Leann Smith
Assistant Professor, Educational Psychology
Office#: 721 Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 862-4324
E-mail:
Primary Emphasis Area: School Psychology
Short Bio
My research answers the question of how ethnic minority youth's academic outcomes are impacted by supports or challenges present in their social contexts. Specifically I'm interested in the ways in which schools, parents and peers are responsive to the cultural and developmental needs of youth of color, and in turn, how that leads to academic resilience.
Research Interests
Race & Culture
Academic Motivation, Engagement & Achievement
Youth of Color
School Climate
Publications
Cokley, K., Smith, L.V., Jackson, S., Stone, S., Saucer, C., Awosogba, O., Hurst, A., Roberts, D., Bailey, M. (2017) Imposter feelings as a moderator and mediator of the relationship between perceived discrimination and mental health among ethnic minority college students. Journal of Counseling Psychology, 64(2), 141-154. doi: 10.1037/cou0000198

Robbins, P.A., Smith, L.V., & Bentley-Edwards, K.L. (2017). Black Boys & Their Racial Identity: Learning how they fit into society and in your classroom. In E. Moore Jr., A. Michael, & M.W. Penick-Parks (Eds.), The Guide for White Women Who Teach Black Boys (pp. 169-177). Thousand Oaks, CA: Corwin Press.

Sanchez, D., Smith, L.V., & Adams, W. (2017). The relationships among perceived discrimination, marianismo gender role attitudes, racial-ethnic socialization, coping styles, and mental health outcomes in Latina college students. Journal of Latina/o Psychology. Advance online publication. http://dx.doi.org/10.1037/lat0000077

Trundt, K., Keith, T., Caemmerer, J., Smith, L. V. (2017). Testing for construct bias in the Differential Ability Scales, Second Edition (DAS-II): A comparison among African American, Asian, Hispanic, and Caucasian children. Journal of Psychoeducational Assessment. Advanced copy online. https://doi.org/10.1177/0734282917698303

Blake, J.J., Smith, L.V., & Knight, A.D. (2016). Theoretical frameworks of ethnic minority youth achievement. In S. L. Graves and J. J. Blake (Eds.), Psychoeducational assessment and intervention for ethnic minority children: Evidence-based approaches (pp. 23-39). Washington, DC: American Psychological Association.

Smith, L.V., Blake, J.J., Graves, S.L., Vaughan-Jensen, J., Pulido, R., & Banks, C. (2016). Promoting diversity through program websites: A multicultural content analysis of school psychology program websites. School Psychology Quarterly, doi: 10.1037/spq0000149.

Smith, L.V., & Cokley, K. (2016). Stereotype threat vulnerability: A psychometric investigation of the Social Identities and Attitudes Scale (SIAS). Measurement and Evaluation in Counseling and Development, 49(2), 145-162.

Cokley, K., Awad, G., Smith, L., Jackson, S., Awosogba, O., Hurst, A., Stone, S., Blondeau, L. (2015). The roles of gender stigma consciousness, gender identification, and imposter phenomenon in the academic outcomes of women and men. Sex Roles. doi: 10.1007/s11199-015-0516-7

Cokley, K., Smith, L., Cody, B., Beasley, S., Miller, K., Hurst, A., Awosogba, O., Stone, S., & Jackson, S. (2014). Bridge over troubled waters: Meeting the mental health needs of Black students. Phi Delta Kappan, 96, 40-45.

Smith, L.V., & Jackson, S. (2014). An overview of Black achievement: Current trends at all levels of the education trajectory. Texas Education Review, 2(2), 191-202.

Smith, L.V., Blake, J. J., & Graves, S. L. (2013). School psychology programs' efforts to recruit culturally diverse students. Trainers' Forum, 31(2), 4-23.
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