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APA Division 16 Committee on Ethnic Minority Affairs

NATIONAL DIRECTORY

 

Kizzy Albittron

Kent State University

Dr. Kizzy Albritton is an Assistant Professor in the School Psychology program at Kent State University. Her research interests include improving academic and behavioral outcomes for racial and ethnic minority children in early childhood settings, expanding the role of school psychologists working in early childhood settings, and examining the implementation benefits and challenges of multi-tiered frameworks in early childhood environments that primarily serve ethnic minority children.

Email: kalbritt@kent.edu

Prerna Arora

Teachers College Columbia University

Dr. Arora’s primary research interests focus on the dissemination and implementation of evidence-based practices in school and community settings for underserved youth and adolescents. Specifically, using mixed methodology and participatory research methods, Dr. Arora is interested in barriers to accessing evidence-based mental health treatments and the adaptation of evidence-based practices for ethnically diverse and underserved populations, with a particular focus on immigrant youth. Dr. Arora has additional interests in the interface of research with policy and international school psychology.

Email: arora23@tc.columbia.edu

Jamilia Blake

Texas A&M University

Dr. Blake’s research examines the developmental trajectory of peer-directed aggression, bullying, and victimization in socially marginalized youth and racial/ethnic disparities in school discipline with a specific focus on Black females.

Email: jjblake@tamu.edu

Joel Bocanegra

Idaho State University

Dr. Bocanegra’s current research interests include the understanding of factors associated with increased diversity recruitment and the creation of minority and general recruitment interventions. He also studies how better facilitate students’ cultural competency.

Email: bocajoel@isu.edu

Carlos Calderón

California State University, Fresno

Dr. Calderón’s research interests are focused in cognitive and academic assessment, mathematics learning development, bilingual and multicultural psychology practice issues, and acculturation and identity processes.

Email: ccalderon@csufresno.edu

Sara Castro-Olivo

California State University, Fresno

Culturally responsive social-emotional and behavioral interventions for CLD students and families. Social-Emotional Learning for ELLs and refugees. Best practices in assessment and intervention for ELLs, immigrant and refugee children.

Email: sara_castro-olivo@tamu.edu

Tai Collins

University of Cincinnati

Dr. Collins is primarily interested in the development of time- and resource-efficient interventions to support African American students in urban schools with limited resources.  Dr. Collins has focused on developing peer-mediated interventions to address the academic, behavioral, social, and emotional needs of students within multi-tiered systems of supports (e.g., School-Wide Positive Behavior Interventions and Supports, Response-to-Intervention).  Dr. Collins is also interested in the development of strategies to reduce the overrepresentation of African American students in special education, as well as to increase the number of African American students receiving gifted education supports.

Email: tai.collins@uc.edu

Clayton Cook

University of Minnesota

Dr. Clay Cook is an Associate Professor of School Psychology at the University of Minnesota. He has extensive research and practical experiences involving the implementation of multi-tiered systems of support to promote more equitable social, emotional, and academic outcomes for students. He has received over 7 million dollars in external grant funding to conduct research on the adoption and implementation of evidence-based practices for students from historically disadvantaged backgrounds.

Email: crcook@umn.edu

Michael Cunningham

Tulane University

As a developmental psychologist, Mike has a program of research that focuses on racial, ethnic, psychosocial, and socioeconomic processes that affect psychological well‐being, adjustment to chronic stressful events, and academic achievement among African American adolescents and their families. He uses mixed methods in his current research project that includes the study of gender‐specific patterns of resilience and vulnerability in urban African American participants.

Email: mcunnin1@tulane.edu

Oliver Edwards

University of Central Florida

Dr. Edwards’ early research addressed theories of intelligence testing of racial/ethnic minorities and the psychosocial development of children raised by grandparents. Currently, he is researching social support networks as well as health disparities and their impact on ethnic minority school children.

Email: oliver.edwards@ucf.edu

Sycarah Fisher

University of Georgia

Dr. Fisher’s research focuses on improving life outcomes for diverse populations. This manifests itself in two distinct lines of research. The first involves investigating risk and protective factors related to mental health and substance use outcomes for minority youth.  The second line of research focuses on the dissemination and implementation of mental health/substance use interventions in urban schools.

