Adam Voight
Biographic Data
| ID | 3472250 |
|---|---|
| NAME | Adam Voight |
| GIVEN NAMES | Adam |
| FAMILY NAME | Voight |
| SIGNATURE | VOIGHT A |
| AFFILIATIONS | Cleveland State University |
| ORCID | 0000-0002-3024-2970 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 401 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
The effects of youth participatory action research on education policy: A mixed methods study of three dozen high school projects
Successful YPAR initiatives combined high student ownership with strategic adult facilitation and institutional receptivity. Findings underscore the value of aligning youth-led research with organisational priorities and providing structured opportunities for students to present findings to decision-makers
Urban secondary students' explanations for the school climate‐achievement association
This phenomenological qualitative study describes students' experiences and counter‐stories of school climate and how school climate matters for their academic achievement in an urban school district. The study uses a critical race perspective to help understand contextual influences on school climate. Data were collected through eight focus group interviews comprised of students conducted in middle and high schools in a large Midwest urban schoo…
The work experiences and needs of lone community psychologists: Exploring diversity of settings and identities
Community psychologists (CPs) are committed to value‐based praxis, an interdisciplinary orientation, and an ecological approach to community collaboration in pursuit of social justice and liberation. Because no setting is immune to the impacts of the intersecting systems of oppression in which we are embedded, CPs end up working in a wide array of settings, and often as the only CP in the setting. This dynamic—operating as a “lone” CP—may be rewa…
You Have to Look at the Whole Picture: A Qualitative Examination of Critical Social Analysis Among Racially Minoritized Adolescents
Despite the recent increase in the study of critical consciousness among racially minoritized youth, the process by which youth analyze social issues and their root causes (i.e., critical social analysis) remains obscure. In the current study, we examined youth’s process of critical social analysis and identified factors that contributed to this process. Participants were 14 Black and Latinx high school students in a Midwestern city who were pres…
Development of the Short Critical Consciousness Scale (ShoCCS)
Critical consciousness represents the analysis and critique of structural inequalities, the motivation and perceived capacity to effect change, and social action to redress inequity. A wave of recent instruments measuring critical consciousness has been rigorously validated. Yet, whether these measures efficiently assess different levels of critical consciousness or contain redundant, or non-informative, items remain unknown. This research develo…
Mandatory voice: Implementation of a district‐led student‐voice program in urban high schools
This qualitative case study explores how urban high schools implement a district‐initiated student‐voice program, referred to as Student Advisory Committees, intended to improve school climate. The study uses an implementation science framework to analyze interview data from principals and advisors in 22 urban high schools. An iterative, top–down thematic analytic procedure was used for analysis and interpretation of the data. The results suggest…
Use of Research Evidence Generated by Youth: Conceptualization and Applications in Diverse U.S. K‐12 Educational Settings
Youth-Led Participatory Action Research (YPAR) is a social justice-focused approach for promoting social change and positive youth development in which youth conduct systematic research and actions to improve their schools and communities. Although YPAR is oriented to generating research for action, with evidence-based recommendations often aimed at influencing adults with power over settings and systems that shape youths' lives, we have little u…
The Effects of Residential Mobility on the Education Outcomes of Urban Middle School Students and the Moderating Potential of Civic Engagement
Residential mobility is associated with negative education outcomes for urban students, but there is little empirical evidence for school factors that may ameliorate these effects. One such factor may be civic engagement at school. This study analyzed data from 2,000 urban middle school students to examine the interplay of residential mobility, education outcomes, and school civic engagement. Findings show that students who change residences have…
Opportunities for youth participatory action research to inform school district decisions
Background Youth participatory action research (YPAR) is an equity-focused approach intended to generate local knowledge and democratise the production of research evidence. Aims/objectives We explore the promise and challenges of YPAR to inform education policy decision making. We focus on California’s Local Control Funding Formula (LCFF)’s Local Control and Accountability Plan (LCAP) initiative, which requires districts to engage with diverse s…
Political identification, political ideology, and critical social analysis of inequality among marginalized youth
