bureau : 3042
Twitter : @CrisAelenei
https://www.researchgate.net/profile/Cristina_Aelenei
Membre de la Cité du Genre : https://citedugenre.fr/fr/
Thèmes de recherche
- Inégalités de genre et de classe sociale dans le système éducatif et le milieu professionnel
- Facteurs de maintien des inégalités sociales : stéréotypes, effet backlash, phénomène de glass cliff
Contrats de recherche
| 2024 – 2025
|
INGEV – INégalités de GEnre à l’ère de la Visioconférence.
Coordinatrice scientifique : Cristina Aelenei Consortium : Catherine Verniers (U. Paris Cité); Silvia Krauth-Gruber (U. Paris Cité); Claudia Toma (Solvay Brussels School of Economics and Management, Belgique); Laurence Larochelle (U. Sorbonne Nouvelle), Florence Cloppet (U. Paris Cité); Camille Kurtz (U. Paris Cité). Financement : Atrium Humanités et Sciences Sociales, Université Paris Cité. Montant = 4950 € |
| 2024 – 2028
|
Should I be a caring man or a dominant man?: Men’s normative ambivalence toward masculinity. Coordinateur scientifique : Vincenzo Iacoviello et Clara Kulich, U. de Genève.
Consortium : Cristina Aelenei (U. Paris Cité, France); Sveva Magaraggia (U. Milano-Bicocca, Italy); Sarah E. Martiny (The Arctic Université of Norway); Joel Anderson (La Trobe University, Australia); Natasza Kosakowska-Berezecka (University of Gdańsk , Poland) Financement : Fonds National Suisse. Montant = 777 686 CHF |
| 2024 – 2027
|
Financement de thèse CIFRE (Convention Industrielle de Formation par la REcherche) : Lutter contre les stéréotypes de genre : développement d’une recherche psychosociale pour améliorer la représentation des femmes dans la tech, en partenariat avec l’entreprise 50inTech et Q7leader (à partir de janvier 2025), accordé à Julie Mellul sous le co-encadrement de Cristina Aelenei et Virginie Bonnot (LPS, Paris Cité). Montant alloué au LPS = 5700 €. |
| 2024 – 2025
|
Réussir en étant en situation de handicap à l’école : effet d’interaction avec le genre de l’élève.
Co-responsabilité scientifique : Cristina Aelenei (LPS, U. Paris Cité) et Mickaël Jury (Laboratoire ACTE, U. Clermont Auvergne). Financement : Clermont Auvergne Métropole. Montant = 55 000 €. |
| 2022 – 2024
|
SERMON: Side Effects of Role Model intervention. Coordinatrice scientifique : Catherine Verniers, Laboratoire de Psychologie Sociale, U. Paris Cité.
Consortium : C. Aelenei (Univ. Paris Cité) ; T. Breda (Ecole Economie de Paris); A. Cimpian Economie (New York University); J. Cimpian (New York University); L. Girerd (Univ. Paris Cité); L. Sovet Univ. Paris Cité) Financement : LIEPP (Laboratoire interdisciplinaire d’évaluation des politiques publiques, Sciences Po) – Evaluation interdisciplinaire des politiques du genre. Montant = 70 956 €. |
|
2020 – 2024
|
ANR InSER: Insights into social exclusion responses: the cognitive underpinnings of anti- and pro-social behavior. Coordinatrice scientifique : Marie-Pierre Fayant, U. Paris Cité
Partenaires : U. Paris Cité : C. Aelenei (implication 20%), C. Blaison ; U. de Poitiers : T. Alexopoulos ; U. Grenoble Alpes : D. Muller ; U. of Basel: R. Greifeneder Financement : ANR. Montant = 258 439 €. |
|
2019 – 2024
|
ANR URGEN: Understanding the resistance to gender equality: backlash effects and system-justifying ideologies. Programme « Inégalités, discrimination, migrations » (ANR-19-CE41-0001). Montant = 265 322 €. Coordinatrice scientifique : Virginie Bonnot, LPS, Université Paris Cité.
