Resume

• 2007

  PhD

  Education and Psychology

  University of Michigan

  M.S.

  Psychology

• 2003

  B.A.

  Psychology

• School Climate Lab

  School Climate Lab Website

  Survey Design

  Literature Reviews

  Statistics

  Teaching

  Quantitative Research

  Curriculum Design

  Grant Writing

  Research

  Data Collection

  Survey Research

  University Teaching

  Data Analysis

  Research Design

  Qualitative Research

  SPSS

  Psychology

  Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis

  Increasingly

  researchers have found relationships between a strong

  positive sense of racial identity and academic achievement among African American youth. Less attention

  however

  has been given to the roles and functions of racial identity among youth experiencing different social and economic contexts. Using hierarchical linear modeling

  the authors examined the relationship of racial identity to academic outcomes

  taking into account neighborhood-level factors. The sample consisted of 564 African American eighth-graders (56% male). The authors found that neighborhood characteristics and racial identity related positively to academic outcomes

  but that some relationships were different across neighborhood types. For instance

  in neighborhoods low in economic opportunity

  high pride was associated with a higher GPA

  but in more advantaged neighborhoods

  high pride was associated with a lower GPA. The authors discuss the need to take youth’s contexts into account in order to understand how racial identity is active in the lives of African American youth.

  Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis

  Rika M. Meyer

  Jamaal S. Matthews

  Culture clash? Interactions between Afrocultural and mainstream cultural styles in classrooms serving African American students

  Robert S. Sellers

  Lori S. Hoggard

  Journal of Counseling Psychology

  The lagged effects of racial discrimination on depressive symptomology and interactions with racial identity

  Over the past two decades

  research and popular discourse have taken up the question of whether strong racial group identification inhibits or promotes achievement motivation among African American students. However

  scant attention has been paid to\ncontextual variation in roles and functions of racial identity. In this chapter

  we considered how the congruence between students' racial identity beliefs and their experienced racial climates related to their motivation and engagement.

  The Congruence Between African American Students’ Racial Identity Beliefs and their Academic Climates: Implications for Academic Motivation and Achievement

  Robert S. Sellers

  Lori S. Hoggard

  Racial discrimination

  a common experience for many African Americans

  has been conceptualized within a stress and coping framework. However

  few have examined whether racially stressful events are appraised and coped with differently from nonracially stressful events. The present study uses a daily diary method to examine African American college students' appraisals and coping behaviors in racially and nonracially stressful situations.

  Comparison of African American College Students' Coping With Racially and Nonracially Stressful Events

  Researchers have been concerned with whether strong racial identification promotes or inhibits achievement motivation among African American youth

  but current literatures have paid little attention to the role of youths' contexts. In this study

  we outline a racial identity–context congruence framework that predicts positive benefits of a strong

  positive racial identity when the context is congruent with youths' beliefs. To test this framework

  we examined school racial climate as a moderator in the relationships of three racial identity variables (centrality

  private regard

  and public regard) with intrinsic motivation for attending school in a sample of 11th graders. Overall

  results support the congruence perspective and also demonstrate how feelings of belonging at school mediate the relationship between racial identity – racial climate congruence and school intrinsic motivation.

  Racial Identity

  School Racial Climate

  and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence

  Researchers have long been interested in racial attitudes and preferences of young children with a focus on the implications of societal racism on healthy development. The doll study paradigm popularized by Clark and Clark is the most commonly used measure for children; however

  researchers also have adapted paper and pencil measures and projective techniques to capture children’s attitudes. This article reviews multiple measurement approaches

  drawing on developmental frameworks

  and argues that researchers should draw more on cognitive developmental theories in creating measures that can better capture the unique nature of ethnic minority children’s racial attitudes

  how they form

  and implications for adjustment.

  The Measurement of Racial/Ethnic Identity in Children: A Critical Review

  Adriana Aldana

  The Urban Review

  School ethnic-racial socialization: Learning about race and ethnicity among African American students

  School racial climate is an important aspect of the school environment that can have significant implications for youths’ development. However

  existing research is limited by conceptual and methodological concerns that restrict the ability of researchers and educators to identify what about and how the racial climate is important. The current paper addresses existing limitations by articulating school racial climate as a multidimensional construct composed of interpersonal interactions and school racial socialization.

  The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation

  Christy M.

  Byrd

  North Carolina State University

  Southern Regional Education Board

  Michigan State University

  UC Santa Cruz

  EXIT Santa Cruz

  University of Michigan

  Developed learning materials and used active learning techniques to facilitate learning for undergraduate psychology majors.

  University of Michigan

  Administrative Assistant

  Assisted Executive Director of Council on Collegiate Education for Nursing

  analyzed data from annual survey of nursing programs and prepared reports.

  Southern Regional Education Board

  North Carolina State University

  Raleigh-Durham

  North Carolina Area

  Assistant Professor

  Santa Cruz

  CA

  I am faculty in the developmental psychology area. I teach courses in developmental psychology

  educational psychology

  and research methods.

  Assistant Professor

  UC Santa Cruz

  Santa Cruz

  CA

  EXIT Santa Cruz offers escape room games: fun and interactive puzzle-based experiences ideal for improving team creativity or a fun night out.

  Owner

  EXIT Santa Cruz

  East Lansing

  MI

  PI for an interview-based study of how students perceive school racial climate

  including the curriculum around race and diversity at school and interracial interactions.

  NSF Postdoctoral Fellow

  Michigan State University

  For the Center for the Study of Black Youth in Context: I developed and administered surveys

  observed in classrooms

  and interviewed students

  parents

  and community members. I continue to be involved in the coding and analysis of the interviews and observations.

  University of Michigan

  Graduate Student Instructor

  Educational Psychology and Human Development

  Used active learning techniques to facilitate learning for preservice teachers.

  University of Michigan

  Graduate Student Instructor

  Introduction to Developmental Psychology

  Developed learning materials and used active learning techniques to facilitate learning for undergraduate psychology majors.

  University of Michigan

  Graduate Student Instructor

  Research Methods in Psychology

  University of Michigan

  Graduate Student Research Assistant

  Conducted literature reviews

  developed measures

  assisted in data collection

  and analyzed data for quantitative and qualitative research studies.

  University of Michigan