2024
Bart-Plange, D.-J.*, & Trawalter, S. (2024). On the role of police shootings, recognition of systemic racism, and empathy on White Americans’ support for police reform. Personality and Social Psychology Bulletin, https://doi.org/10.1177/01461672241237286
Chang-Bacon, C. K., Hu, C., Vargas, I., & Montalvo, L. A. (2024). Language ideologies and access in a multilingual tutoring program. International Multilingual Research Journal, 1–17. https://doi.org/10.1080/19313152.2024.2315895
Deutsch, N.L. & Levy, M.K. (2024). Higher Education and Youth Work: Opportunities for Expanding the Field. In B. Sanders (Ed.) Built for More: The Role of Out-of-School-Time in Preparing Youth for the Future of Work. Volume 8 in Current Issues in Out-of-School Time series. Charlotte, NC: Information Age Publishing.
Harris, J., Scott, E.D., Alridge, D. Deutsch, N.L., Van Hover, S., Bradshaw, C. P. (2024). Educating for democracy: Overview of the program’s theory, development, and classroom based practice. In L. Nucci, W.C. Thompson, & T. Krettenauer (Eds.). Handbook of Moral and Character Education.
Jurcevic, I., & Trawalter, S. (2024). Black and White Americans’ Perceptions of Community Equity Efforts Diverge Following the Removal of Confederate Monuments. Social Psychological and Personality Science, 19485506241239378.
Lillard, A.S., Faira, A., LeBouef, L., & Borgman, C. (2024) When bigger looks better: Class results in public Montessori classrooms [Poster Presentation]. National Research Conference on Early Childhood 2024, Arlington, VA.
Sjogren, A., Forrester, J. & Deutsch, N.L. (2024). Exploring the Impacts of OST Programming for Low-Income and Marginalized Children and Youth: A Systematic Review. Report prepared for National Academies of Science, Engineering, and Medicine (NASEM)’s Board on Children, Youth, and Families’ Committee on Promoting Learning and Development in K-12 Out of School Time Settings for Low Income and Marginalized Children and Youth.
Trawalter, S., Druckman, J.N., & Henderson, K.* (2024). Critical race theory and COVID-19 vaccination: An experimental test of interest convergence. Manuscript accepted pending minor revisions at Journal of Social Issues.
2023
Bak, H., Jurcevic, I., & Trawalter, S. (2023). What black people value when white people confront prejudice. The Journal of Social Psychology, 1-12. https://doi.org/10.1080/00224545.2023.2178875
Conway-Turner, J., Williams, J., & Winsler, A. (2023). Does Diversity Matter? School Racial Composition and Academic Achievement of Students in a Diverse Sample. Urban Education, 58(6), 1085–1117.
Gough, M. Z., Wilson, B. B., Diamond, A. U., Gray-Sparks, L., & Whitworth, J. D. (2023). Analysis of Strategic Plans from Accredited Graduate Planning Programs: A Rubric for Manifesting Equity and Justice Values. Journal of Planning Education and Research.
LeBoeuf, L., Goldstein-Greenwood, J. &, Lillard, A. S (2023). Chronic Absenteeism in Title 1 Montessori and Non-Montessori schools, Frontiers in Education. https://doi.org/10.3389/feduc.2023.1059071
Letiecq, B. L., Williams, J. M., Vesely, C. K., & Lee, J. S. (2023). Publicly-Housed Black Mothers' Experiences of Structural Racism in their Everyday Lives. Journal of Marriage and Family. Available online first. DOI: https://doi.org/10.1002/ceas.12260
Lillard, A. S., Tong, X., & Bray, P. M. (2023). Seeking Racial and Ethnic Parity in Preschool Outcomes: An Exploratory Study of Public Montessori vs. Business-as-Usual Schools. Journal of Montessori Research, 9(1), 16-36. https://doi.org/10.17161/jomr.v9i1.19540
Randolph, J. J., Bryson, A., Menon, L., Henderson, D. K., Kureethara Manuel, A., Michaels, S., rosenstein, d. l. w., McPherson, W., O’Grady, R., & Lillard, A. S. (2023). Montessori education’s impact on academic and non academic outcomes: A systematic review. Campbell Systematic Reviews, 19, e1330.