§ C. Aelenei (implication 50%) – Co-PI de l’Axe 1: Backlash dynamics against women who challenge the gender hierarchy. Montant = 50 915 € Partenaires : U. Paris Cité (C. Aelenei, S. Krauth-Gruber, C. Verniers) ; U. Clermont Auvergne (S. Redersdorff) ; U. Sorbonne Nouvelle Paris 3 (Y. Assilaméhou-Kunz) ; U. Catholique de Louvain, Belgium (V. Yzerbyt) ; NYU, US (J. Jost). |
| 2020 – 2023
|
ANR DEVISE: Can students with disability violate the success expectations?. Coordinateur scientifique : Mickaël Jury, Laboratoire ACTE, U. Clermont Auvergne.
Partenaires : U. Paris Cité : C. Aelenei (implication 30%) ; U. Clermont Auvergne : M-C. Toczek-Capelle, J. Pironom ; U. de Strasbourg : O. Rohmer Financement : ANR. Montant = 109 998 €. |
| 2019 – 2023
|
Motives of precarious minority leadership. Coordinatrice scientifique : Clara Kulich, U. de Genève.
Consortium : S. Robinson, R. Takizawa, V. Iacoviello, F. Lorenzi-Cioldi (U. de Geneva); C. Aelenei (U. Paris Cité); Y. Assilaméhou-Kunz (U. Sorbonne Nouvelle); J. Bosak (Dublin City University, Ireland), L. Gartzia (Deusto Business School, Spain), M. K. Ryan (U. of Exeter, UK); S. A. Haslam (U. of Queensland, Australia) Financement : Swiss National Science Foundation. Montant = 383 752 CHF |
| 2017
|
(Declined) “MOVE-IN Louvain” Post-Doc Fellowship co-funded by the Marie Curie Actions and Université catholique de Louvain: The backlash effects in the higher education context: On the moderating role of the domain perceived stereotypicality and gender-composition of the setting
|
| 2016 | “Seedcorn” Research Grant from the European Association of Social Psychology |
| 2016 | Post-doc Mobility Grant from the Association for Communication of International Research in Social Psychology |
| 2015 | Diversity Travel Award from the Society for Personality and Social Psychology |
| 2014 | Postgraduate Travel Grant from the European Association of Social Psychology |
Publications
Les publications indiquées * impliquent un.e doctorant.e /étudiant.e en Master
– Articles dans des revues à comité de lecture
Meimoun, E., Aelenei, C., Robert, C., Fayant, M-P., & Bonnot, V. (2025). Reactions to gender norm violations: individual and peer level analyses of gender atypicality and social exclusion in adolescence. Social Psychological and Personality Science. [PsycINFO, Scopus Q1]
Meimoun, E., Aelenei, C. & Bonnot, V. (2024). Theorizing and studying reactions to gender norm violations. Collabra: Psychology, 10(1). https://doi.org/10.1525/collabra.125682. [Scimago-Scopus Q1]
Aelenei, C., Assilamehou-Kunz, Y., Iacoviello, V., & Kulich, C. (2024). The political glass cliff: When ethnic, racial and immigration minority participants choose minority candidates for hard-to-win seats. Journal of Community & Applied Social Psychology, 34(6). https://doi.org/10.1002/casp.70014. [PsycINFO, Scopus Q1]
Takizawa, R., Aelenei, C., Iacoviello, V., Assilaméhou-Kunz, Y., & Kulich, C. (2024). When a precarious position of power is perceived as a glass cliff: Reactions to Elizabeth Borne’s appointment as Prime Minister. Psychologie Française. https://doi.org/10.1016/j.psfr.2024.09.001. [Scimago-Scopus Q4].