Email: dr.sdgrant@gmail.com

Anisa Goforth

University of Montana

Dr. Goforth investigates culturally responsive evidence-based practice for children from culturally and linguistically diverse backgrounds. She is interested in school-based mental health and addressing the needs of underrepresented students.

Email: anisa.goforth@umontana.edu

Jorge Gonzalez

University of Houston

Dr. Gonzalez investigates the development and acceleration of children’s oral language, especially English language learners and other diverse populations. He is especially interested in the role of the home literacy environment and Latina maternal beliefs and values around child language development.

Email: jeg2503@icloud.com

Sally Grapin

Montclair State University

Broadly, Dr. Grapin’s research centers on the intersection of social justice and school psychology. Specifically, her research comprises two primary strands: 1) exploring the impact of racial bullying (in both online and offline contexts) on the academic achievement and mental health outcomes of youth; and 2) exploring the ways in which pre-service school professionals develop dispositions toward social justice advocacy. She also conducts research on the recruitment and retention of racial and ethnic minoritized students to school psychology graduate programs.

Email: grapins@montclair.edu

Scott Graves Jr.

Ohio State University

Dr. Graves interests can be broadly categorized as understanding protective factors that lead to appropriate development in early childhood. His research agenda is focused on identifying strengths in African American children that lead to positive social–emotional and academic outcomes.

Email: graves.388@osu.edu

Anne Gregory

Rutgers University

Anne Gregory, Ph.D. is an associate professor at the Graduate School of Applied and Professional Psychology at Rutgers University. Her research has focused on the persistent trend that African American adolescents are issued school suspension and expulsion at higher rates than adolescents from other groups. Through program development and evaluation, she aims to improve educational settings for students from diverse racial and ethnic backgrounds.

Email: annegreg@rutgers.edu

Aaron Gubi

Kean University

Dr. Gubi has two lines of research in progress, investigating multicultural competencies and diversity recruitment in school psychology. 

Email: gubia@kean.edu

Bryn Harris

University of Colorado, Denver

Bryn Harris, PhD, NCSP, is an Associate Professor in the School Psychology doctoral program in the School of Education and Human Development at the University of Colorado Denver. Her primary research interests include the psychological assessment of bilingual learners, health disparities among bilingual children, particularly those with autism spectrum disorder, culturally and linguistically diverse gifted populations, and improving mental health access and opportunity within traditionally underserved school populations. She regularly conducts international research, primarily in Mexico.

Email: bryn.harris@ucdenver.edu

Julie Herbstrith

Western Illinois University

Dr. Herbstrith’s current research projects focus on social-psychological phenomena such as prejudice and discrimination as they occur in the pre-K to 12 school environment. She studies a range of “outgroup targets” of prejudice and discrimination, although her major focus is on families and children in the LGBTQ+ community. She is also interested in attitudes toward religion and religious expression in school systems, with particular emphasis on the contrast between attitudes toward Christianity and other religions such as Islam. 

Email: JC-Herbstrith@wiu.edu

Robyn Hess

University of Northern Colorado

My research interests are in the areas of school dropout/completion especially among diverse students, culturally responsive assessment and intervention, working with refugee youth and their families, systemic interventions for children’s mental health, and stress/coping in children. Currently, I am working with a group to prepare a document that will provide guidance to school psychologists as related to working with students who are displaced, seeking asylum, or refugee. My overarching research goal is to advance school psychologists’ knowledge as related to helping all students to be successful in school, including postsecondary settings. Recent publications have appeared in the Journal of Applied School Psychology, International Journal of Educational and School Psychology, Preventing School Failure, and the American Journal of Orthopsychiatry.

Email: robyn.hess@unco.edu

Maria Hernández Finch

Ball State University

Dr. Maria Hernández Finch’s primary research areas include the intersection of diversity, early learning, and assessment/identification with a focus on equity and traditionally understudied and disenfranchised populations on both ends of the human exceptionality continuum. Current studies and grants focus on early gifted identification and twice exceptionality, investigating the developmental trajectories of individuals with Autism Spectrum Disorder, efficacious suicide prevention training, and culturally relevant and responsive intervention, consultation, and school support team collaboration.

Email: mefinch@bsu.edu

Janine Jones

University of Washington

Dr. Jones’ research focuses on interventions that foster resilience and support the socio-emotional health of children and adolescents of color. Her current projects focus on culturally responsive interventions including the following: 1) cultivating resilience through ethnic identity, 2) nature-based education as cultural immersion, and 3) the impact of art-based mindfulness in schools.  Each of these projects investigate of the impact of mental health interventions on school engagement and sense of belonging in students of color.

