. Frontiers, A Journal of Women Studies. XX (1), .
Monograph
Mindiola, T., Rodriguez, N., Niemann, Y. F. (1996). Intergroup relations between Hispanics and African Americans in Harris County. Houston, TX: Mexican American Studies Program, University of Houston.
Newspaper
Niemann, Y. F. (2016). Why so few Latinas are in higher education. Dallas Morning News.
Reader
Niemann, Y. F., Lugo-Lugo, C. R., Alamillo, J., Guerrero, L., Ong, R., Streamas, J. (2005). Racial Crossroads: A Reader in Comparative Ethnic Studies. Dubuque, IA: Kendall Hunt.
Research Report
Niemann, Y. F. (2002). Chicana/o, Latina/o Status Report. Washington State University.
Niemann, Y. F. (2002). Exit Interview Report: Employees Leaving Washington State University During Academic Years 1997-1998 – 1998-1999. Washington State University.
Niemann, Y. F. (2002). Job Satisfaction of Tenure Stream Instructional Faculty at Washington State University. Washington State University.
Video and Audiovisual Material
Niemann, Y. F., Carter, C. L. (2017). Microaggressions in the Classroom. Other. 1(1), 18. Denton: Yolanda Flores Niemann. Department of Psychology

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Niemann, Y. F., "Funding for NCORE conference," Sponsored by Office of E & D, Local, $6000 Funded. (December 2016June 2017).
Niemann, Y. F., "Microaggression Training Video," Sponsored by Office of E & D, Local, $10000 Funded. (September 2016April 2017).
Niemann, Y. F., "Tokenism and its Consequences in Higher Education. Scholarly and Creative Activity Award (AD Hoc)," Sponsored by UNT Division of Research and Economic Development, University of North Texas, $5000.00 Funded. (20152016).
Niemann, Y. F., "Latino/a Researcher Training Program," Sponsored by NIDA (National Institute of Drug Abuse), Federal, $1000.00 Funded. (1998).
Niemann, Y. F., "Stereotypes and Alcohol Consumption of United States Residents of Mexican Descent," Sponsored by Graduate School Medical and Biological Research Alcoholism and Drug Abuse Program, Washington State University., State, $21754 Funded. (1997).
Grant - Teaching
niemann, y., "CIEE Study Abroad - Spain grant," Sponsored by CIEE, Private, $500 Funded. (2018).
Niemann, Y. F., "International Faculty Development Grant," Sponsored by UNT-I, University of North Texas, $2000.00 Funded. (November 2017December 2018).
niemann, y., "UNT-I, Office of the Provost, Study Abroad grant," Sponsored by Office of the Provost, University of North Texas, $1000 Funded. (January 1, 2018).
Niemann, Y. F., "CDI," Sponsored by CLEAR, University of North Texas, $5000.00 Funded. (April 2016August 2016).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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