Tamika McElveen

Education

Ph.D., Educational Psychology, North Carolina State University
M.Ed, School Counseling, UNC-Chapel Hill
B.A., Psychology, UNC-Chapel Hill

Biography

Tamika L. McElveen is an Assistant Professor of Psychology at Miami University. Her research examines the social and cultural influences on child and adolescent development. Her non-profit work promotes the positive leadership and academic development of minoritized youth.

Teaching Interests

At the undergraduate level, I teach courses that cover developmental processes (e.g., Adolescent Development) and the social/cultural factors that influence development across the lifespan (e.g., Senior Capstone focused on the theory and practice of communalism).

Research Interests

My research examines the social and cultural influences on child and adolescent development. Through national and foundation grant-funded projects, I have gained expertise in the development and implementation of interventions and curricula designed to strengthen the STEM motivation, interest, and engagement of Black and Latine students. My non-profit work promotes the positive leadership and academic development of minoritized adolescents. I utilize multiple methods in my research including surveys, interviews, and focus groups.

Representative Publications

• McElveen, T. L. (in press). Communal Socialization: (Re)imagining the role of collective responsibility on African American high schoolers’ engagement and performance in mathematics.  
• Gray, D. L., Ali, J. N., McElveen, T. L., & Sealy, M. (2022). "The cultural significance of “We-Ness”: Motivationally influential practices rooted in a scholarly agenda on Black education." Educational Psychology Review.
• Gray, D., Harris-Thomas, B., Ali, J., Cummings, T., McElveen, T. L., Jones, T. (2022). "Urban middle schoolers’ opportunities to belong predict their engagement across the school day." Urban Education.
• McElveen, T. L., Ali, J. N., Green, B. P., & Gray, D. L. (2022). "The impact of communal learning on students’ sense of belonging in The Annex". In H. Fives & N. Barnes (Eds.), Educational psychology and transformational classrooms: Research and theory meets teaching and learning.  
• Matthews, J. S., Gray, D. L., Lachaud, Q., McElveen, T. L., Chen, X.-Y., Victor, T., Okai, E., & Boomhower, K. (2021). "Belonging-centered instruction: An approach to establishing inclusive mathematics classrooms". Student Experience Research Network (SERN), Open Science Framework.
• Gray, D. L., McElveen, T. L., Green, B. P., & Bryant, L. H. (2020). "Engaging Black and Latinx students through communal learning opportunities: A relevance intervention for middle schoolers in STEM elective classrooms."  Contemporary Educational Psychology, 60, 1-17.