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Donald M. Taylor

Donald M. Taylor

D-Index & Metrics

Psychology

D-Index
49
Citations
10876
World Ranking
5635
National Ranking
384

Research.com Recognitions

  • 1956 - Fellow of the American Association for the Advancement of Science (AAAS)

Overview

Donald M. Taylor is affiliated with McGill University in Canada. Their research is primarily situated within the Social Sciences, with a focus on Education, Music, Sociology and Political Science, Social Psychology, and Cognitive Neuroscience.

Their published work encompasses a variety of topics, including:

  • Diverse Music Education Insights
  • Teacher Education and Leadership Studies
  • Music History and Culture
  • Neuroscience and Music Perception
  • Communication in Education and Healthcare
  • Service-Learning and Community Engagement
  • Opinion Dynamics and Social Influence

Taylor has contributed to research published in several venues, among which are:

  • Bulletin of the Australian Mathematical Society
  • Journal of Research in Music Education
  • Action Criticism and Theory for Music Education
  • Current Opinion in Psychology
  • Journal of Music Teacher Education

Their recent papers include:

  • "Gay- and Straight-Sounding Auditory Cues Elicit Stereotyping About Teaching Effectiveness," 2020, Journal of Research in Music Education
  • "Experiences of LGBTQ+ Students in Music Education Programs Across Texas," 2020, Journal of Music Teacher Education
  • "Education in Aboriginal Communities: Dilemmas around Empowerment," 2021, Open Collections
  • "Cultural Humility in Music Teacher Education: Toward Transformative Dialogues on Power, Privilege, and Social (In)equity," 2022, Action Criticism and Theory for Music Education
  • "A social change framework for addressing collective action: introducing collective inertia," 2020, Current Opinion in Psychology

Frequent coauthors collaborating with Taylor include:

  • Lilia Ferrario
  • John Loxton
  • Robert Anderssen
  • J Cossey
  • Oswald Jones

Donald M. Taylor's research reflects a broad interdisciplinary approach, intersecting social psychology, education, and music. The scholar has engaged with themes such as diversity, equity, and social dynamics within educational and music contexts.

In 1956, Taylor was recognized as a Fellow of the American Association for the Advancement of Science (AAAS).

Best Publications

  • Responding to membership in a disadvantaged group : from acceptance to collective protest

    Stephen C. Wright;Donald M. Taylor;Fathali M. Moghaddam

  • Towards a Theory of Interpersonal Accommodation through Language: Some Canadian Data.

    Howard Giles;Donald M. Taylor;Richard Bourhis

  • The Personal/Group Discrimination Discrepancy Perceiving My Group, but not Myself, to be a Target for Discrimination

    Donald M. Taylor;Stephen C. Wright;Fathali M. Moghaddam;Richard N. Lalonde

  • Ethnocentrism and Causal Attribution in a South Indian Context

    Donald M. Taylor;Vaishna Jaggi

  • Why minority group members perceive or do not perceive the discrimination that confronts them: the role of self-esteem and perceived control.

    Karen M. Ruggiero;Donald M. Taylor

  • Coping with discrimination: How disadvantaged group members perceive the discrimination that confronts them.

    Karen M. Ruggiero;Donald M. Taylor

  • The Radicalization of Homegrown Jihadists: A Review of Theoretical Models and Social Psychological Evidence

    Michael King;Donald M. Taylor

  • Theoretical contributions: A five-stage model of intergroup relations

    Donald M. Taylor;David J. McKirnan

  • The Role of Cultural Identity Clarity for Self-Concept Clarity, Self-Esteem, and Subjective Well-Being

    Esther Usborne;Donald M Taylor

  • Self-Serving and Group-Serving Bias in Attribution

    Donald M. Taylor;Janet R. Doria

  • Disadvantaged group responses to perceived inequality: from passive acceptance to collective action

    Donald M. Taylor;Fathali M. Moghaddam;Ian Gamble;Evelyn Zellerer

  • The relative deprivation-gratification continuum and the attitudes of South Africans toward immigrants: a test of the V-curve hypothesis.

    Michaël Dambrun;Donald M. Taylor;David A. McDonald;Jonathan Crush

  • Identity and the language of the classroom: Investigating the impact of heritage versus second language instruction on personal and collective self-esteem.

    Stephen C. Wright;Donald M. Taylor

  • Subtractive Bilingualism and the Survival of the Inuit Language: Heritage- Versus Second-Language Education

    Stephen C. Wright;Donald M. Taylor;Judy Macarthur

  • Challenges of applying a student-centered approach to learning in the context of education in Kyrgyzstan

    Roxane de la Sablonnière;Donald M. Taylor;Nazgul Sadykova

  • Attribution Processes and Interpersonal Accommodation in a Bilingual Setting

    Lise M. Simard;Donald M. Taylor;Howard Giles

  • Terrorism and the quest for identity.

    Donald M. Taylor;Winnifred Louis

  • The quest for collective identity: The plight of disadvantaged ethnic minorities.

    Donald M. Taylor

  • Responding to tokenism: individual action in the face of collective injustice

    Stephen C. Wright;Donald M. Taylor

  • The Process of Social Identification for Visible Immigrant Women in a Multicultural Context

    Richard N. Lalonde;Donald M. Taylor;Fathali M. Moghaddam

Frequent Co-Authors

Stephen C. Wright
Stephen C. Wright Simon Fraser University
Wallace E. Lambert
Wallace E. Lambert McGill University
Winnifred R. Louis
Winnifred R. Louis University of Queensland
Howard Giles
Howard Giles University of California, Santa Barbara
Richard N. Lalonde
Richard N. Lalonde York University
Michael J. A. Wohl
Michael J. A. Wohl Carleton University
Frances E. Aboud
Frances E. Aboud McGill University
Robert C. Gardner
Robert C. Gardner University of Western Ontario
David J. McKirnan
David J. McKirnan University of Illinois at Chicago
Nour Kteily
Nour Kteily Northwestern University

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