Katrina J Debnam
Biographic Data
| ID | 250440 |
|---|---|
| NAME | Katrina J Debnam |
| GIVEN NAMES | Katrina J |
| FAMILY NAME | Debnam |
| SIGNATURE | DEBNAM K J |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0003-1905-2049 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
“I Bring Peace”: Cultural Assets as Facilitators to Young Black Women’s Healthy Romantic Relationship Dynamics
Teen dating violence (TDV) victimization leads to serious health consequences including substance use, suicidal ideation, injury, and death. Young Black American women report consistently high rates of physically violent teen dating relationships compared to other racial groups. However, research rarely examines cultural assets—individual and collective resources that help Black women maintain positive identity and healthy outcomes—as protective …
More Than a Woman: A Scoping Review of the Role of the Strong Black Woman Schema in Black Women’s Romantic Relationships
Black women are disproportionally impacted by intimate partner violence (IPV), yet limited research considers the role of culturally salient, gendered-racial schemas such as the Strong Black Woman (SBW) schema on Black women’s intimate relationships. Given the SBW schema’s emphasis on masking pain and vulnerability, self-sacrificial caretaking, and demonstrating unwavering emotional stoicism in the face of adversity, it is important to understand…
Cares360: A framework for teacher capacity-building in culturally sustaining practices
Developing teachers' capacity to implement culturally sustaining and equity-supportive practices in the classroom is critical for addressing persistent racial discipline disproportionality in schools. However, efforts to inform and evaluate effective coaching and professional development interventions have been hindered by gaps between theoretical frameworks and practical implementation, as well as the absence of robust measurement approaches tha…
Randomized controlled trial of the early adolescent coping power program: Effects on emotional and behavioral problems in middle schoolers
It’s not actually all peaches and roses: ” The role Strong Black Woman schema plays in Black women’s intimate partnerships
The Strong Black Woman (SBW) schema prescribes a complex set of behavioral expectations for Black women, namely, that they render a guise of self-reliance, emotional and physical strength, self-sacrifice, and resilience in the face of adversity. Thus, this study sought to explore the role of SBW, a culturally salient gendered-racial schema believed to represent a central aspect of Black womanhood, on Black women’s experiences of romantic and inti…
The Cares classroom observation tool: Psychometrics of an observational measure of culturally responsive practices
There is growing interest in improving and assessing teachers' use of culturally responsive practices (CRP) in the classroom, yet relatively few research-based approaches exist to address these measurement gaps. This article presents findings on the psychometric properties of a newly developed classroom observation measure of CRP, called the CARES Observational Assessment Tool, where CARES refers to five theorized domains of CRP. We used a sample…
A school-wide approach to cultural responsivity and student engagement: A randomized trial of Double Check in middle schools
The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we report outcomes of the multi-component, school-wide Double Check model, testing the combined impacts of s…
Centering students' voices in the exploration of in-classroom culturally responsive practices
How Can Teachers Improve? Using Culturally Responsive Frameworks to Examine Adolescent Perspectives
Few qualitative studies have examined student perspectives on teachers’ culturally responsive practices (CRP). This study includes focus group data from middle and high school students who shared perspectives on how teachers can improve their classroom practices and examined if reported concepts align with or go beyond existing models of CRP. Black, Latine, or White students ( N = 103) in the Midwest participated in 1 of 23 focus groups. We ident…
Nominated exemplar teacher perceptions of culturally responsive practices in the classroom
Planning for a Crisis, but Preparing for Every Day: What Predicts Schools' Preparedness to Respond to a School Safety Crisis
This study aimed to identify potential gaps related to crisis preparedness at 98 public secondary schools. We focused on crises that may occur following a substantiated eminent threat of school violence. Crisis preparedness data collected by trained external assessors captured knowledge of the procedure for responding in a safety-related crisis and process for notifying school staff, as well as the posting of the crisis plan in school locations. …
Exploring profiles of coaches' fidelity to Double Check's Motivational Interviewing-embedded coaching: Outcomes associated with fidelity
Is it more effective or efficient to coach teachers in pairs or individually? A comparison of teacher and student outcomes and coaching costs
Gendered Racial Microaggressions Scale: Measurement Invariance Across Sexual Orientation
Gendered racial microaggressions are often assessed using the Gendered Racial Microaggressions Scale. Despite its use with mixed samples of heterosexual and sexual minority Black women, this instrument has yet to be evaluated for its measurement invariance across sexual orientation. This study evaluated the measurement invariance of the Gendered Racial Microaggressions Scale across sexual orientation (heterosexual [ n = 1,147] versus lesbian, gay…