This study applies multiple indicator and multiple causes modeling to examine to what extent critical social analysis of inequality, a dimension of critical consciousness (CC), may be explained by political party identification (i.e., Republican vs. Democrat) or political ideology (i.e., conservative vs. liberal). These issues were examined among 237 public high school students from a large Midwestern city, who generally came from historically ma…
Critical Consciousness: A Developmental Approach to Addressing Marginalization and Oppression
Grounded in the theory and pedagogy of Brazilian educator Paulo Freire, critical consciousness (CC) comprises components of critical reflection, critical motivation, and critical action. CC represents marginalized or oppressed people's analysis of societal inequities and their motivation and actions to redress such inequities. In this article, we introduce the theoretical underpinnings of CC, then look at the conceptualization and measurement of …
Practices for Improving Secondary School Climate: A Systematic Review of the Research Literature
School climate has received increased attention in education policy and, in response, educators are seeking strategies to improve the climates of their middle and high schools. However, there has been no comprehensive synthesis of the empirical evidence for what works in school climate improvement. This article constitutes a systematic review of programs and practices with empirical support for improving school climate. It defines school climate …
Student Civic Participation and School Climate: Associations at Multiple Levels of the School Ecology
Research suggests that youth civic participation predicts desirable outcomes for engaged individuals, but less is known about the benefits of individual participation that accrue to schools as a whole. The present study investigates whether students’ individual and collective participation predict students’ perceptions of school climate. We examine survey and administrative data from 4,947 students from 11 middle schools. Using multilevel modelin…
School climate, family structure, and academic achievement: A study of moderation effects.
School climate has been lauded for its relationship to a host of desirable academic, behavioral, and social-emotional outcomes for youth. The present study tested the hypothesis that school climate counteracts youths' home-school risk by examining the moderating effects of students' school climate perceptions on the relationship between family structure (i.e., two-parent, one-parent, foster-care, and homeless households), and academic performance…
The Racial School Climate Gap: Within‐School Disparities in Students’ Experiences of Safety, Support, and Connectedness
This study used student and teacher survey data from over 400 middle schools in California to examine within‐school racial disparities in students’ experiences of school climate. It further examined the relationship between a school’s racial climate gaps and achievement gaps and other school structures and norms that may help explain why some schools have larger or smaller racial disparities in student reports of climate than others. Multilevel r…
Student Voice for School‐Climate Improvement: A Case Study of an Urban Middle School
This case study used a student voice program in an urban middle school in the southeastern United States to examine the validity of three theoretically derived pathways through which student voice may affect positive school climate. First, using a youth participatory action research process to identify barriers to learning, analyse their root causes, and advocate for solutions to school administration allowed students to influence minor school po…
A Typology of Youth Civic Engagement in Urban Middle Schools
Youth civic engagement occupies a central space in applied developmental science. However, understanding of the processes and contexts in which early adolescents become civically engaged is still limited. This study draws on a sample of approximately 4,000 students from 11 urban middle schools in Tennessee to address several gaps in the civic engagement literature. First, we use latent class analysis to identify types of civic engagement in early…
How Do Varying Types of Youth Civic Engagement Relate to Perceptions of School Climate
The purpose of this study was to investigate a) the relations between different types of civic behaviors and middle school students' perceptions of school climate, and b) the compositional effects of student civic engagement on setting-level school climate perceptions. Using a sample of 4,073 students in 11 public schools from a southeastern state, multilevel regression analyses found that, in general, civic behaviors were positively associated w…
The Role Played by the Family in Shaping Early and Middle Adolescent Civic Responsibility
Adopting a multi-informant methodology, the current study examines the relative influence of multiple parental characteristics (civic responsibility, encouragement of civic action, parent-youth closeness) on adolescents’ civic responsibility (local and global). The participants were 384 early and middle adolescents (47.9% male), randomly selected from an Italian city (mean age = 13.6; SD = 1.63), and one parent for each adolescent. The results sh…
