I hope this finds all of you well as June approaches. Also approaching, of course, is our annual meeting. Following a successful and pathbreaking meeting in Santiago, Chile, last year, we are looking forward to the 2025 Annual Meeting in Prague, Czech Republic, from 3-6 July. As of now, we have over 850 people registered for the conference, making this one of our largest meetings ever.
Presenters from around the globe will share knowledge on a variety of scientifically and socially significant topics. Many of these will speak to our conference theme, “Social Identity, Political Conflict, and the Future of Democracy.” Among the usual variety of topics, we will hear about ideas, theories, and current research on political and psychological processes that address the interplay between different types of identity and the consequences of such interplay for democratic values and practice, with an eye to how we might protect robust, socially diverse democratic societies that have come under strain amid conflict and the rise of autocratic leaders. As I noted in my previous ISPPNews message, political psychology is uniquely situated to address the concerns at the heart of this theme, at the intersection between identity, political conflict, and the future of democracy. Our keynote speakers, Dr. Anna Kende and Dr. Martina Klicperova both based in our Central European destination region, will offer insights especially relevant to identity, conflict, and democracy in the present political moment. We also look forward to a number of important roundtable discussions.
Our meeting will take place in the midst of a challenging global political climate, marked by conflict, injustice, and threats to democracy. With these struggles and their impact on our members in mind, our program offers a variety of papers, panels, and roundtables providing both basic and applied insights that can guide constructive engagement and provide a spur to social change. In this vein, our program not only features timely panels on innovations in political psychology, but also roundtable discussions of issues in our host country of the Czech Republic and on engagement with Palestinian scholars and their communities. In light of current struggles, we again humbly ask our members to support affected colleagues and associates in political psychology through our Scholars Under Threat (SUT) program.
We look forward to seeing many of you in Prague in a few months, and I offer my best wishes to everyone as another ISPP meeting approaches.
Our 2026 Annual Meeting will be held at Newcastle University in Newcastle upon Tyne in the United Kingdom on July 16-19.
If you are interested in hosting a future conference of ISPP, please contact the Central Office to obtain the necessary guidelines and materials.
Call for the Twinning Program
Call for the Twinning Program in English [see below for the call in Arabic, French, Spanish and Turkish]
We are happy to announce that we are still accepting applications for our New Twinning Program among Scholars under Threat (ISPP members who lost their academic positions or their income in direct connection with political persecution and/or to members who have been displaced as a result of political persecution). The New Twinning Program has been set up with the aim of facilitating scholarly collaborations between threatened political psychologists and program partners. These collaborations can offer the opportunity for threatened scholars to continue their academic activities, maintain and advance their careers, and integrate into international political psychology; furthermore, partners can engage in political advocacy on behalf of threatened scholar. We are grateful to the 24 scholars who have already expressed their interest to work together with a scholar under threat as partners. We would kindly like to ask our members to reach out to those scholars within their networks around the world who may benefit from participating.
You can find more information about the Twinning Program here.
ISPP is committed to protecting its members whose academic freedom is at risk anywhere in the world due to the political context where they work or live. ISPP's Scholars Under Threat (SUT) Committee has been working to support ISPP's members at risk. Academic freedom as it relates to both research and teaching is absolutely essential for the advancement of scientific knowledge. The SUT can support academics by providing free membership to ISPP, access to emergency funds for scholars under threat to continue their livelihoods, and access to the ISPP twinning scheme for academics who wish to have mentorship or support from colleagues in less risky contexts. If you or someone you know has had their academic freedom put at risk and feel that you would benefit from ISPP support, please contact us.
Call for Papers – Special Issue in inequality in East and Southeast Asia
Special Issue Title: Navigating Inequalities in East and Southeast Asia: Exploring the Intersections of Material, Relational, and Recognition Inequalities
This special issue invites scholars to examine evolving forms of inequality in East and Southeast Asia, with a particular focus on social identity formation and recognition gaps. Drawing on Michele Lamont’s (2023) concept of “recognition gaps”—which refers to disparities in worth and cultural membership between social groups—the editors aim to explore how these gaps intersect with material and relational inequalities to create layered and complex social stratifications.