A Randomized Controlled Trial of MTSS-B in High Schools: Improving Classroom Management to Prevent EBDs
This study presents findings from a 58 high-school group-randomized controlled trial testing the effectiveness of training in a multitiered system of supports for behavior (MTSS-B) framework, which was leveraged to reduce students’ risk for emotional and behavior disorders. The trial tested the impact of MTSS-B, which included (a) training in the broader MTSS-B framework that went beyond the existing Tier 1 (school-wide PBIS) training offered by …
Teacher‐Student Incongruence in Perceptions of School Equity: Associations with Student Connectedness in Middle and High Schools
BACKGROUND: School equity refers to the extent to which students are treated fairly, ensuring that each student receives what they need to be successful. School staff can play a vital role in creating an equitable school climate for adolescents, but little is known about how staff perceive equity in their school and how this in turn may relate to students' perceptions. This study sought to explore congruence between teacher and student perception…
Improving the school environment: School staff perceptions of school climate data and reporting practices
School climate surveys have become widely used in U.S. schools, but there is little information on whether school leaders engage teachers and other staff in the process of reviewing and making use of survey results. This mixed‐methods study examined staff interest, viewing, and use of survey results in a state that administers a school climate survey. Semistructured interviews with 15 staff members were conducted to gain insight into quantitative…
I'm a Stalker and Proud of It: Adolescent Girls' Perceptions of the Mixed Utilities Associated With Internet and Social Networking Use in Their Dating Relationships
Social media provides a context within which adolescents enact key developmental tasks, yet the role technology plays in adolescent dating relationships is a relatively new field of investigation. In-depth interviews were conducted with adolescent girls ( N = 70; White: 42.1%, Black: 37.1%, Hispanic or Latino: 4.3%, mixed race: 11.4%) to explore motivations for, and engagement with, technology in the context of dating dynamics. Girls were asked, …
Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions
Few educators are well-equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to (a) describe the features of empirically examined inservice CRP interventions, (b) analyze the quality …
A Cross-National Comparison of Risk Factors for Teen Dating Violence in Mexico and the United States
The Moderating Role of Spirituality in the Association between Stress and Substance Use among Adolescents: Differences by Gender
School environments and obesity: The mediating role of personal stress
Background: Youth spend a large amount of time in the school environment. Given the multiple influences of teachers, peers, and food and physical activity options, youth are likely to experience stressors that can influence their weight. This study examines the association between school climate and weight status. Method: Students ( n = 28,582; 58 schools) completed an online, anonymous school climate survey as part of the Maryland Safe and Suppo…
African American Girls' Ideal Dating Relationship Now and in the Future
Adolescence is a particularly important and challenging time for developing long-lasting romantic relationship patterns. However, limited empirical research has explored teen perceptions of ideal partner characteristics during adolescence or their significance to the quality of current and future relationships. Semi-structured in-depth interviews were conducted with 33 African American high school girls to shed light on the qualities desired in t…
A Systematic Review of Intervention Studies to Prevent Hospitalizations of Community-dwelling Older Adults With Dementia
The (Mal) Adaptive Value of Mid-Adolescent Dating Relationship Labels
Equity, Connection, and Engagement in the School Context to Promote Positive Youth Development
Connection to school and school engagement are important in promoting positive youth development, but little is known about their relationship to school characteristics, particularly school equity. School equity, the extent to which there is fair treatment for all students, is critical for ensuring the success for all students. Hierarchical linear models conducted on data from 19,833 adolescents at 52 high schools indicated that greater school eq…
Gendered Racial Microaggressions Scale: Measurement Invariance Across Sexual Orientation
Gendered racial microaggressions are often assessed using the Gendered Racial Microaggressions Scale. Despite its use with mixed samples of heterosexual and sexual minority Black women, this instrument has yet to be evaluated for its measurement invariance across sexual orientation. This study evaluated the measurement invariance of the Gendered Racial Microaggressions Scale across sexual orientation (heterosexual [ n = 1,147] versus lesbian, gay…
I'm a Stalker and Proud of It: Adolescent Girls' Perceptions of the Mixed Utilities Associated With Internet and Social Networking Use in Their Dating Relationships
