Assistant Professor of Education, Research Faculty
Ph.D., Johns Hopkins University, 2014
M.P.H., Johns Hopkins University, 2008
B.A. Smith College, 2001
Jessika Hattie Bottiani, Ph.D., M.P.H. is an Assistant Professor of Education on the research faculty at the Curry School of Education at the University of Virginia (U.Va.). Prior to her current appointment at U.Va., she was an Associate at Community Science, a D.C. area health equity and community change focused research firm. A former Institute of Education Sciences (IES) interdisciplinary trainee, Dr. Bottiani holds a doctorate in mental health and a master's degree in public health from Johns Hopkins University.
Her primary research interests center on marginalized students' inequitable experiences of safety, support, and belonging (i.e., school climate) in U.S. K-12 public schools. Dr. Bottiani examines the structural causes and consequences of inequitable school climate, which in turn informs the development and testing of school-based preventive intervention and promotion strategies to redress educational inequality, including racial and gender-based discipline disparities. She collaborates on multiple federally-funded research initiatives, including a school-level RCT of Double Check (an IES-funded culturally responsive practice intervention for staff to reduce the discipline gap) and a student-level RCT of Coping Power in the City (a National Institute of Justice-funded adaptation of the evidence-based intervention to promote healthy coping skills in at-risk 9th graders and improved de-escalation and cultural sensitivity skills among Baltimore City school police officers).
Dr. Bottiani has led and co-authored eight peer-reviewed publications and eight chapters in edited volumes, and has presented findings at national conferences including Society for Prevention Research, Society for Research on Adolescence, and Society for Research on Child Development. She has also led professional workshops and provided technical assistance and consultation on topics related to the discipline gap, culturally responsive classroom-management, and equitable school practices. She is currently serving on the editorial board of the journal Prevention Science.