Email: jjones2@uw.edu

Tamika La Salle

University of Connecticut

Dr. La Salle received her Ph.D. in School Psychology from Georgia State University. She is an Associate Professor at the University of Connecticut. Her primary areas of research interests include culturally responsive education practices, school climate and the interrelationships cultural and ecological variables including the community, family, and school on student outcomes. Currently, Dr. La Salle developed a school climate survey suite for students, school personnel, and parents that is used at the state and national levels. She examines the impact of Positive Behavioral Interventions & Supports on perceptions of school climate. Dr. La Salle is currently working on a cross-cultural school climate validation study with 9 countries outside of the U.S. She serves as a board member on the National Association of School Psychology Minority Scholarship Board, co-chair of the International School Psychology Association Research committee, and as an Ex-Officio on the Association or Positive Behavior Support Board in the Equity seat. 

Email: tamika.la_salle@uconn.edu

Patrice Leverett

University of Nevada Las Vegas

Dr. Patrice Leverett, NCSP,  is an Assistant Professor at the University of Nevada – Las Vegas in the School Psychology program. She serves as a practicum supervisor and teaches courses on the impact of culture and diversity on practice, and crisis intervention and trauma management. She received her Master’s Degree in Education at Queens College of New York and her Ph.D. in Educational Psychology at the University of Wisconsin – Madison. In terms of research, Dr. Leverett spearheads a research team that examines the impact of implicit bias on the decision making of school-based personnel on disciplinary practices, to reduce the impact of racial disproportionality, particularly for Black boys. Her second line of inquiry examines the student perspective of disciplinary practices and incorporates those perceptions into the training of equitable school psychologists. Dr. Leverett is an active member in her community, serving with My Brother’s Keeper of Las Vegas, to address factors of trauma-informed practice and culturally responsive education. She also conducts evaluations of the effectiveness of the school psychology programs in producing socially just clinicians. Dr. Leverett advocates on behalf of marginalized student voices and for the diversification of the profession to meet the needs of all students, clients, and communities.

Email: patrice.leverett@unlv.edu

Chieh Li

Northeastern University

Dr. Li’s research focuses on (a) understanding English language learners (ELLs) and immigrant children and (b) culturally and linguistically appropriate assessment and intervention/prevention. Currently she has four bilingual graduate students conducting research with her on these topics. Three of the students are at advanced stage. Next year and the year after she would like to have 1-2 Ph.D. and 3-4 M.S. bilingual students.

Email: c.li@neu.edu

Anna Long

Louisiana State University

My research agenda aims to bridge the research to practice gap, particularly for traditionally poorly- and under-served ethnic minority communities. This interest has sparked three facets of my research agenda, each of which serves to address issues of equity in behavioral health treatment in education and mental health. These facets include: (a) promoting the adoption and treatment integrity of empirically-supported treatments (ESTs) and practices in schools, with the ultimate aim to increase implementation of these practices in high-need schools; (b) expanding behavioral health research in high-need schools and with ethnically diverse populations; and (c) extending knowledge on how empirically supported treatments and practices can be culturally responsive. I teach the doctoral seminar on diversity to clinical and school psychology students and, since 2015, have been the Chair of the Committee on Diversity and Outreach in Psychology in the Department of Psychology at Louisiana State University.

Email: along@lsu.edu

Celeste Malone

Howard University

Dr. Malone’s primary research interest relates to the multicultural and diversity issues embedded in the training and practice of school psychology. Specifically, she focuses on multicultural competence, the ability to work effectively with diverse populations through the application of cultural knowledge and to demonstrate awareness of and sensitivity to cultural issues. The overarching themes of her research are as follows: identification of multicultural competencies, development of multicultural competence through education and training, and the relationship between culturally competent practice and K-12 student outcomes.

Email: celeste.malone@howard.edu

Frank Nascimento

New Jersey City University

Dr. Nascimento’s current research focuses on resilience and self-esteem of children who are victims of bullying because they identify as or are perceived to be LGBTQ.  Other research focuses on second language acquisition issues, particularly of immigrant and refugee groups, and the role of language development issues as a root for labeling behavior as socially maladaptive.