Social media provides a context within which adolescents enact key developmental tasks, yet the role technology plays in adolescent dating relationships is a relatively new field of investigation. In-depth interviews were conducted with adolescent girls ( N = 70; White: 42.1%, Black: 37.1%, Hispanic or Latino: 4.3%, mixed race: 11.4%) to explore motivations for, and engagement with, technology in the context of dating dynamics. Girls were asked, …
Nominated exemplar teacher perceptions of culturally responsive practices in the classroom
The Moderating Role of Spirituality in the Association between Stress and Substance Use among Adolescents: Differences by Gender
Improving the school environment: School staff perceptions of school climate data and reporting practices
School climate surveys have become widely used in U.S. schools, but there is little information on whether school leaders engage teachers and other staff in the process of reviewing and making use of survey results. This mixed‐methods study examined staff interest, viewing, and use of survey results in a state that administers a school climate survey. Semistructured interviews with 15 staff members were conducted to gain insight into quantitative…
A Cross-National Comparison of Risk Factors for Teen Dating Violence in Mexico and the United States
African American Girls' Ideal Dating Relationship Now and in the Future
Adolescence is a particularly important and challenging time for developing long-lasting romantic relationship patterns. However, limited empirical research has explored teen perceptions of ideal partner characteristics during adolescence or their significance to the quality of current and future relationships. Semi-structured in-depth interviews were conducted with 33 African American high school girls to shed light on the qualities desired in t…
Spiritual Health Locus of Control and Health Behaviors in African Americans
Findings suggest that dimensions of spiritual health locus of control beliefs have complex and varying relationships with health behaviors
Religion and Health in African Americans: The Role of Religious Coping
Findings have implications for theory and health promotion activities for African Americans
Measuring School Climate in High Schools: A Focus on Safety, Engagement, and the Environment
BACKGROUND: School climate has been linked to multiple student behavioral, academic, health, and social-emotional outcomes. The US Department of Education (USDOE) developed a 3-factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model. METHODS: Drawing upon 2 consecutive waves of data from over 25,000 high school students (46% minority)…
If You Don’t Have Honesty in a Relationship, Then There Is No Relationship”: African American Girls’ Characterization of Healthy Dating Relationships, A Qualitative Study
Equity, Connection, and Engagement in the School Context to Promote Positive Youth Development
Connection to school and school engagement are important in promoting positive youth development, but little is known about their relationship to school characteristics, particularly school equity. School equity, the extent to which there is fair treatment for all students, is critical for ensuring the success for all students. Hierarchical linear models conducted on data from 19,833 adolescents at 52 high schools indicated that greater school eq…
A Systematic Review of Intervention Studies to Prevent Hospitalizations of Community-dwelling Older Adults With Dementia
The (Mal) Adaptive Value of Mid-Adolescent Dating Relationship Labels
School environments and obesity: The mediating role of personal stress
Background: Youth spend a large amount of time in the school environment. Given the multiple influences of teachers, peers, and food and physical activity options, youth are likely to experience stressors that can influence their weight. This study examines the association between school climate and weight status. Method: Students ( n = 28,582; 58 schools) completed an online, anonymous school climate survey as part of the Maryland Safe and Suppo…
African American Girls' Ideal Dating Relationship Now and in the Future
Adolescence is a particularly important and challenging time for developing long-lasting romantic relationship patterns. However, limited empirical research has explored teen perceptions of ideal partner characteristics during adolescence or their significance to the quality of current and future relationships. Semi-structured in-depth interviews were conducted with 33 African American high school girls to shed light on the qualities desired in t…
Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions
Few educators are well-equipped to bridge cultural differences to ensure that all students have opportunities to learn and succeed. Existing frameworks for culturally responsive practices (CRP) suggest its potential for promoting equitable learning environments, yet the state of the science has not been assessed. This systematic review aimed to (a) describe the features of empirically examined inservice CRP interventions, (b) analyze the quality …
A Cross-National Comparison of Risk Factors for Teen Dating Violence in Mexico and the United States
The Moderating Role of Spirituality in the Association between Stress and Substance Use among Adolescents: Differences by Gender
I'm a Stalker and Proud of It: Adolescent Girls' Perceptions of the Mixed Utilities Associated With Internet and Social Networking Use in Their Dating Relationships
