Dr. Iloradanon Efimoff

Biography: 

Dr. Iloradanon Efimoff is Haida and European settler from the northwest coast of British Columbia. After completing her BA (Hons.) in Applied Psychology at Douglas College in New Westminster, BC, she worked as a research assistant with the DUDES Club, an Indigenous men’s wellness organization in Vancouver. Dr. Efimoff later completed her SSHRC-funded MA in Applied Social Psychology at the University of Saskatchewan, focusing on perceptions and attitudes towards White-presenting Indigenous people. She completed her Vanier-funded PhD in Social and Personality Psychology at the University of Manitoba. Through her mixed-methods dissertation, Dr. Efimoff created and experimentally tested an educational approach to help combat anti-Indigenous racism in Canada. She finished her Banting Postdoctoral Fellowship at the Research for Indigenous Social Action and Equity (RISE) Center and Department of Psychology at the University of Michigan. At RISE, she focused on the identity experiences of multiracial Indigenous people, a growing and understudied group in Canada. Dr. Efimoff’s current research focus is the impact of education on reducing anti-Indigenous racism. Her other research interests include reconciliation, Indigenization (particularly in the context of psychology and postsecondary institutions), Indigenous identity, and Indigenous well-being.

Selected Publications:

Efimoff, I. H. (In Press). North American Indigenous research approaches and applied social psychology. In K. C. O’Doherty (Ed.), Handbook of Research Methods and Practice in Applied Social Psychology (pp. TBD). Edward Elgar Publishing Ltd.

Efimoff, I. H., & Starzyk, K. B. (2026). A mixed methods Investigation of Indigenous university students’ experiences with and strategies to challenge racism. Cultural Diversity & Ethnic Minority Psychology, 32(2), 226–240. https://doi.org/10.1037/cdp0000734

Starzyk, K. B.,* Neufeld, K. H. S.,* Efimoff, I. H., Fontaine, A. S. M., White, E. E.-L., Moran, R., Peachey, D., Fontaine, L. S., & Welch, M. A. (2024). The Canadian Reconciliation Barometer: A rigorous tool for tracking reconciliation in Canada. Frontiers in Social Psychology, 2. https://doi.org/10.3389/frsps.2024.1369816 *These authors share first authorship.

Starzyk, K. B.,* Efimoff, I. H.,* Neufeld, K. H. S., Fontaine, A. S. M., Woolford, A., Young, J., Bunt, A., Trickey, J., Sinclair, S., & Muller, A. (2024). The influence of Survivor stories and a virtual reality representation of a residential school on reconciliation in Canada. Frontiers in Social Psychology, 2, Article 1346101. https://doi.org/10.3389/frsps.2024.1346101. *These authors share first authorship.

Efimoff, I. H. & Starzyk, K. B. (2023). The impact of education about historical and current injustices, individual racism, and systemic racism on anti-Indigenous prejudice. European Journal of Social Psychology, 53, 1542-1562. https://doi.org/10.1002/ejsp.2987

Efimoff, I. H. (2022). A thematic analysis of Indigenous students’ experiences with Indigenization at a Canadian post-secondary institution: Paradoxes, potential, and moving forward together. The International Indigenous Policy Journal, 13(1). https://doi.org/10.18584/iipj.2022.13.1.10700

Neufeld, K. H. S., Starzyk. K. B., Boese, G., Efimoff, I. H., & Wright, S. (2022). “The more you know”: Critical historical knowledge about Indian Residential Schools increases non-Indigenous Canadians’ empathy for Indigenous Peoples. Political Psychology, 43, 617-633. http://doi.org/10.1111/pops.12783.