While much of the inequality literature has focused on material inequalities (such as wealth, income, and education) and relational inequalities (including the unequal distribution of social capital and networks), recognition gaps have received less attention. These gaps concern disparities in how individuals are perceived and valued in terms of their worth, dignity, respect, and social status, which are deeply influenced by entrenched stereotypes, beliefs, and prejudices.
The purpose of this special issue is to use the region of East and Southeast Asia as an empirical lens to enrich global research and debates around the study of material, network, and recognition inequalities. Focusing on this region offers two key advantages. First, East and Southeast Asia present distinct societal contexts that allow researchers to examine how inequality-related factors—often studied in North American and European settings—play out in different environments. This perspective also helps uncover factors that might be overlooked when research is confined to Western contexts. Second, many societies in this region have undergone rapid economic growth, leading to rising inequality. The fluidity of social institutions amid this transformation provides a unique opportunity to explore social psychological responses to rapid changes in economic structures and social relations.
Papers submitted for this special issue should explore the social and psychological processes that sustain or challenge present forms of inequality in the region. The editors seek contributions that investigate the interplay of material, relational, and recognition-based inequalities, with an emphasis on how these dimensions shape individual perceptions (beliefs, stereotypes, mental models, and cognitive shortcuts), emotions, and behaviours. The focus on different dimensions of inequalities expands the understanding of the phenomenon and its outcomes.
Pertinent topics and question include:
Ethnic Stratification and Racialisation
Ageing and Social Status
Immigration and Social Integration
Urbanisation and Spatial Inequalities
Gender, Class, and Social Psychological Processes
Interested contributors are invited to submit titles, detailed abstracts of 3–6 pages, and short biographies (limited to half a page) to Vincent Chua (socckhv@nus.edu.sg) and Eric Fong (ewcfong@hku.hk) by June 15, 2025.
Detailed abstracts should conform to the APA Formatting and Style Guide (7th Edition). They should describe the theoretical underpinnings of the work and its implications for social policy. The abstracts must also include descriptions of the sample, methodology, and primary results.
Submission deadline: 15 June 2025 | More informationCall for Papers – Special Issue in Violent Extremism
Special Issue Title: Understanding violent extremism: Nature, predictors, consequences, and underlying mechanisms
One of the defining characteristics of the current century is the growing interest in violent extremism and its far-reaching consequences. From the 9/11 attacks and other acts of terrorism to political extremism—such as the storming of the U.S. Capitol—and violence in sports, extremist behaviors have been widely studied. However, a common limitation in this field is the relatively low number of empirical studies. This special issue aims to advance both theoretical and empirical knowledge on violent extremism.
Psychology of Violence (Impact Factor: 2.4) intends to publish a special issue in 2026 focusing on research related to violent extremism. The editors of this special issue will include the journal’s current Senior Consulting Editor, Ángel Gómez (Universidad Nacional de Educación a Distancia and ARTIS International), along with guest editors Laura Blanco and Laura Rodríguez-Gómez (Universidad Nacional de Educación a Distancia).
Submission Details
The theme of violent extremism encompasses violence and extremism in politics, sports, ideologies, activism, and other domains. Papers including data from radical samples in diverse contexts (e.g., terrorists, former terrorists, individuals at risk of radicalization, extremists, combatants, incarcerated individuals, hooligans) will be particularly valued, although studies involving general samples will also be considered.
Relevant topics include:
Psychosocial predictors of violent extremism
Public support for violent extremism
Psychosocial consequences of endorsing a violent and extremist ideology
Psychosocial risk and protective factors for violent and extremist attitudes and behaviors
Methodological research regarding best practices for understanding violent extremism
Evidence-based prevention, disengagement, or deradicalization strategies at the societal, community, and/or individual level
Comparative studies on different types of violent extremism
Gender dynamics in violent extremism
Innovative methods for conducting research in the field of violent extremism
Empirical papers are strongly encouraged, although meta-analyses and systematic or integrative reviews will also be considered. Submissions should ideally include multiple studies, with preference given to those incorporating radical samples. Innovative theoretical, empirical, and applied contributions to the field of violent extremism are particularly welcome. All submissions must include a Public Significance Statement.
Authors considering a submission are advised to review the journal’s submission guidelines carefully. An invitation to submit to this special issue does not guarantee acceptance, as all papers will undergo the journal’s standard peer review process.