Social media provides a context within which adolescents enact key developmental tasks, yet the role technology plays in adolescent dating relationships is a relatively new field of investigation. In-depth interviews were conducted with adolescent girls ( N = 70; White: 42.1%, Black: 37.1%, Hispanic or Latino: 4.3%, mixed race: 11.4%) to explore motivations for, and engagement with, technology in the context of dating dynamics. Girls were asked, …
A Randomized Controlled Trial of MTSS-B in High Schools: Improving Classroom Management to Prevent EBDs
This study presents findings from a 58 high-school group-randomized controlled trial testing the effectiveness of training in a multitiered system of supports for behavior (MTSS-B) framework, which was leveraged to reduce students’ risk for emotional and behavior disorders. The trial tested the impact of MTSS-B, which included (a) training in the broader MTSS-B framework that went beyond the existing Tier 1 (school-wide PBIS) training offered by …
Teacher‐Student Incongruence in Perceptions of School Equity: Associations with Student Connectedness in Middle and High Schools
BACKGROUND: School equity refers to the extent to which students are treated fairly, ensuring that each student receives what they need to be successful. School staff can play a vital role in creating an equitable school climate for adolescents, but little is known about how staff perceive equity in their school and how this in turn may relate to students' perceptions. This study sought to explore congruence between teacher and student perception…
Improving the school environment: School staff perceptions of school climate data and reporting practices
School climate surveys have become widely used in U.S. schools, but there is little information on whether school leaders engage teachers and other staff in the process of reviewing and making use of survey results. This mixed‐methods study examined staff interest, viewing, and use of survey results in a state that administers a school climate survey. Semistructured interviews with 15 staff members were conducted to gain insight into quantitative…
Planning for a Crisis, but Preparing for Every Day: What Predicts Schools' Preparedness to Respond to a School Safety Crisis
This study aimed to identify potential gaps related to crisis preparedness at 98 public secondary schools. We focused on crises that may occur following a substantiated eminent threat of school violence. Crisis preparedness data collected by trained external assessors captured knowledge of the procedure for responding in a safety-related crisis and process for notifying school staff, as well as the posting of the crisis plan in school locations. …
Exploring profiles of coaches' fidelity to Double Check's Motivational Interviewing-embedded coaching: Outcomes associated with fidelity
Is it more effective or efficient to coach teachers in pairs or individually? A comparison of teacher and student outcomes and coaching costs
Gendered Racial Microaggressions Scale: Measurement Invariance Across Sexual Orientation
Gendered racial microaggressions are often assessed using the Gendered Racial Microaggressions Scale. Despite its use with mixed samples of heterosexual and sexual minority Black women, this instrument has yet to be evaluated for its measurement invariance across sexual orientation. This study evaluated the measurement invariance of the Gendered Racial Microaggressions Scale across sexual orientation (heterosexual [ n = 1,147] versus lesbian, gay…
Nominated exemplar teacher perceptions of culturally responsive practices in the classroom
The Cares classroom observation tool: Psychometrics of an observational measure of culturally responsive practices
There is growing interest in improving and assessing teachers' use of culturally responsive practices (CRP) in the classroom, yet relatively few research-based approaches exist to address these measurement gaps. This article presents findings on the psychometric properties of a newly developed classroom observation measure of CRP, called the CARES Observational Assessment Tool, where CARES refers to five theorized domains of CRP. We used a sample…
A school-wide approach to cultural responsivity and student engagement: A randomized trial of Double Check in middle schools
The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we report outcomes of the multi-component, school-wide Double Check model, testing the combined impacts of s…
Centering students' voices in the exploration of in-classroom culturally responsive practices
How Can Teachers Improve? Using Culturally Responsive Frameworks to Examine Adolescent Perspectives
Few qualitative studies have examined student perspectives on teachers’ culturally responsive practices (CRP). This study includes focus group data from middle and high school students who shared perspectives on how teachers can improve their classroom practices and examined if reported concepts align with or go beyond existing models of CRP. Black, Latine, or White students ( N = 103) in the Midwest participated in 1 of 23 focus groups. We ident…
Psychology (26 works) · Medicine (14 works) · Developmental psychology (12 works) · Social Psychology (12 works) · Clinical Psychology (11 works) · Pedagogy (10 works) · Sociology (9 works) · Early Childhood Education and Development (8 works) · Education Discipline and Inequality (8 works) · Teacher Education and Leadership Studies (7 works)