Latisha Ross

Research Associate


  • Ph.D, University of Michigan, 2017
  • M.S., University of Michigan, 2013
  • B.S., New York University, 2008

As a Research Associate I support the translational research efforts of Youth Nex, working primarily with the Remaking Middle Schools project. I completed my K-12 education within the New York City Public School System. I earned my BS in Applied Psychology at New York University and my Master’s of Psychology and PhD in Education and Psychology at the University of Michigan. I have a professional background in positive youth development and an interest in understanding the ways in which families and community contexts contribute to the positive development of Black and Latinx youth. I worked with school- and community-based organizations in New York City and East Central New Jersey to offer student and parent support towards the goals of maximizing student potential and engagement, and parent confidence in supporting the positive development of their child(ren).

My research interests center on understanding the ways in which achievement motivation and academic engagement are socialized in adolescents and young adults. I focus on processes by which adolescents’ academic behaviors, attitudes, engagement and performance are shaped by parent academic socialization (PAS) messages and developmental contexts, and the impact of PAS messages on the academic and psychosocial outcomes of youth. My research has three main foci: 1) to further expand the field’s conceptualization of PAS, 2) to understand how parents’ attitudes/beliefs and adolescent contexts inform parenting and PAS messaging, and 3) to understand the impact of PAS messages, peer support, and school contexts on adolescent academic and social functioning. My growing program of research suggests that parent PAS messages have an impact on the ways in which adolescents build academic motivation and persistence, manage their engagement with academic content, and further develop their academic selves and skills.

PROJECTS


Parent Academic Socialization Study (PASS): A Study of Parenting and Positive Youth Development

Pending IRB approval

Project Summary

PASS eFlyer [1] copy.jpg PASS is a focus group and survey study of the experiences of African American/Black 6th–12th grade students and one of their parents. The primary goal of this study is to understand the types of discussions that parents and their Black children have about school, and to learn more about the experiences of Black youth and their families in various types of school settings. Participation in this research will help identify ways in which parents support their Black adolescent children in their education and motivate them to do well in school.

Participants will complete an online survey (~60min), then participant in a respective parent or youth focus group (~90 min). Participants will be compensated for their time.

For more details about the study or to participate, contact: PASS@teams.virginia.edu

Funding Source

Curry IDEA Award

Principal Investigator

Latisha Ross

Resources


  • RESEARCH CENTER
  • GRANTS

    2019 Curry Innovative, Developmental, Exploratory Award: What Black Parents Say Matters: Refining and Piloting A Measure of Parents’ Academic Socialization Messages.

    2019 American Education Research Association Grant: Math and Science Identity, Engagement, and Performance: The Influence of Parent and Peer Academic Socialization Within the Context of Schools.

  • PUBLICATIONS

    Cooper, S.M., Ross, L., Dues, A., Golden, A., & Burnett, M. (2019). Intergenerational factors, fatherhood beliefs, and African American fathers' involvement: Building the case for a mediated pathway. Journal of Family Issues.

    Varner, F., Hou, Y., Hurd, N., Ross, L., & Mattis, J. S. (2019). Dealing with discrimination: Parents’ and adolescents’ racial discrimination experiences and parenting in African American families. Cultural Diversity and Ethnic Minority Psychology.

    Ross, L., Marchand, A., Cox, V., & Rowley, S. (2018). Racial identity as a context for African American parents’ school trust and involvement and the impact on student preparation and persistence. Contemporary Educational Psychology. 55, 1-11.

    Rowley, S. J., Ross, L., Lozada, F. T., Williams, A., Gale, A., & Kurtz-Costes, B. (2014). Framing Black boys: Parent, teacher, and student narratives of the academic lives of Black boys. Advances in Child Development and Behavior. 47, 301-332.

    Rowley, S. J., Varner, F., Ross, L., Williams, A., & Banerjee, M., (2012). Toward a model of racial identity and parenting in African Americans. In J. M. Sullivan & A. M. Esmail (Eds.) African American Identity: Racial and Cultural Dimension of the Black Experience. pp. 273-288 (Chapter 11, ISBN: 978-0-7391-7174-5).