Contextualizing the “Behavior Gap”: Student Prosocial Behavior and Racial Composition in Urban Middle Schools
Encouraging student prosocial behavior (PSB) is a challenge for urban middle schools. The issue of student behavior is a racialized one, as Black students generally evince more negative behavioral outcomes than their White peers. This racial “behavior gap” may be conditional on the school environment. This study examines how one element of the school environment—racial composition—affects PSB, drawing on a sample that includes approximately 2,000…
The Longitudinal Effects of Residential Mobility on the Academic Achievement of Urban Elementary and Middle School Students
Residential stability matters to a young person’s educational development, and the present housing crisis has disrupted the residential stability of many families. This study uses latent growth-curve modeling to examine how changing residences affects math and reading achievement from third through eighth grade among a sample of urban elementary and middle-school students. Results show that residential moves in the early elementary years have a n…
Levels of Community Engagement in Youth Violence Prevention: The Role of Power in Sustaining Successful University‐Community Partnerships
Previous research indicates that communities can be engaged at various levels in research to reduce youth violence. In this paper, we argue that the method of power sharing among partners is a central factor distinguishing different levels of engagement. Using cases from the Nashville Urban Partnership Academic Center of Excellence, we identify community initiation and community collaboration as distinct approaches to community engaged violence p…
Critical consciousness: Current status and future directions
In this chapter, the authors consider Paulo Freire's construct of critical consciousness (CC) and why it deserves more attention in research and discourse on youth political and civic development. His approach to education and similar ideas by other scholars of liberation aims to foster a critical analysis of society-and one's status within it-using egalitarian, empowering, and interactive methods. The aim is social change as well as learning, wh…
Sociopolitical development, work salience, and vocational expectations among low socioeconomic status African American, Latin American, and Asian American youth
Structural barriers constrain marginalized youths' development of work salience and vocational expectations. Sociopolitical development (SPD), the consciousness of, and motivation to reduce, sociopolitical inequality, may facilitate the negotiation of structural constraints. A structural model of SPD's impact on work salience and vocational expectations was proposed and its generalizability tested among samples of low-socioeconomic-status African…
Critical consciousness: Current status and future directions
In this chapter, the authors consider Paulo Freire's construct of critical consciousness (CC) and why it deserves more attention in research and discourse on youth political and civic development. His approach to education and similar ideas by other scholars of liberation aims to foster a critical analysis of society-and one's status within it-using egalitarian, empowering, and interactive methods. The aim is social change as well as learning, wh…
The Racial School Climate Gap: Within‐School Disparities in Students’ Experiences of Safety, Support, and Connectedness
This study used student and teacher survey data from over 400 middle schools in California to examine within‐school racial disparities in students’ experiences of school climate. It further examined the relationship between a school’s racial climate gaps and achievement gaps and other school structures and norms that may help explain why some schools have larger or smaller racial disparities in student reports of climate than others. Multilevel r…
Sociopolitical development, work salience, and vocational expectations among low socioeconomic status African American, Latin American, and Asian American youth
Structural barriers constrain marginalized youths' development of work salience and vocational expectations. Sociopolitical development (SPD), the consciousness of, and motivation to reduce, sociopolitical inequality, may facilitate the negotiation of structural constraints. A structural model of SPD's impact on work salience and vocational expectations was proposed and its generalizability tested among samples of low-socioeconomic-status African…
The Longitudinal Effects of Residential Mobility on the Academic Achievement of Urban Elementary and Middle School Students
Residential stability matters to a young person’s educational development, and the present housing crisis has disrupted the residential stability of many families. This study uses latent growth-curve modeling to examine how changing residences affects math and reading achievement from third through eighth grade among a sample of urban elementary and middle-school students. Results show that residential moves in the early elementary years have a n…
Political identification, political ideology, and critical social analysis of inequality among marginalized youth