Stanczak, A., Aelenei, C., Rohmer, O., Jury, M. (2024). L’orientation des élèves en situation de handicap : un risque d’inégalités dues aux aménagements d’examen ? L’Orientation Scolaire et Professionnelle, 53(2), 511-535. [Scimago-Scopus Q4]
Meimoun, E., Bonnot, V., Berenguer, J., & Aelenei, C. (2024). How are gender counter-stereotypical adolescents evaluated by their peers? Investigating the backlash effect in French schools. Social Psychology of Education, Special Issue “Stereotypes and Prejudice in School”, 833–857. https://doi.org/10.1007/s11218-023-09807-w. [PsycINFO, Scopus Q1]
Robinson, S. L., Kulich, C., Assilaméhou-Kunz, Y., Aelenei, C., & Iacoviello, V. (2024). Women and ethnic minority candidates face dynamic party dependent glass cliff conditions in French Elections (2002-2017). International Review of Social Psychology, 37(1), 1–24. https://doi.org/10.5334/irsp.770. [PsycINFO, Scopus Q1]
Verniers, C., Aelenei, C., Breda, T., Cimpian, J., Girerd, L., Molina, E., Sovet, L., & Cimpian, A. (2024). The double-edged sword of role models: A systematic narrative review of the unintended effects of role model interventions on support for the status quo. https://doi.org/10.3102/0091732X241261310. Review of Research in Education. [Social Sciences Citation Index, Scopus Q1]
Stanczak, A., Aelenei, C., Pironom, J., Toczek-Capelle, M.-C., Rohmer, O., Jury, M. (2024). Can students with special educational needs overcome the success expectations? Social Psychology of Education, 27, 687–708. https://doi.org/10.1007/s11218-023-09806-x. [PsycINFO, Scopus Q1]
Stanczak, A., Jury, M., Aelenei, C., Pironom, J., Toczek-Capelle, M.-C., & Rohmer, O. (2024). Special education and meritocratic inclusion. Educational Policy, 38(1), 85-103. https://doi.org/10.1177/08959048231153606. [Scimago-Scopus Q1]
Müller, F., Goudeau, S., Stephens, N. M., Aelenei, C., Sanitioso, R. B. (2023). Social-class inequalities in distance learning during the COVID-19 pandemic: Digital divide, cultural mismatch, and psychological barriers. International Review of Social Psychology, 36(1): 3, 1–17. https://doi.org/10.5334/irsp.716.
Stanczak, A., Jury, M., Aelenei, C., Pironom, J., Toczek-Capelle, M.-C., Rohmer, O. (2023). Special education and meritocratic inclusion. Educational Policy. https://doi.org/10.1177/08959048231153606.
Wollast, R., Aelenei, C., Chevalère, J., Galand, B., Van der Linden, N., Azzil, A., Frenay, M., & Klein, O. (2023). Facing the dropout crisis among PhD candidates: The role of supervisor support in emotional well-being and intended doctoral persistence among men and women. Studies in Higher Education, 48(6), 813-828. https://doi.org/10.1080/03075079.2023.2172151.
Stanczak, A., Aelenei, C., Pironom, J., Toczek-Capelle, M.-C., Rohmer, O., Jury, M. (2023). Can students with special educational needs overcome the success expectations? Social Psychology of Education. https://doi.org/10.1007/s11218-023-09806-x.
Aelenei, C., Jury, M., Darnon, C., Sicard, A., Maggio, S., & Martinot, D. (2022). Self-enhancement values and academic achievement: An interaction with students’ parental level of education and gender? British Journal of Educational Psychology, 93(2), 626-640. https://doi.org/10.1111/bjep.12571.
Takizawa, R., Robinson, S., Aelenei, C., Iacoviello, I., & Kulich, C. (2022). A five-nation study of the impact of political leaning and perception of crisis severity on the preference for female and minority leaders during the COVID-19 pandemic. Current Research in Ecological and Social Psychology, 3. https://doi.org/10.1016/j.cresp.2022.100055.
Robinson, S., Kulich, C., Aelenei, C., & Iacoviello, V. (2021). Political ideology modifies the effect of glass cliff candidacies on election outcomes for women in American State Legislative Races (2011 – 2016). Psychology of Women Quarterly, 45(2), 155-177. https://doi.org/10.1177/0361684321992046.
Kulich, C., Gartzia L., Komarraju M., & Aelenei C. (2021). Contextualizing the think crisis-think female stereotype in explaining the glass cliff: Gendered traits, gender, and type of crisis. PLoS ONE, 16(3). https://doi.org/10.1371/journal.pone.0246576.
Aelenei, C., Assilamehou-Kunz, Y., Iacoviello, V., & Kulich, C., (2020). The political glass cliff: When left-wing orientation leads to minority candidate choices for hard-to-win seats. European Review of Applied Psychology, 70(3). https://doi.org/10.1016/j.erap.2019.100514.
Aelenei, C., Martinot, D., Sicard, A., & Darnon, C. (2020). When an academic culture based on self-enhancement values undermines female students’ sense of belonging, self-efficacy, and academic choices. The Journal of Social Psychology, 160(3), 373-389. https://doi.org/10.1080/00224545.2019.1675576.