Trawalter, S., Habib, N.-B., & Druckman, J. N. (2023). Racial bias in perceptions of disease and policy. Group Processes & Intergroup Relations, 26(2), 321–337.
Vargas, I., Daucourt, M.C., Hall, C. et al. Examining the heterogeneous early literacy profiles of first-grade students who are English learners. Reading and Writing (2023).
Washington, A. R., *Byrd, J. A., & Williams, J. M. (2023). Using an Anti-Racist Lens in School Counseling Research. Professional School Counseling, 27 (1a).
Washington A. R., Williams, J. M., & *Byrd, J. A. (2023). Exposing Blindspots and the Hidden Curriculum within Dominant Counselor Supervision Models. Counselor Education and Supervision. Available online first. DOI: https://doi.org/10.1002/ceas.12260
Williams, J. M. & *Chae, N. (in press). Getting In: How High-Achieving, Low-Income Black Students Defy the Odds and Enroll in Highly Selective Colleges. Journal of Negro Education
2022
Borgman, C. & Lillard, A.S.. How children learn to read: An Overview. Montessori Public. Fall, 2022.
Howell, K.L., Mueller, E.J., & Wilson, B.B. Chapter 26: One size fits none: Local context and planning for the preservation of affordable housing. In: Mueller, E.J. & Tighe, J.R., eds. The Affordable Housing Reader. 2nd ed. Routledge; 2022: 367 – 384.
Hurd, N. M., Trawalter, S., Jakubow, A., Johnson, H. E., & Billingsley, J. T. (2022). Online racial discrimination and the role of white bystanders. American Psychologist, 77(1), 39–55. https://doi.org/10.1037/amp0000603
Lillard, A.S., Tong, X, & Snyder, A. Standardized test performance in public Montessori schools. Journal of School Choice. 2022.
Solari, E. J., Kehoe, K. F., Cho, E., Hall, C., Vargas, I., Dahl‐Leonard, K., ... & Conner, C. (2022). Effectiveness of interventions for english learners with word reading difficulties: A research synthesis. Learning Disabilities Research & Practice, 37(3), 158-174.
Trawalter S, Doleac J, Palmer L, Hoffman K, Carter-Sowell A. Women’s Safety Concerns and Academia: How Safety Concerns Can Create Opportunity Gaps. Social Psychological and Personality Science. 2022;13(2):403-415. https://doi.org/10.1177/19485506211035924
Trawalter S, Habib N-B, Druckman JN. Racial bias in perceptions of disease and policy. Group Processes & Intergroup Relations. January 2022. https://doi.org/10.1177/13684302211062129
Trawalter, S., Higginbotham, G. D., & Henderson, K. (2022). Social Psychological Research on Racism and the Importance of Historical Context: Implications for Policy. Current Directions in Psychological Science, 31(6), 493–499.
2021
Driskell, S., & Trawalter, S. (2021). Race, Architecture, and Belonging: Divergent
Perceptions of Antebellum Architecture. Collabra: Psychology. https://doi.org/10.1525/collabra.21192
Henderson, K., Powers, S., Claibourn, M., Brown-Iannuzzi, J.L., Trawalter, S. “Confederate monuments and the history of lynching in the American South: An empirical examination,” Proceedings of the National Academy of Sciences Oct 2021, 118 (42) e2103519118; https://doi.org/10.1073/pnas.2103519118
Lillard AS, Meyer MJ, Vasc D, Fukuda E. An Association Between Montessori Education in Childhood and Adult Wellbeing. Front Psychol. 2021 Nov 25;12:721943. doi: 10.3389/fpsyg.2021.721943. PMID: 34899465; PMCID: PMC8656358.
Trawalter, S., Hoffman, K., & Palmer, L. (2021). Out of place: Socioeconomic status, use of public space,
and belonging in higher education. Journal of Personality and Social Psychology, 120(1), 131–144.
https://doi.org/10.1037/pspi0000248