Dr. Chetan Sinha
October 5, 2023 2024-07-25 12:45Dr. Chetan Sinha
Dr. Chetan Sinha
Professor, Jindal Global Law School
B.Sc (Udai Pratap (autonomous) College);
M.Sc. (Banaras Hindu University);
M.Phil and PhD (Jawaharlal Nehru University)
Dr Chetan Sinha is a Professor of Psychology at OP Jindal Global University (JGU), Sonipat. He has a Ph.D. from Zakir Husain Centre for Educational Studies (ZHCES) in Social Psychology of education from Jawaharlal Nehru University, New Delhi. He is a senior research fellow at the Office of Interdisciplinary Studies (IDEAS) and the International Institute for Higher Education Research and Capacity Building (IIHEd), JGU. He is collaborating with Sociocultural Lab, Kings College London. He is working with Dr Apurv Chauhan on strategic risk-taking in health decisions among marginalized sections in India. Currently, he is acting as Academic Editor for PLOS One (Psychology section) and serving on Grant-in-Aid Committee Society for the Psychological Study of Social Issues (SPSSI).
He is interested in researching the social psychology of education and organization from a social identity and representation perspective. Earlier, his research had extended to three interconnected domains: 1) Dynamics of educational leadership, 2) Psychology of social class and academic achievement, where he experimentally studied stereotype threat effect and 3) Social representations of academic achievement and failure. Specifically, he ventures into the critical aspects of social cognition, leadership, and power. Chetan expertise is in understanding the social psychology of power in the educational context. He worked with primary and elementary school children from low-income marginalized communities. He is interested in their academic identification, response to identity and stereotype threats and how academic achievement and failure are socially represented. He worked on the children of the weaver community in Varanasi and their pathways to cross the boundary of being from the working class. He is working on the children of displaced migrant workers, the meaning of play and inclusive playgrounds. His effort is to understand how these children create playgrounds of resistance in the face of everyday discrimination as a response to cross the ascriptive barriers of imposed social identity and create a new identity. He taught Social Psychology, Organizational Behaviour/Principles of Management, Educational Psychology and History and Philosophy of Psychology. In JGLS, he takes electives such as Critical Psychology of Law, Psychological Jurisprudence and Neuroscience. He recently published a monograph titled The power dynamics of education: shaping the structure of school education in India with Routledge.
Earlier, he worked as a researcher at H&SS, IIT Delhi and as an assistant director and researcher at the Centre for Post-colonial Education, NIRMAN Varanasi. Before joining JGU, Dr Chetan taught psychology to graduate and post-graduate students at Christ University Bengaluru. He has also taught at Amity Institute of Psychological Science-Amity University. He also worked as a postgraduate teacher in a school teaching psychology. He is invited to major conferences, seminars, and forthcoming workshops as a resource person. Prominent among them were in STAR Scholar Conference 2023, Cherion-The International Society for the History of Behavioral and Social Sciences at Mississippi State University-(2017) and Fordham University’s Lincoln Center Campus in New York City-2023; AASJ, Bangalore, 2023, IIT Delhi; Trnava University and Slovak Academy of Sciences, Bratislava; IPLS, Mykonos; International Society of Political Psychology (ISPP), Lisbon (2019), Montreal, (2023); Department of Psychology, Christ University; Soumya Vidyavihar University, Mumbai (2021); CUHK, Hong Kong. Currently, he is a member of the Society for the Psychological Study of Social Issues (SPSSI). Chetan has acted as an external examiner for PhD thesis at Jawaharlal Nehru University and as a resource person to Christ University, NCR, Delhi.
Book Published:
Power dynamics in education: Shaping the structure of school education in India (2023, Routledge)
A. Critical Neuroscience and law
- Interpreting neuroscientific evidence in the legal domain: Does stereotypes come in? Integrative Psychological & Behavioural Science(2024, Springer). https://doi.org/10.1007/s12124-024-09847-7
- Critical Psychology and the Brain: Rethinking Free will in the Legal Context. Integrative Psychological & Behavioural Science (2024, Springer). https://doi.org/10.1007/s12124-024-09827-x
- Sinha, C. Beyond Dehumanized Gender Identity: Critical Reflection on Neuroscience, Power Relationship and Law. Integrative Psychological & Behavioural(2023, Springer). https://doi.org/10.1007/s12124-023-09814-8
- Making sense of law: Critical reflection on neuroscience, socialization, and self. Integrative Psychological & Behavioural Science (2023, Springer).
B. Social Psychology and Interdisciplinarity
- Liberating Data: The politics of reality in interdisciplinary social psychology. Integrative Psychological & Behavioural Science (2022, Springer).
- What if discipline is not interdisciplinary: The case of social psychology in India. Integrative Psychological & Behavioural Science, (2019; Springer). https://doi.org/10.1007/s12124-019-9473-y.
- Note on the ‘history of psychology in India: Problems and Prospects’. History of Psychology, 20 (1), 126-128. (2017; APA).
- Decolonizing Social Psychology in India: Exploring its role as Emancipatory Social Science. Psychology & Society, 8 (1), 57-74. (2016).
