Dr. Kris Dunn
Lecturer in Comparative Politics and Political Psychology
I am a quantitatively-oriented, comparative political psychologist interested in explaining the social and political origins and consequences of individuals’ value orientations.
I started my position in the School of Politics and International Studies at the University of Leeds in 2013. Before this, I was a post-doctoral researcher at the University of Vienna; and a Lecturer in Electoral Politics at the University of Exeter before that. I received my PhD in Political Science from Michigan State University in 2009, specializing in Comparative Politics and Democratic Theory; I also possess an MA in Political Science, a BA in Psychology, and a BA in Criminal Justice.
My research sits at the intersection of political science and social psychology and aims to improve our understanding of the reciprocal relationship between political institutions and individual psychology and political behavior. My predominant research agenda focuses on values orientations (authoritarianism in particular) and how these orientations interact with the social and political environment to influence political representation, the quality of democratic governance, and public policy.
For the fall semester I teach a third year module titled ‘Political Psychology: On Authority and Obedience’. This module introduces students to the scholarship that has built up around the concepts of authority and obedience; most of which originates in the attempt to explain how ordinary people come to commit or participate in crimes against humanity.
I also co-teach the ‘Analysing Data in Politics, Development, and International Relations’ and the ‘Advanced Statistical Analysis’ modules which introduce students to the quantitative methods we use to collect and analyse data in the social sciences.
In the spring semester I co-teach the Comparative Politics module for first year students. This module introduces students to the wide variety of methods and topics that exist in the political science subfield of comparative politics. I also teach a number of seminar classes for the United States Politics module.
I am happy to advise quantitative dissertations on authoritarianism (individual-level) or political culture. I am also open to topics that involve quantitative political psychology more broadly.
‘The Human Empowerment Sequence and the Development of Libertarian Values: A Theoretical and Empirical Adjustment to the Human Empowerment Sequence’, Journal of Cross-Cultural Psychology, 48.5 (2017), 771-789,
DOI: 10.1177/0022022117699882, Repository URL: http://eprints.whiterose.ac.uk/113426/
‘Authoritarianism, socioethnic diversity and political participation across countries’, European Journal of Political Research, 54.3 (2015), 563-581,
DOI: 10.1111/1475-6765.12096, Repository URL: http://eprints.whiterose.ac.uk/86789/
‘Voice, representation and trust in parliament’, Acta Politica, 50.2 (2015), 171-192,
‘Preference for radical right-wing populist parties among exclusive-nationalists and authoritarians’, Party Politics, 21.3 (2015), 367-380,
DOI: 10.1177/1354068812472587, Repository URL: http://eprints.whiterose.ac.uk/86837/
‘Authoritarianism and intolerance under autocratic and democratic regimes’, Journal of Social and Political Psychology, 2.1 (2014), 220-241,
DOI: 10.5964/jspp.v2i1.260, Repository URL: http://eprints.whiterose.ac.uk/86791/
‘Veto Players, the Policymaking Environment, and the Expression of Authoritarian Attitudes. Political Studies’, Political Studies, 61.1 (2013), 119-141,
‘Voice and trust in parliamentary representation’, Electoral Studies, 31.2 (2012), 393-405,
‘The surprising non-impact of radical right-wing populist party representation on public tolerance of minorities’, Journal of Elections, Public Opinion and Parties, 21.3 (2011), 313-331,
‘Left-Right identification and education in Europe: A contingent relationship’, Comparative European Politics, 9.3 (2011), 292-316,
‘Legislative Diversity and Social Tolerance: How Multiparty Systems Lead to Tolerant Citizens’, Journal of Elections, Public Opinion, and Parties, 19.3 (2009), 283-312,