• Ph.D., Rice University, 2010
  • M.A., Wake Forest University, 2005
  • B.A., Southwestern University, 2000


  • Organizational Behavior
  • Organizational Psychology (Graduate)
  • Advanced Statistics (Graduate)

Research Interests

  • Aging Workforce Issues
  • Corporate Culture
  • Diversity
  • Training and Development
  • Workplace Health and Safety, Leadership


Cody Cox, Ph.D., received his doctorate from Rice University in 2010 and has taught undergraduate and graduate students in business and psychology programs. Cox teaches in the Industrial/Organizational Psychology Graduate Program and the Greehey Business School at St. Mary’s University. He teaches graduate courses on training and development, multivariate statistics, organizational behavior, organizational psychology and human resource management. At the undergraduate level, he teaches courses on organizational behavior and has taught courses on research methods, leadership, social psychology, psychological measurement and industrial/organizational psychology.

Cox won the National Society of Leadership and Success Excellence in Teaching Award in 2015. He joined St. Mary’s in 2016 after teaching at Texas A&M University-San Antonio and the University of Texas at Brownsville.

Since receiving his Ph.D., Cox has published 17 peer-reviewed empirical papers, given 40 presentations at regional and national professional conferences, one of which was awarded the Best Symposium by a division of the Academy of Management. He has supervised numerous master’s theses. His current research focuses on talent development and workplace diversity with an emphasis on issues related to the generational differences and the aging workforce. Cox is an active member of the Society of Industrial Organizational Psychology, SHRM, the Academy of Management and the San Antonio Human Resource Management Association.


Cox, C. B., Barron, L., Davis, W., de la Garza, B. (in press). Using Situational Judgment
Tests (SJTs) in Training Delivery: Development and Evaluation of a Structured, Low-Fidelity Scenario-Based Training Method. Personnel Review.

Bohmann, A., & Cox, C. B. (in press). The Emergency Responsiveness Scale.
Current Psychology.

Cox, C. B. & Coulton, G. (2015). Fire all the Boomers : How generational labelling
legitimizes age discrimination. Industrial and Organizational Psychology: Perspectives on Science and Practice

Cox, C. B., Johnson, J., & Coyle, T. (2015). Coping strategies moderate the
relationships between exposure to community violence and workplace outcomes. Journal of Occupational Health Psychology, 20, 348-358.

Cox, C. B., Yang, Y. & Bohmann, A. (2014). What do collectivists want in a mentor?
A model of protégé culture, mentorship expectations, and performance, The Journal of Hispanic Higher Education, 13, 359-376.

Cox, C. B. (2014). Miles to go: Continuing to explore the effects of stereotype threat
on older trainees. Industrial and Organizational Psychology: Perspectives on Science and Practice, 7, 466-468.

Cox, C. B., & Beier, M. E. (2014). Too old to train or reprimand: Evaluating the effect
of Intergroup Attribution Bias in the evaluations of older workers. Journal of Business and Psychology, 29, 61-70.

Ruggs, E., Law, C., Cox, C. B., Roehling, M., Weiner, R., Hebl, M., Barron, L. (2013).
Gone fishin’: I-O psychologists’ missed opportunities to understand marginalized employees’ experiences with discrimination. Industrial and Organizational Psychology: Perspectives on Science and Practice, 6, 39-60. doi: 10.1111/iops.12007

Cox, C. B. & Barron, L. (2012). The effect of changing anti-discrimination legal
standards on the evaluation of older workers. Journal of Applied Social Psychology, 42, E198-E221. doi: 10.1111/j.1559-1816.2012.01040.x

Beier, M. E., Teachout, M. S., & Cox, C. B. (2012). The training and development of an
aging workforce. To appear in J. W. Hedge & W. C. Borman (Eds.), Work and Aging Handbook (pp. 436-453). New York: Oxford University Press.

Cox, C. B., & Yang, Y. (2012). Getting off on the wrong foot: Longitudinal effects of
Hispanic students’ stability attributions following poor initial test performance. Learning and Individual Differences, 22, 123-127.

Ruiz, N., Pacheco, L. F., Farrell, B., Cox, C. B., Ermolinsky, B. S., Garrido-Sanabria, E.
R., & Nair. S. (2011) Metabolic gene expression changes in the hippocampus of obese epileptic male rats in the pilocarpine model of temporal lobe epilepsy. Brain Research.

Crook, A. E., Beier, M. E., Cox, C. B., Kell, H. J., Hanks, A. R., & Motowidlo, S. J.
(2011). Measuring relationships between personality, knowledge, and performance using single response situational judgment tests. International Journal of Selection and Assessment, 19, 363-373.

Cox, C. B., & Beier, M. E. (2009). The effects of the framing of courses on interest:
Age, self-efficacy efficacy, and goal orientation as moderators. The International Journal of Training and Development, 13, 247-261.

Leary, M. R., & Cox, C. B. (2008). Belongingness motivation: A mainspring of social
action. In J. Shah & W. Gardner (Eds.), Handbook of Motivation Science. New York: Guilford.

Cox, C. B., & Giuliano, T. (1999). Constructing obstacles versus making excuses: Examining perceiver’s reactions to behavioral and self-reported self-handicapping. Journal of Social Behavior and Personality, 14, 419-432.

Back to top