- Rethinking interdisciplinarity: Is it a new revolution or paradox? Journal of Interdisciplinary Studies in Education, 4 (2), 44-66. (2016).
C. Social Psychology of Education
- Knowledge about family and school contribution in academic achievement: The context of schooling and social representations in India, Journal of Education (2021, Sage). doi.org/10.1177/00220574211025977
- Authentic Leadership, Power and social Identities: A call for justice in Indian higher education system. Higher Education for the Future, 7 (2) (2020; Sage). DOI: 10.1177/2347631120930561
- Dalit leadership, collective pride, and struggle for social change among educated Dalits: Contesting the legitimacy of social class mobility approach. Contemporary Voice of Dalit, 12 (1) (2020; Sage). DOI: 10.1177/2455328X19898411
- Can leaders transform humiliation into a creative force? Journal of Leadership Studies, 9 (3), 75-77. DOI:10.1002/jls.21413. (2015; Wiley).
- Conceptualizing Educational Leadership: does exploring macro-level facets matters? Asia Pacific Educational Review, 14 (2), 141-150. DOI 10.1007/s12564-012-9239-4 (2013; Springer)
- Teaching as a Political Act: The role of critical pedagogical practices and curriculum. Human Affairs: Post-disciplinary Humanities & Social Sciences Quarterly, 26 (3), 304-316. DOI: 10.1515/humaff-2016-0026 (2016; De Gruyter)
- Post-formalist explanation of academic achievement: Exploring the contribution of John Ogbu and Joe Kincheloe, Journal of Pedagogy, 7 (2), 33-50. DOI 10.1515/jped-2015-0009. (2016; De Gruyter)
- The sociocultural psychology as a postformal theory of academic achievement: An interrogation into the legitimacy of formal education. International Journal of Educational Psychology, 2 (2), 221-242. (2013; Hipatia Press).
- Construction of Leadership among School Teachers: Does Social Identity Matters? Interpersona: An International Journal on Personal Relationships, 6, 40-53,1981-6472 (2012).
- University and educational leaders: Shared social identity, collective participation and academic excellence. Indian Journal of Community Psychology, 8 (I), 66-79. (2012).
- The new directions in leadership research: An overview. Journal of Organizations and Human Behaviour, 1 (4), 1-11. (2012).
- Measurement issues of social class in social psychology of education: Is it a category mistake? Polish Psychological Bulletin, 48 (4), 481-488. DOI: 1515/ppb–2017-0055 (2017, DeGruyter).
- The social representations of academic achievement and failure. Psychological Studies, 60 (2), 160-169. DOI 10.1007/s12646-0285-3. (2015; Springer).
- Revisiting social class: exploring stereotype threat effect on intellectual performance of school students. Journal of Educational Sciences & Psychology, XLV (1), 133-146. (2013)
- Rethinking the place of socioeconomic status identity in students’ academic achievement. European Journal of Psychology & Educational Studies, 2, 36-42. DOI: 10.4103/2395-2555.170724. (2015; Wolters-Kluwer-Medknow).
- The illusion of social class identity and academic performance: Exploring the role of father education as an indicator of socioeconomic status, Journal of Psychological and Educational Research, 22 (1), 34-56. (2014; Central and Eastern European Online Library).
- Perceived parental pressure and academic achievement among Students: Exploring the mediating effect of test anxiety among school students, Bangalore. Open Journal of Educational Psychology. 13-20. http://www.ojep.org/ojs-2.4.2/index.php/Ojep/article/view/13 [Co-author Manisha Nagpal. Doctoral student in educational psychology, Ohio state university]
D. Social Psychology of Work
- Conceal or not? Management of dehumanized work identity among lower caste domestic and non-domestic scavenging workers. South Asian Journal of Human Resource Management, 5 (2), 173-193. https://doi.org/10.1177/2322093718787097 (2018; Sage).
- Sinha, C. (2019). Mood of the consumer: Collective choice, culture and social class. In S. Dasgupta & P. Grover (Eds.), Optimizing Millennial Consumer Engagement with Mood Analysis. IGI Global. [Invited chapter]
- Identity dynamics, social inclusion and invisibility of domestic workers. org. (18th June, 2019).
Book Review
- Book Review of ‘Psychology in Modern India: Historical, Methodological, and Future Perspectives’ edited by Girishwar Misra, Nilanjana Sanyal, and Sonali De, Singapore, Springer Nature, 2021, 534 pp., EUR 129.99, ISBN 978-981-16-4704-8, Psychology & Developing Societies, 34 (2)
- Jahanbegloo. [Review of the Book, India Analysed: Sudhir Kakar in conversation with Ramin Jahanbegloo, by R. Jahanbegloo]. Psychological Studies, 56(4), 416-418. (2011; Springer)
- Society for the Psychology Study of Social Issues (SPPSI)
- Currently member Award and Grant Selection Committee : Grant-in – aid task force, SPSSI)
- Cheiron: The International Society for the History of the Behavioural and Social Sciences