This study applies multiple indicator and multiple causes modeling to examine to what extent critical social analysis of inequality, a dimension of critical consciousness (CC), may be explained by political party identification (i.e., Republican vs. Democrat) or political ideology (i.e., conservative vs. liberal). These issues were examined among 237 public high school students from a large Midwestern city, who generally came from historically ma…
Levels of Community Engagement in Youth Violence Prevention: The Role of Power in Sustaining Successful University‐Community Partnerships
Previous research indicates that communities can be engaged at various levels in research to reduce youth violence. In this paper, we argue that the method of power sharing among partners is a central factor distinguishing different levels of engagement. Using cases from the Nashville Urban Partnership Academic Center of Excellence, we identify community initiation and community collaboration as distinct approaches to community engaged violence p…
The Role Played by the Family in Shaping Early and Middle Adolescent Civic Responsibility
Adopting a multi-informant methodology, the current study examines the relative influence of multiple parental characteristics (civic responsibility, encouragement of civic action, parent-youth closeness) on adolescents’ civic responsibility (local and global). The participants were 384 early and middle adolescents (47.9% male), randomly selected from an Italian city (mean age = 13.6; SD = 1.63), and one parent for each adolescent. The results sh…
The Effects of Residential Mobility on the Education Outcomes of Urban Middle School Students and the Moderating Potential of Civic Engagement
Residential mobility is associated with negative education outcomes for urban students, but there is little empirical evidence for school factors that may ameliorate these effects. One such factor may be civic engagement at school. This study analyzed data from 2,000 urban middle school students to examine the interplay of residential mobility, education outcomes, and school civic engagement. Findings show that students who change residences have…
Contextualizing the “Behavior Gap”: Student Prosocial Behavior and Racial Composition in Urban Middle Schools
Encouraging student prosocial behavior (PSB) is a challenge for urban middle schools. The issue of student behavior is a racialized one, as Black students generally evince more negative behavioral outcomes than their White peers. This racial “behavior gap” may be conditional on the school environment. This study examines how one element of the school environment—racial composition—affects PSB, drawing on a sample that includes approximately 2,000…
Student Voice for School‐Climate Improvement: A Case Study of an Urban Middle School
This case study used a student voice program in an urban middle school in the southeastern United States to examine the validity of three theoretically derived pathways through which student voice may affect positive school climate. First, using a youth participatory action research process to identify barriers to learning, analyse their root causes, and advocate for solutions to school administration allowed students to influence minor school po…
Student Civic Participation and School Climate: Associations at Multiple Levels of the School Ecology
Research suggests that youth civic participation predicts desirable outcomes for engaged individuals, but less is known about the benefits of individual participation that accrue to schools as a whole. The present study investigates whether students’ individual and collective participation predict students’ perceptions of school climate. We examine survey and administrative data from 4,947 students from 11 middle schools. Using multilevel modelin…
Use of Research Evidence Generated by Youth: Conceptualization and Applications in Diverse U.S. K‐12 Educational Settings
Youth-Led Participatory Action Research (YPAR) is a social justice-focused approach for promoting social change and positive youth development in which youth conduct systematic research and actions to improve their schools and communities. Although YPAR is oriented to generating research for action, with evidence-based recommendations often aimed at influencing adults with power over settings and systems that shape youths' lives, we have little u…
You Have to Look at the Whole Picture: A Qualitative Examination of Critical Social Analysis Among Racially Minoritized Adolescents
Despite the recent increase in the study of critical consciousness among racially minoritized youth, the process by which youth analyze social issues and their root causes (i.e., critical social analysis) remains obscure. In the current study, we examined youth’s process of critical social analysis and identified factors that contributed to this process. Participants were 14 Black and Latinx high school students in a Midwestern city who were pres…
Sociopolitical development, work salience, and vocational expectations among low socioeconomic status African American, Latin American, and Asian American youth
Structural barriers constrain marginalized youths' development of work salience and vocational expectations. Sociopolitical development (SPD), the consciousness of, and motivation to reduce, sociopolitical inequality, may facilitate the negotiation of structural constraints. A structural model of SPD's impact on work salience and vocational expectations was proposed and its generalizability tested among samples of low-socioeconomic-status African…
