I am a Social Psychological Criminologist. Most often, I study and teach about the social psychological aspects of deviant behavior.
There are many areas to this website covering all of my academic interests and activities. This e-Portfolio is also a part of the RobVox.com Webring.
Three most recent peer-reviewed articles
Social psychological perspectives on educational stratification offer explanations that bridge the macro and micro social worlds. However, while ethnoracial disparities in academic achievement are evident during the earliest grade levels, most social psychological research in this area has used high school or college student samples. We extend this line of work by examining links between self-perceptions and school performance among a national sample of third-through-eighth grade students. Contrary to hypotheses derived from the student identity literature, we find no evidence of academic disidentification (i.e., selective discounting of evaluative feedback in students’ academic self-efficacy construction) or disrupted links between academic self-efficacy and subsequent academic performance among non-Latino black, Latino, or Asian elementary and middle school students.
Keywords: Academic self-efficacy, academic achievement, race/ethnicity
Higher education research highlights the difficulties students face when transitioning from a junior college to a traditional university. This study explored a gap between junior vs. traditional university students’ academic self-efficacy beliefs. This study also controlled for the effects of the student role-identity and academic performance on academic self-efficacy.
Results found that junior college students experienced lower academic self-efficacy beliefs despite having higher overall grade point averages. Additionally, junior college students reported that their student role-identity was less important to them compared to students at the large public university. Findings suggest that structural disadvantage at the institutional level of higher education reproduces inequalities found in society at large.
Keywords: Higher Education; Inequality; Self-Efficacy; Junior College; Traditional University
Using panel data gathered from 173 children in the Big Brothers Big Sisters mentoring program the major developmental assumptions of Identity Theory were tested. A child’s self-reported categorization of their mentee identity was used to predict involvement in delinquent behavior, feelings of sadness, and low self-efficacy.
Across three waves of panel data, this study found that social intervention improves a child’s self-concept. However, results also find that improvements in self-concept are not simply positive for all groups of children receiving mentoring services. Exogenous variables such as age, race, and sex impact the amount of influence mentoring has on a child’s self-concept; varied influence impacts the efficacy of social intervention to mitigate the outcomes measured.
Keywords: Self, identity, social intervention, mentoring