Email: fnascimento@njcu.edu

Shereen Naser

Cleveland State University

Dr. Naser’s research focuses on supporting schools in building behavioral intervention and prevention programs with a focus on early identification of behavioral and emotional risk. Dr. Naser seeks to help build school capacity to address student behavior in a way that respects and is most effective for students from diverse backgrounds. Her current work specifically analyzes modes of universal screening for behavioral and emotional risk, and the ability of universal screening to inform school and classroom based interventions for social and emotional learning. Dr. Naser also works with schools to identify school factors that contribute to the exclusion and disengagement of students with historically and traditionally marginalized identities. Dr. Naser uses a child rights lens where child participation is encouraged, and child well-being is at the heart of research and practice.

Email: s.naser@csuohio.edu

Amity Noltemeyer

Miami University

Dr. Noltemeyer is currently involved in research on racial/ethnic disparities in school discipline, implicit biases in teacher decision making, and culturally responsive positive behavioral interventions and supports. 

Email: anoltemeyer@miamioh.edu

Melissa Pearrow

University of Massachusetts, Boston

Dr. Pearrow’s research interest focuses on access and outcomes of behavioral health services when systematically integrated into schools.  Her projects specifically aim to build research on addressing inequities in urban school communities and build the literature on evidence-based practices with underserved populations.

Email: melissa.pearrow@umb.edu

Andy Pham

Florida International University

Dr. Pham’s research interests including examining neurocognitive (e.g., working memory, attention) and sociocultural variables (e.g., acculturation, parent perceptions of disorders and treatment) that affect academic and mental health outcomes of children, adolescents, and diverse populations. He aims to reduce ethnic disparities in mental health and education by determining risk and protective factors in minority youth and families.

Email: avpham@fiu.edu

Sherrie Proctor

Queens College

Dr. Sherrie Proctor’s primary research interests are related to the recruitment, retention, and attrition of students of color from school psychology programs.  More specifically, she studies the racially and ethnically diverse students’ experience of racial microaggressions in school psychology programs.  She also studies the academic and social experiences of African American students in school psychology graduate education.  Methodologically, she often engages qualitative research methods to illuminate the voices of those often not heard in school psychology research.

Email: Sherrie.Proctor@qc.cuny.edu

Tara Raines

University of Denver

Dr. Raines investigates early identification of behavioral and emotional disorders, subsequent interventions and outcomes across different groups. More recently, Dr. Raines partnered with Clark County Schools and the City of Las Vegas on their implementation of My Brother’s Keeper, an initiative that was recently adopted by President Obama to expand opportunity at key moments in the lives of young men of color. She is leading the program evaluation and providing technical assistance for participating schools. In addition to her passion for research, Dr. Raines is also dedicated to the improvement of cultural competence and increase of bilingual practitioners in the fields of mental health and education.

Email: tara.raines@du.edu

Margaret Rogers

University of Rhode Island

Dr. Rogers’ research interests include advocacy, equity, student of color recruitment and retention, and cross-cultural school psychology competencies. These interests are embedded throughout the research, teaching, and service work she focuses on at URI.

Email: mrogers@uri.edu

Dave Shriberg

Indiana University

My research focuses on the application of social justice principles to school psychology practice. Social justice is a term that is increasingly being utilized and embraced in school psychology. While I think it is great that the term “social justice” has become more prominent in school psychology, I am also concerned that if we are not careful social justice will become a meaningless buzzword that people use to feel good about themselves while an unjust status quo remains intact. There is therefore a strong need not only to conduct high quality research through a social justice framework, but also to recruit, develop, and nurture the next generation of scholar-advocates, people who will push the envelope. I am very interested in supporting persons who want to be disruptive in this way.

Email: dashri@iu.edu

Sam Song

University of Nevada Las Vegas

Dr. Samuel Song’s interests are in social justice training and practice in school psychology and promoting healthy school cultures and climates for all students. Specific topics include school safety, bullying, and restorative justice in schools.

Email: sam.song@unlv.edu

Amanda Sullivan

University of Minnesota

Dr. Sullivan’s research focuses on identifying education and health disparities among children from culturally and linguistically diverse backgrounds, and understanding equity in and effectiveness of the educational and health services they receive. She is particularly interested in elucidating disparities in the educational treatment and outcomes of students with and at-risk for disabilities and identifying malleable factors related to outcomes in order to inform policy and practice to better support students’ educational needs.