Submission deadline: 1 September 2025 | More informationCall for Papers – Special Issue in comparative politics
Special Issue Title: Novel Methods to Compare the Condition of Minorities and Inter-Group Relations across Countries
Comparative politics has long grappled with the challenge of developing models and standards for good governance, particularly within the context of diverse demographic features such as age structure and communal heterogeneity. A significant gap in this field is the absence of comprehensive measures for comparing the relative empowerment of communal groups across different societies. While heterogeneity research has yielded various fractionalization and polarization indexes, as well as catalogs of communal groups, there remains a need for more nuanced metrics of communal self-determination and co-determination. Notable projects such as Minorities at Risk and Ethnic Power Relations have contributed to cataloguing minority groups and assessing their power-sharing positions; however, the dimension of self-determination—especially non-territorial autonomies—has yet to be adequately quantified. Existing efforts have largely emphasized qualitative analyses, leaving a significant gap in the development of quantitative tools that could enhance the understanding of inter-group relations and the political strength of communal groups.
This Research Topic seeks to develop and refine measures of communal self-determination and co-determination, with particular attention to both territorial and non-territorial autonomies. The aim is to generate new datasets and enhance existing ones in order to better capture the complexity of minority representation and inter-group dynamics. Key research questions include how to quantify non-territorial autonomies and how to evaluate the satisfaction of communal groups with their societal conditions. The topic also explores the influence of external support on domestic communal groups and the role of minority representation in regional and local governments. By engaging with these questions, the research intends to advance a more comprehensive understanding of diversity governance and the sustainability of peaceful inter-group relations.
To foster further insights into the comparative analysis of minority conditions and inter-group relations across countries, this Research Topic welcomes contributions that address, but are not limited to, the following themes:
Development of typologies and quantitative measures for non-territorial autonomies
Use of opinion surveys to assess group satisfaction and the peacefulness of inter-group relations
Comparison of communal group statuses through objective indicators such as life expectancy, social mobility, and equality
Analysis of minority representation in regional and local governments as indicators of self-determination
Examination of the impact of external support, including kin-state and religious group involvement, on communal groups
Comparative studies on diversity governance policies, their effectiveness, and their transferability across contexts
Compilation of international minority protection agreements signed by various countries, indicating their normative commitments
Assessment of the levels and types of nationalism present in different states
Submission deadline: 31 July 2025 | More informationCall for papers – Special Issue in Journal of Community and Applied Social Psychology
The Special Issue "The Role of Social Psychology in the Promotion of Sustainable Careers Addressing Global Needs" aims to deepen our understanding of how individual, social, and contextual factors shape sustainable careers, moving beyond a narrow focus on personal success, health, and productivity to emphasize values of global consciousness, social responsibility, and environmental sustainability.
This Special Issue aims to clarify the contribution of community and applied social psychology to understanding the dynamics of sustainable career development and promoting pro-sustainability behaviors: what perspectives are being advanced, what issues are prioritized, and what values are emphasized. We seek studies highlighting the social psychological processes hindering sustainable attitudes and behaviors (Mouchrek et al., 2022), as well as individual resources, such as community-oriented values, personal beliefs, and environmental awareness, that shape sustainable career trajectories. We welcome contributions that examine the impact of social and contextual factors, including cultural values (Chwialkowska et al., 2020) and organizational dynamics, on career sustainability. Community-based approaches to career guidance, as demonstrated by research linking career paths to societal needs (Rochat & Masdonati, 2019) and studies promoting pro-environmental action (Barth et al., 2021) will also be a focal point. This framework will aid in designing interventions that foster sustainability at individual, organizational, and community levels.
We invite submissions of original research articles, qualitative or quantitative, theoretical or methodological contributions, reviews and/or meta-analyses that include but are not limited to:
Topics of interest
We invite articles that address topics such as (but not limited to):
Theoretical models and frameworks for understanding sustainable careers that emphasize collective welfare, societal quality of life, social justice, and global consciousness.
The role of individual differences (e.g., personal, career-related and social resources) in shaping sustainable career choices.
The influence of sense of community, cultural values and group dynamics on promoting career sustainability.
The development and validation of measures of sustainable attitudes and behaviors across social, environmental, and professional domains.
