Research areas of interest
Social categorization
Interventions for reducing intergroup bias
Socio-psychological development in intractable conflict
Early political socialization
Teaching
Education and counseling in multicultural society
Educational interventions for improving intergroup attitudes
Developmental psychology in education
Education
1999-2002 B.A. Education and Arabic language and literature, The Hebrew University of Jerusalem, magna cum laude
2004-2006 M.A. Arabic language and literature, The Hebrew University of Jerusalem, magna cum laude
2005-2008 M.A. Educational counseling, Tel Aviv University, summa cum laude
2010-2015 Ph.D. Education, Tel Aviv University (Supervisors: Prof. Daniel Bar-Tal and Prof. Eran Halperin)
2016-2019 Post-doctoral studies, The MOFET Institute and Bar-Ilan University (Supervisor: Prof. Gil Diesendruck)
Grants and Awards (within the last years)
2012-2015 The Azrieli Fellowship for outstanding doctoral students
2017-2019 The MOFET Post-Doctoral Fellowship for outstanding teacher educators
2020-2025 The Israeli Science Foundation Grant, PI (With Gil Diesendruck)
Nasie, M., & Bar-Tal, D. (2012). Sociopsychological infrastructure of an intractable conflict through the eyes of Palestinian children and adolescents. Peace and Conflict: Journal of Peace Psychology, 18, 3-20.
Nasie, M., Bar-Tal, D., Pliskin, R., Nahhas, E., & Halperin, E. (2014). Overcoming the barrier of narrative adherence in conflicts through awareness of the psychological bias of naïve realism. Personality and Social Psychology Bulletin, 40, 1543-1556.
Nasie, M., Bar-Tal, D., & Shnaidman, O. (2014). Activists in Israeli radical peace organizations: Their personal stories about joining and taking part in these organizations. Peace and Conflict: Journal of Peace Psychology, 20, 313-329.
Nasie, M. (2016). Young children’s experiences and learning in intractable conflicts. In K. Sharvit & E. Halperin (Eds.), A social psychology perspective on the Israeli-Palestinian conflict (Vol. II, pp. 31-46). New York, NY: Springer.
Nasie, M., Diamond, A. H., & Bar-Tal, D. (2016). Young children in intractable conflicts: The Israeli case. Personality and Social Psychology Review, 20, 365-392.
Bar-Tal, D., Diamond, A. H., & Nasie, M. (2017). Political socialization of young children in intractable conflicts: Conception and evidence. International Journal of Behavioral Development, 41, 415-425.
Nasie, M., & Bar-Tal, D. (2020). Intractable conflict, delegitimization and intercultural training. In D. Landis & B. P. S. Dharm (Eds.), The Cambridge Handbook of intercultural training (4th ed.) (pp. 306-333). Cambridge: Cambridge University Press.
Nasie, M., & Bar-Tal, D. (2020). Political socialization in kindergartens: Observations of ceremonies of the Israeli Jewish holidays and memorial days. European Journal of Social Psychology, 50, 685-700.
Nasie, M., & Diesendruck, G. (2020). What children want to know about in- and out-groups, and how knowledge affects their intergroup attitudes? Social Development, 29, 443-460.
Nasie, M., Reifen Tagar, M., & Bar-Tal, D. (2021). Ethno-political socialization of young children in societies involved in intractable conflict: The case of Israel. Journal of Social Issues, 77(4), 1257-1281.
Nasie, M., Ziv, M., & Diesendruck, G. (2022). Promoting positive intergroup attitudes using persona dolls: A vicarious contact intervention program in Israeli kindergartens. Group Processes & Intergroup relations, 25(5), 1269-1294.
Nasie, M., Ben Yaakov, O., Nassir, Y., & Diesendruck, G. (2022). Children’s biased preference for information about in- and out-groups. Developmental Psychology, 58(3), 493-509.
Nasie, M. (2023). The respect pyramid: A model of respect based on lay knowledge in two cultures. Culture & Psychology, 29(1), 81-95.
Nasie, M. (2023). Perceived respect from the adversary group can improve intergroup attitudes in a context of intractable conflict. British Journal of Social Psychology, 62(2), 1114-1138.
Nasie, M., & Stanescu, S. (2023). The effect of perceived similarity and dissimilarity between in- and out-group members on children’s intergroup attitudes and perceptions in a context of conflict. International Journal of Intercultural Relations, 96, 101847.
Nasie, M. (2023). Sociopsychological principles for intercultural interventions to reduce intergroup bias in school. Intercultural Education, 34(6), 612-630.
Golani, N., Nasie, M., & Carmel, O. (2024). Families come in many forms: Attitudes and practices of Israeli kindergarten teachers towards diverse families. Early Child Development and Care, 194(5-6), 753-768.
Nasie, M., & Stanescu, S. (2024). Children’s perceptions of intergroup similarity and dissimilarity and their association with attitudes towards a conflict out-group. Cognitive Development, 72, 101499.
Ben-Ezer, I., Rosler, N., Sharvit, K., Wiener-Blotner, O., Bar-Tal, D., Nasie, M., & Hameiri, B. (2025). From acceptance to change: The role of acceptance in the effectiveness of the Informative Process Model for conflict resolution. British Journal of Social Psychology, 64(2), e12802.
Nasie, M. (2025). Evidence-based educational interventions to reduce intergroup bias among young children in conflict zones. Early Childhood Research Quarterly, 70(1), 40-51.