Email: asulliva@umn.edu

Tanya Talapatra

University of Denver

Dr. Talapatra’s research focuses on enhancing outcomes for students with IDD through promotion of inclusion in post-secondary settings, development of adaptive and academic interventions to improve post-school transition and self-determination, and training of school psychologists to increase their presence in services for students with IDD.

Email: devadrita.talapatra@du.edu

Kristen Varjas

Georgia State University

Dr. Varjas is a Professor in School Psychology and Director of the Center for Research on School Safety, School Climate, and Classroom Management (http://schoolsafety.education.gsu.edu/) at Georgia State University. Dr. Varjas research efforts include school- and community-based projects investigating social emotional learning, mental health, psychological well-being, bullying, cyberbullying, and school climate. Dr. Varjas has received grants from the Center for Disease Control, U.S. Department of Education, the Office of Special Education and the Greater Good Science Foundation to support her work in investigating school climate, bullying prevention and intervention and positive behavior supports.

Email: kvarjas@gsu.edu

Desireé Vega

University of Arizona

Through primarily qualitative inquiry, Dr. Vega’s scholarship focuses on three main areas: 1) fostering the academic success of African American and Latinx youth; 2) resilience in higher education among African American, Latinx, and first-generation college students; and 3) preparing culturally competent school psychologists.

Email: dvega2@email.arizona.edu

Cixin Wang

University of Maryland

Dr. Cixin Wang’s research seeks to: (1) better understand different factors contributing to bullying/ victimization and mental health difficulties, including individual, family, school, and cultural factors; (2) develop effective prevention and intervention techniques to decrease bullying and promote mental health among students, especially among culturally and linguistically diverse (CLD) students.

Email: cxwang@umd.edu

Stacy Williams

Marisy College

Stacy A. S. Williams, Ph.D., NCSP is an Associate Professor of Psychology at Marist College, a Licensed Psychologist and a Certified School Psychologist in New York State. As a founding member of the Creating Inclusive Communities (CIC) group at Marist, Dr. Williams and her colleagues have provided inclusion training to faculty within the School of Social and Behavioral Sciences to support diversity and inclusion activities in the classroom.  In addition, she has consulted with universities and K-12 schools to support their development of race/culture pedagogy and creating and supporting inclusive spaces.  Dr. Williams does research and provides training in social justice, inclusive classrooms, academic and behavioral interventions, data-based decision-making, and university/school partnerships.

Email: stacy.williams@marist.edu

Isaac Woods Jr.

His research focuses on the assessment of Black students and non-discriminatory assessment; social justice in consultation/collaboration and program evaluation; and community-based research to improve behavioral health capacity for local marginalized communities and marginalized communities across the globe.

Frank C. Worrell

University of California, Berkeley

Dr. Worrell’s research interests and expertise include psychosocial development in talented and at-risk adolescents, cultural identities, including Black racial identity, ethnic identity, ethnic-racial identity, time perspective, scale development, and the translation of research findings into school-based practice. He studies primarily adolescent populations in the US and in several countries around the world.

Email: frankc@berkeley.edu

Yuvaraj

Manonmaniam Sundaranar University

Yuvaraj’s research interests focus on the Antecedent Personality patterns and Health Consequences of Internet Overuse Behaviour in College going students. As part of this research, he has so far collected data from around 1000 students of different streams, such as Arts and Science, Computer Science, Medicine and Engineering students. In regards to Personality, he is using the Five Factor model of Personality and for the Health variable, he is using the health practices and flourishing-languishing model. In the case of Internet Overuse Behaviour, he is using the Internet Addiction Test developed by Young (1996) to screen for Internet addiction and then the Online Cognition Scale by Davis, Flett & Besser (2002) to measure the problematic Internet Use behaviour. Some of the interesting findings have been observed in this area, yet more explorations need to be done as the research is still ongoing. 

Email: yuvaraj@msuniv.ac.in

Akane Zusho

Fordham University

Dr. Zusho’s research interests focus on the intersection of culture, achievement motivation, and self-regulation. The overarching goal is to develop informed, less prescriptive, culturally sensitive theories of motivation and self-regulated learning that take into consideration the academic and motivational processes of students of color. With Dr. Rhonda Bondie, she is currently working on developing a motivationally-supportive professional development program on differentiated instruction called All Learners Learning Everyday.

Email: zusho@fordham.edu