Jury, M., Aelenei, C., Chen, C., Darnon, C., & Elliot A. J. (2019). Examining the role of perceived prestige in the link between students’ subjective socioeconomic status and sense of belonging. Group Processes and Intergroup Relations, 22(3), 356-370. https://doi.org/10.1177/1368430219827361
Darnon, C., Jury, M., & Aelenei, C. (2018). Who benefits from mastery-approach and performance-approach goals in college? Students’ social class as a moderator of the link between goals and grade. European Journal of Psychology of Education 33 (4), 713-726. https://doi.org/10.1007/s10212-017-0351-z
Aelenei, C., Lewis, N. A., Jr., & Oyserman, D. (2017). No pain no gain? Social demographic correlates and identity consequences of interpreting experienced difficulty as importance. Contemporary Educational Psychology 48, 43-55. http://dx.doi.org/10.1016/j.cedpsych.2016.08.004
Jury, M., Smeding, A., Stephens, N., Nelson, J., Aelenei, C., & Darnon, C. (2017) The Experience of Low-SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social-Class Inequality. Journal of Social Issues 73 (1), 16–34. http://doi.org/10.1111/josi.12202
Aelenei, C., Darnon, C., & Martinot, D. (2017). Boys, girls and the school cultural environment: Teachers’ judgment and students’ values. The Journal of Social Psychology 157 (5), 556-570. http://dx.doi.org/10.1080/00224545.2016.1243514
Aelenei, C., Darnon, C. and Martinot, D. (2016). When School and Family Convey Different Cultural Messages: The Experience of Turkish Minority Group Members in France. Psychologica Belgica, 56 (2), 111–117. http://dx.doi.org/10.5334/pb.283
– Articles de vulgarisation scientifique
Meimoun, E.*, Bonnot, V., & Aelenei, C. (2022). Un certain genre de harcèlement scolaire. In-Mind FR, 2(4). https://fr.in-mind.org/fr/article/un-certain-genre-de-harcelement-scolaire
Aelenei, C., & Jury, M. (2018). Qu’est-ce qu’un stéréotype de genre ? Tangente éducation, 44. http://www.tangente-education.com/TE44.
– Chapitres d’ouvrage
Aelenei, C., Mellul, J., Meimoun, E., & Krauth-Gruber, S. (2025). Ambivalence face à l’assertivité des femmes : un obstacle à leur carrière dans le leadership. In C. Kulich, R. Takizawa, & V. Iacoviello (Eds.). Briser les barrières : perspectives psychosociales sur le leadership et la diversité. La collection « Psychologies et Société » Editions de l’Université de Bruxelles.
Bonnot, V., Aelenei, C., Krauth-Gruber, S., & Verniers, C. (2024). Comprendre la résistance à l’égalité de genre : le rôle des idéologies de justification du système. In L. Guyard et al. Le genre en recherche. Editions Quae.
Jury, M., Khamzina, K., Aelenei, C., Stanczak, A., Pironom, J., Desombre, C., Toczek-Capelle, M.-C., & Rohmer, O. (2022). La réussite des élèves en situation de handicap à l’épreuve de la sélection et du backlash. In O. Rohmer, M. Jury, & M. Popa-Roch (Eds.). Psychologie et Société. Éditions de l’Université de Bruxelles.
Martinot, D., Aelenei, C., Sicard, A., & Verniers, C. (2021). La féminisation de l’école : une hypothèse sexiste. In K. Faniko & B. Dardenne (Eds.). Psychologie des stéréotypes de genre et du sexisme. De Boeck
Nils, F., Aelenei, C., & Verniers, C. (2021). Orientation et genre. In V. Yzerbyt, I. Roskam, & A. Casini (Eds.). Les psychologies du genre. Mardaga : Bruxelles. Récompensé par le « Prix Tobie Jonckheere » de l’Académie Royale des Sciences, des Lettres et des Beaux-arts de Belgique.
Jury, M., Smeding, A., Aelenei, C., Wiederkher, V., & Darnon, C. (2015). Repenser l’évaluation : l’université un défi pour les plus défavorisés ? In S. Caillaud, V. Bonnot, & E. Drozda-Senkowska (Eds.). Menaces Sociales et Environnementales : Repenser la Société des Risques. Rennes, France: Presses Universitaire de Rennes.