BSc (UCL, London), MSc (Lancaster), PhD (Lancaster)
CPsychol (DARTP), CSci, FHEA, AFBPsS
Rachel joined the Psychology Department in 2018, having previously held academic and management positions at a number of UK universities. She is a social psychologist, drawing additionally on environmental, critical, and community 
psychology in her research, and has taught across a number of areas of the Psychology curriculum.
Research Interests
Rachel’s research examines spatial and collective phenomena in relation to ‘prosocial’ and ‘antisocial’ behaviours. This work is informed by social identity, place identity, and discursive psychology approaches, together with insights from related disciplines such as children’s geographies and criminology. Her research is often interdisciplinary, and has also included work with the emergency services, and on learning and teaching in higher education.
Rachel has received funding for a number of collaborative projects from UK research councils, third sector, and public sector organisations. Her current projects focus on volunteering and public space use.
Illustrative Publications
Manning, R., & Smith, D. (2018). Creating Spaces for Learning: Online Forums. In J. Baxter, G. Callaghan, & J. McAvoy (Eds.), Creativity & Critique in Online Learning. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-78298-0
Levine, M., & Manning, R. (2015). Prosocial Behaviour. In M. Hewstone, W. Stroebe, & K. Jonas (Eds.), An Introduction to Social Psychology (6th ed., pp. 309–346). Oxford: Blackwell.
Gray, D., & Manning, R. (2014). ‘Oh my god, we’re not doing nothing’: Young people’s experiences of spatial regulation. British Journal of Social Psychology, 53, 640–655. https://doi.org/10.1111/bjso.12055
Levine, M., & Manning, R. (2014). Social identity, group processes, and helping in emergencies. European Review of Social Psychology, 24, 225–251. https://doi.org/10.1080/10463283.2014.892318
Manning, R., Levine, M., & Collins, A. (2007). The Kitty Genovese murder and the social psychology of helping: The parable of the 38 witnesses. American Psychologist, 62, 555–562. https://doi.org/10.1037/0003-066X.62.6.555