Dr Lewis Doyle

Lecturer in Social Psychology
PhD in Psychology, University of Sussex

Academic and research departments

School of Psychology.

About

My qualifications

PhD in Psychology at the University of Sussex.
MSc in Experimental Psychology at the University of Sussex
BA(Hons) in Primary Education and Initial Teacher Training at the University of the West of England

News

In the media

Dealing with our unconscious biases
Guest
Obsessed with Assessment (podcast)
Unconscious bias in marking sees lower grades for poor students, study suggests
The Independent

Publications

Highlights

Doyle, L., Tropp, L. R., & Easterbrook, M. J. (2025). Examining How White Teachers’ Interracial Contact Experiences Shape Their Self-Efficacy and School Choices. Educational Researcher. https://doi.org/10.3102/0013189X251322791

 

Doyle, L., Harris, P. R., & Easterbrook, M. J. (2025). An empathy intervention reduces the gender gap in school discipline and facilitates belonging. European Journal of Social Psychology. https://doi.org/10.1002/ejsp.3146

 

Easterbrook, M. J., Doyle, L., & Talbot, D. (2025). Using social psychology to create inclusive education. British Journal of Social Psychology, 64, e12867. https://doi.org/10.1111/bjso.12867 

 

Hadden, I. R., Darnon, C., Doyle, L., Easterbrook, M. J., Goudeau, S., & Cimpian, A. (2025). Why the belief in meritocracy is so pervasive. Trends in Cognitive Sciences. https://doi.org/10.1016/j.tics.2024.12.008

 

Doyle, L., & Easterbrook, M. J. (2024). Biased career choices? It depends what you believe: Trainee teachers’ aversions to working in low-income schools are moderated by beliefs about inequality, meritocracy, and growth mindsets. Journal of Social Issues, 80, 1262–1288. https://doi.org/10.1111/josi.12648 

 

Doyle, L., Easterbrook, M. J., & Tropp, L. R. (2024). Who you know influences where you go: Intergroup contact attenuates bias in trainee teachers' school preferences. British Journal of Social Psychology 63(3), 1497-1514. https://doi.org/10.1111/bjso.12738

 

Doyle, L., Harris, P. R., & Easterbrook, M. J. (2024). Quality and quantity: How contexts influence the emergence of teacher bias. Social Psychology of Education, 1-28. https://doi.org/10.1007/s11218-023-09882-z

 

Doyle, L., Easterbrook, M. J., & Harris, P. R. (2023). It’s a problem, but not mine: Exploring bias-related message acceptance among teachers. Social Psychology of Education, 27. 1-25. https://doi.org/10.1007/s11218-023-09832-9

 

Doyle, L., Easterbrook, M. J., & Harris, P. R. (2023). Roles of socioeconomic status, ethnicity and teacher beliefs in academic grading. British Journal of Educational Psychology, 00, 1– 22. https://doi.org/10.1111/bjep.12541

 

Easterbrook, M. J., Doyle, L., Grozev, V. H., Kosakowska-Berezecka, N., Harris, P. R., & Phalet, K. (2023). Socioeconomic and gender inequalities in home learning during the COVID-19 pandemic: examining the roles of the home environment, parent supervision, and educational provisions. Educational and Developmental Psychologist, 40(1), 27-39. https://doi.org/10.1080/20590776.2021.2014281