Stephanie Fryberg is a Tulalip psychologist who received her Master's and Doctorate degrees from Stanford University, where in 2011 she was inducted into the Multicultural Hall of Fame. In the same year, she testified before Senate on Stolen Identities: The impact of racist stereotypes on Indigenous people. She previously taught psychology at the University of Arizona, at the Tulalip Community at Marysville School, and at the University of Washington. She currently teaches American Indian Studies and Psychology at the University of Michigan, and is a member of the Tulalip Tribe. Her research focuses on race, class, and culture in relation to ones psychological development and mental health. She translated Carol Dweck's growth mindset; taking a communal-oriented approach. The students on her tribe's reservation who received her translation had significant improvement compared to the original version. Studies In 2013, Stephanie Fryberg did a study on survivors of the 2010 Chile earthquake and Hurricane Katrina to find out how survivors deal with the trauma, specifically by attributing the disasters to religious factors. Those who were the most negatively impacted by the disasters were found to be most likely to attribute it to religion or being a punishment from God. Even when levels of education and race were taken into account, the findings held true. Traumatic experiences, such as the survivor having seen dead bodies contributed more to the experience being attributed to religion than one's reaction to the trauma. The study gained insight to those who attribute natural disasters to religion. That year, another study was published in which Fryberg investigated how academic underperformance among Native American students can be attributed to the standardized model of education more fit for white students that emphasizes assertive and independence, in opposition to the Native American culture of interdependency and intergroup connections. The study investigated one hundred fifteen Naskapi students from Quebec. Prior to the experiment, information was obtained on the assertiveness of the students, extent to which they identify with white and Native culture, and the students grades. The findings showed that the stronger the students connection with their culture, whether it be white or Native, the higher their grades. Low assertiveness when it came to cultural identification lead to lower grades. Having a strengthened identity in terms of culture and racial identification can help Aboriginal students perform better academically. The study showed that an Aboriginal students low academic performance can be attributed to