Innovative interventions designed to address urgent issues like globalization, inequalities, and inclusion and to foster global consciousness and sustainable career choices in individuals, organizations, and communities.
Call for Papers –JESP Special Issue on "Current Directions in Social Dilemmas Research"
Many of today's global challenges, such as climate change and health crises, have the structure of a social dilemma where individual interest conflict with collective goals. Whereas social dilemma research has a long tradition, with its foundation over six decades ago, the field is changing and recently focusing on new directions. For example, researchers have recently started investigating social dilemma behavior across national borders, including samples from societies currently underrepresented in psychological research. Furthermore, researchers use economic paradigms to investigate current societal crises, such as climate change or health crises, thereby testing the predictive power of some of the established determinants of social dilemma interactions and identifying new ones. Other topics that gained more relevance include the use of new technology (e.g., VR) to examine motives underlying social dilemma behaviors or interdependent interactions with AI agents. This special issue shall be a compilation of new directions in social dilemma research.
This special issue aims to provide a compilation of new directions, mainly in quasi-experimental and experimental social dilemma research, potentially including one or two review articles. Specifically, it can consist of a) experimental studies on social dilemmas across national borders and b) experimental studies that address behavior in real-world social dilemmas such as climate change or health crises. Furthermore, the special issue shall include c) experimental (replication) studies on social dilemma behavior with samples from underrepresented societies. Finally, the special issue will cover d) studies using new technologies (e.g., AI, VR) to understand further the antecedents and consequences of social dilemma behaviors.
Guest Editors
Angela Dorrough (FernUniversität in Hagen, Germany)
Angelo Romano (Leiden University, the Netherlands)
Giuliana Spadaro (VU Amsterdam, the Netherlands)
Shuxian Jin (University of Sussex, the United Kingdom)
Three Ph.D. positions in crisis management - Leiden University, The Netherlands
The Institute of Political Science at Leiden University is seeking to appoint three Ph.D. candidates (Aio’s) as part of the NWO-funded Gravitation (Zwaartekracht) program Adapt!. This ten-year research initiative focuses on how societies can effectively and legitimately navigate large-scale crises and disasters while safeguarding key societal values and democratic principles. More details about the Adapt! program can be found at www.adapt-academy.nl.
The three advertised Ph.D. positions are situated within Work Package 3: Strategic Governance Capacity, each addressing a distinct yet interconnected research topic:
Project 1: Towards Robust Crisis Detection and Response Mechanisms
This project investigates the early detection of emerging crises, recognizing that timely intervention can reduce costs and increase the likelihood of successful outcomes. However, recognizing crises in their infancy remains a significant challenge for many organizations and governments.
This Ph.D. project aims to identify success factors for early crisis detection by examining how organizations cultivate systemic cultures of alertness. Drawing on the theory of High Reliability Organizations (HROs), the research will explore how such principles can enhance the identification and management of anomalous events. The focus will be on HROs operating in critical domains such as public order, pandemics, and extreme weather events.
Project 2: Towards High-Performing Crisis Response Networks
Effective crisis response requires timely problem identification, solution formulation, and implementation—tasks that proved difficult during the COVID-19 pandemic. Crisis literature highlights four core activities essential to effective crisis governance:
Information Management: Gathering and interpreting data on crisis causes and potential solutions.
Critical Decision-Making: Selecting and prioritizing strategies to mitigate crisis impacts.
Collaborative Management: Coordinating with other governmental, community, and private actors to co-produce a coherent response.
Crisis Communication: Engaging and informing the public, and maintaining a consistent and credible narrative amid competing information streams.
This Ph.D. project will explore the factors contributing to the success or failure of these activities by comparing governmental responses to the same crisis type (e.g., COVID-19) across countries such as the Netherlands, Germany, Denmark, and Sweden.
Project 3: Ethics of Crisis Leadership
Leaders in crisis often face high-stakes decisions involving trade-offs between conflicting values—such as balancing public health with personal freedoms during the COVID-19 pandemic. These moral dilemmas frequently arise under conditions of deep uncertainty and urgency.
This Ph.D. project examines how crisis leaders can develop and apply ethical frameworks to guide decision-making. Using case studies of well-documented crises (e.g., the Cuban Missile Crisis), the research will analyze how leaders respond to ethical concerns raised by politicians and the media. It will also study how these decisions affect perceptions of legitimacy in governmental crisis management.
