Ashley Martin

Associate Professor of Organizational Behavior, Stanford Graduate School of Business

Spence Faculty Scholar for 2022–2023

Ashley Martin is an Associate Professor of Organizational Behavior at the Stanford Graduate School of Business. She received her PhD in Management from Columbia Business School. Her research focuses on the challenges and benefits associated with gender, age, and racial diversity in organizations. Specifically, she examines how to most effectively discuss gender, race, and age in an effort to reduce bias, empower underrepresented groups, and improve intergroup relations. 


Gender relativism: How context shapes what is seen as male and female.

Martin (2023). Journal of Experimental Psychology: General

What does it mean to be (seen as) human? The importance of gender in humanization.

Martin & Mason (2022). Journal of Personality and Social Psychology

Hiring women into senior leadership positions is associated with a reduction in gender stereotypes in organizational language

Lawson, Martin, Huda, Matz (2022). Proceedings of the National Academy of Sciences of the United States of America

Equality for (almost) all: Egalitarian advocacy predicts lower endorsement of sexism and racism, but not ageism

Martin, A.E. & North, M.S. (2022). Journal of Personality and Social Psychology

Intersectional escape: Older women elude agentic prescriptions more than older men

Martin, A.E. & North, M.S. & Phillips, K.W. (2019) Personality and Social Psychology Bulletin, 45(3), 342 – 359.

Understanding diversity ideologies from the target’s perspective: A review and future directions​

Gundemir, S., Martin, A.E. & Homan, A. (2019).  Frontiers in Psychology, 10(282), 1-14.

What ‘‘blindness” to gender differences helps women see and do: Implications for confidence, agency, and action in male-dominated environments.

Martin, A.E. & Phillips, K.W. (2017). Organizational Behavior and Human Decision Processes, 142, 28 – 44. 

To delegate or not to delegate: Gender differences in affective associations and behavioral responses to delegation.

Akinola, M.*, Martin, A.E.* & Phillips, K.W. (2018). Academy of Management Journal, 61(4), 1467 –1491. 
*Both authors contributed equally

The role of stress mindset in shaping cognitive, emotional, and physiological responses to challenging and threatening stress

Crum, A.J., Akinola, M., Martin, A.E., & Fath, S. (2017). Anxiety, Stress, and Coping, 30(4), 379 – 395. 


This course introduces you to the structures and processes that affect group performance and highlights some of the common pitfalls associated with working in teams. Topics include team culture, fostering creativity and coordination, making group decisions, and dealing with a variety of personalities. You will participate in a number of group exercises to illustrate principles of teamwork and to give you practice not only diagnosing team problems but also taking action to improve total team performance.

This year-long course takes a hands-on approach to learning about experimental research. It will cover the entire process of experimental research from idea and hypothesis generation to study design, analysis, and publication. The topical content will be customized to the specific interests of the enrolled students, but generally will be concerned with questions about behavioral phenomena in organizational contexts.


Faculty Assistant

Sophia Rivera