Increasing the educational and psychological well-being of students at-risk for negative life outcomes, especially in underserved or marginalized populations by:
This program of research investigates specific socio-ecologically (school, family) based and social-cognitive developmental processes (e.g., identity development, stereotype vulnerability, math anxiety, etc.) that may function as reliable early indicators of mathematical difficulties in minority students by focusing on the following questions: (1) How do minority children in kindergarten through seventh grade understand and operationalize their ethnic identity, stereotype vulnerability, math identity (anxiety), and academic self-concept? (2) Do these social-cognitive processes relate to mathematics achievement in minority children? 3) Does gender and parent attitudes/involvement moderate the relation between these social-cognitive processes and mathematics achievement? (4) How does school context influence the relation between ethnic identity, vulnerability and mathematics achievement for minority children?
The Ghanaian Institute for the Future of Teaching and Education (GIFTED) Women's Fellowship Program investigates the effects of a year-long professional development program on teacher participants and the girls in their schools.
"Through my research and teaching I aim to increase the educational and psychological well-being of students at-risk for negative life outcomes, especially in underserved or marginalized populations."
Vukovic, R. K., Fuchs, L. S., Geary, D. C., Jordan, N. C., Siegler, R. S., & Gersten, R. (2014). Sources of individual differences in children's conceptual understanding of fractions. Child Development, 85, 1461-1476. doi: 10.1111/cdev.12218.
Kieffer, M. J., Vukovic, R. K., & Berry, D. (2013). Direct and indirect roles of executive functioning in reading comprehension for students in urban fourth grade classrooms. Reading Research Quarterly, 48, 333-348. doi: 10.1002/rrq.54.
*Harari, R. R., Vukovic, R. K., & †Bailey, S. (2013). Mathematics anxiety in young children: An exploratory study. Journal of Experimental Education, 81, 538-555. doi: 10.1080/00220973.2012.727888 Note: the first two authors contributed equally to this publication and are listed in alphabetical order.
Vukovic, R. K. & Lesaux, N. K. (2013). The language of mathematics: Investigating the ways language counts for children's mathematical development. Journal of Experimental Child Psychology, 115, 227-244. doi.org/10.1016/j.jecp.2013.02.002.
*Denotes undergraduate student; †Denotes graduate student