Responsibilities
Conduct original research leading to the completion of a Ph.D. dissertation.
Contribute to the broader research goals of the Adapt! program.
Candidate Profile (required)
A (Research) Master’s degree in political science, public administration, crisis management, philosophy, or a related discipline.
Strong interest in interdisciplinary research (methodological and content-related).
Willingness to collaborate within the Adapt! research team.
Demonstrated research aptitude.
Fluency in English (spoken and written); Dutch language skills are a plus.
Postdoctoral Position in Political Psychology: Polarisation, Misperceptions, and the Politicisation of Science - Radboud University Nijmegen, The Netherlands
What citizens believe to be true—and whether they trust science—increasingly depends on their position on the political spectrum. As a result, political opponents often diverge not only in their attitudes, but also in their beliefs about reality. For example, left- and right-leaning voters tend to hold different views on the causes of climate change, the extent of income inequality, and the number of immigrants in their country. For those intrigued by these issues, this position may be of interest.
A research team is currently being assembled to investigate how this phenomenon of factual belief polarization influences public opinion and whether it contributes to broader societal polarization. Additionally, the project will explore the increasing politicization of trust in science, with a focus on how the public perceives scientific bias and how citizens respond to different forms of policy advocacy by scientists. Within this broader initiative, two subprojects will be led by postdoctoral researchers, who will conduct surveys and experiments, and write or co-author several manuscripts for publication in international peer-reviewed journals. Participation in academic conferences is also expected.
Project 1: Better Survey Measures for Factual Beliefs
This subproject addresses the current lack of well-validated survey instruments for assessing factual beliefs. Fundamental questions—such as whether individuals overestimate the immigrant population—are currently explored using inadequately validated survey items. Existing items vary widely in their format, asking about percentages, ratios, visualizations, or examples. Under the supervision of Dr. Roderik Rekker, the appointed researcher will apply measurement models and survey experiments to assess which question formats are more comprehensible to respondents and how these measurement choices influence conclusions about factual belief polarization. The project aims to produce better validated survey instruments and peer-reviewed publications.
Project 2: The Politicization of Trust in Science, Perceptions of Bias, and Scientific Advocacy
Public trust in science is becoming more politically polarized. In particular, conservative and far-right voters often express lower levels of trust. One potential cause is the perception that science is not politically neutral—for instance, sociologists are frequently seen as ‘left-leaning’ while economists are perceived as ‘right-leaning’. These perceived biases may contribute to distrust in entire disciplines. In collaboration with Dr. Roderik Rekker, Dr. Erika van Elsas, and Dr. Christel van Eck, this subproject will employ surveys and experiments to investigate the origins and consequences of these perceptions. Special attention will be given to how citizens respond to different types of policy advocacy by scientists, and whether such advocacy amplifies perceptions of bias and public distrust.
Both postdoctoral positions will involve 20% teaching responsibilities.
Teaching Assistant in Psychology - SWPS University, Poland
The SWPS Universityis a non-public academic institution conducting scientific and educational activities in Warsaw, Wroclaw, Sopot, Poznan, Katowice, and Cracow. The Department of Economic Psychology is searching for a candidate to fill the role of Teaching Assistant.
Duties
performing teaching duties on full-time and part-time courses, in particular, teaching psychometrics, empirical work, social psychology, personality psychology, academic skills or other directional (core) subjects, including teaching in English (Psychology in English)
preparing course documentation, e.g. syllabuses, lesson plans
assessing students' assignments and work, providing them with feedback and archiving this material
completing data in the information system supporting the didactic process
participating in the graduation process
coordinating assigned subjects, including the work of other lecturers in preparing classes
conducting consultations with students
improving teaching competence by participating in internal training courses organized by both the department and the university, e.g., during the Week of Teaching Competence
conducting scientific activity and publishing its results
participation in meetings of the Faculty and Department
readiness to perform assigned functions and organizational tasks in the Department
organizing and participating in projects carried out by the University, the Faculty and the Institute
participation in activities promoting the University, Faculty and Institute
representation of the University, Faculty and Institute in environmental bodies
Requirements
master's degree in psychology (completed a single master's degree or a combined first and second degree in psychology)
a minimum of 3 years of experience in teaching with students in the field of psychometrics, academic skills, personality psychology, social psychology and preparation of teaching materials
teaching competence confirmed by certificates or certificates of completion of courses or other forms of training that improve qualifications in teaching, training and workshops
readiness to work also on weekends
research interests in the area of economic, social, intercultural psychology
scientific publications (in journals from the JCR list)
participation in the implementation of national and international grants (as a contractor)
final year of doctoral school and advanced work on the preparation of a doctorate in psychology
fluency in English and Polish
Search Committee
Professor Tomasz Zaleśkiewicz - Chair of the Committee
Professor Magdalena Kró - Member of the Committee
Doctor Jakub Kuś - Member of the Committee
Aleksandra Mysłek - Member of the HR staff
Emilia Kuryło - Committee Secretary
For any additional information please send an email to: ekurylo@swps.edu.pl quoting the recruitment reference number 2000/WP/WR/25.
PhD Researcher: Invisible barriers to equal opportunities in education – KU Leuven, Belgium
To date, the study of diversity approaches has mainly focused on the explicit recognition of cultural, linguistic and religious identities and practices at school. However, the ‘hidden curriculum’ of a school also tends to be very much cultured, ranging from expectations on how students should relate to their teacher (self-concept), what constitutes logical reasoning (cognition) and which drivers for action are considered fruitful for learning (motivation). Drawing upon the large literature in cultural psychology, we can see that Western educational systems typically expect students to behave in an independent and autonomous way (Stephens et al., 2012), promote an analytic cognitive style (Kim, 2002) and consider motivations centered on self-set goals and successes as most fruitful (Stephens et al., 2012). Yet, these expectations reflect white, middle-class norms and socialization practices; those common in non-Western or lower-class families may not be geared towards these psychological tendencies (see also Bourdieu, 1974 for a similar reasoning). Therefore, ethnic minoritized or low SES students from cultures/families where holistic thinking or interdependent selves and motivational styles are valued, may experience a ‘cultural misfit’ or less ‘cultural fluency’ at school than their white middle-class peers. Through its set up, expectations and didactics – irrespective of a decolonial curriculum and explicit acknowledgement of diverse cultures – Western educational systems may thus inadvertently disadvantage ethnic minoritized and low SES students and the ‘cultural (mis)fit’ between schools’ expected and students’ embodied self, cognition and motivation, may thus constitute an hitherto invisible barrier to equity in education.
The current PhD-project is the first to empirically address these questions, thereby integrating insights from social and cultural psychology and acculturation psychology with those from educational sciences and sociology. Specifically, this project is embedded in the 5-year ERC Starting Grant project PsychAcc that aims to ‘Rethink Psychological Acculturation’. While dominant theories of psychological acculturation —defined as changes in individuals’ psychological and behavioral patterns arising from sustained contact with another culture (Graves, 1967)— have traditionally focused on explicit attitudes and identities of ethnic minority groups towards both the heritage and majority culture (Berry, 1999), the current project aims to document acculturation in other ‘core’ psychological tendencies, such as self, cognition and motivation, which all implicitly reflect people’s cultural affiliations (see e.g., Yilmaz, Phalet & De Leersnyder, 2024 for a demonstration in the domain of self and earlier work of Prof. De Leersnyder for an elaboration of emotional acculturation).
The current PhD-project constitutes work package 3 in which students’ cultural fit or misfit with the dominant as well as heritage cultural groups’ patterns of self, cognition and motivation are associated with school outcomes and well-being. Given the longitudinal nature of the study, it will also tackle whether changes in (mis)fit are associated with changes in outcomes. The 2-year study that includes 5-waves of datacollection is set in 40 secondary schools in Flanders, in which we aim to follow 3000 students from ethnic majority Flemish Belgian and mostly Turkish and Moroccan minoritize youth in Flanders (ages 14-18). The analyses will not only investigate the aforementioned links among students from ethnic minoritized groups, but also among students from the majority group, and can take other individual level factors into account such as ethnic identities, need for closure etc., as well as important school-related factors such the schools’ explicit diversity models, ethnic and SES composition, etc. This rich and longitudinal dataset forms the basis to answer the research questions in a quantitative way and to write an article-based PhD by the summer of 2029
The next ISPPNews will be published in July 2025.
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