Levels of Community Engagement in Youth Violence Prevention: The Role of Power in Sustaining Successful University‐Community Partnerships
Previous research indicates that communities can be engaged at various levels in research to reduce youth violence. In this paper, we argue that the method of power sharing among partners is a central factor distinguishing different levels of engagement. Using cases from the Nashville Urban Partnership Academic Center of Excellence, we identify community initiation and community collaboration as distinct approaches to community engaged violence p…
Critical consciousness: Current status and future directions
In this chapter, the authors consider Paulo Freire's construct of critical consciousness (CC) and why it deserves more attention in research and discourse on youth political and civic development. His approach to education and similar ideas by other scholars of liberation aims to foster a critical analysis of society-and one's status within it-using egalitarian, empowering, and interactive methods. The aim is social change as well as learning, wh…
The Longitudinal Effects of Residential Mobility on the Academic Achievement of Urban Elementary and Middle School Students
Residential stability matters to a young person’s educational development, and the present housing crisis has disrupted the residential stability of many families. This study uses latent growth-curve modeling to examine how changing residences affects math and reading achievement from third through eighth grade among a sample of urban elementary and middle-school students. Results show that residential moves in the early elementary years have a n…
A Typology of Youth Civic Engagement in Urban Middle Schools
Youth civic engagement occupies a central space in applied developmental science. However, understanding of the processes and contexts in which early adolescents become civically engaged is still limited. This study draws on a sample of approximately 4,000 students from 11 urban middle schools in Tennessee to address several gaps in the civic engagement literature. First, we use latent class analysis to identify types of civic engagement in early…
How Do Varying Types of Youth Civic Engagement Relate to Perceptions of School Climate
The purpose of this study was to investigate a) the relations between different types of civic behaviors and middle school students' perceptions of school climate, and b) the compositional effects of student civic engagement on setting-level school climate perceptions. Using a sample of 4,073 students in 11 public schools from a southeastern state, multilevel regression analyses found that, in general, civic behaviors were positively associated w…
The Role Played by the Family in Shaping Early and Middle Adolescent Civic Responsibility
Adopting a multi-informant methodology, the current study examines the relative influence of multiple parental characteristics (civic responsibility, encouragement of civic action, parent-youth closeness) on adolescents’ civic responsibility (local and global). The participants were 384 early and middle adolescents (47.9% male), randomly selected from an Italian city (mean age = 13.6; SD = 1.63), and one parent for each adolescent. The results sh…
Contextualizing the “Behavior Gap”: Student Prosocial Behavior and Racial Composition in Urban Middle Schools
Encouraging student prosocial behavior (PSB) is a challenge for urban middle schools. The issue of student behavior is a racialized one, as Black students generally evince more negative behavioral outcomes than their White peers. This racial “behavior gap” may be conditional on the school environment. This study examines how one element of the school environment—racial composition—affects PSB, drawing on a sample that includes approximately 2,000…
Student Voice for School‐Climate Improvement: A Case Study of an Urban Middle School
This case study used a student voice program in an urban middle school in the southeastern United States to examine the validity of three theoretically derived pathways through which student voice may affect positive school climate. First, using a youth participatory action research process to identify barriers to learning, analyse their root causes, and advocate for solutions to school administration allowed students to influence minor school po…
School climate, family structure, and academic achievement: A study of moderation effects.
School climate has been lauded for its relationship to a host of desirable academic, behavioral, and social-emotional outcomes for youth. The present study tested the hypothesis that school climate counteracts youths' home-school risk by examining the moderating effects of students' school climate perceptions on the relationship between family structure (i.e., two-parent, one-parent, foster-care, and homeless households), and academic performance…
The Racial School Climate Gap: Within‐School Disparities in Students’ Experiences of Safety, Support, and Connectedness
This study used student and teacher survey data from over 400 middle schools in California to examine within‐school racial disparities in students’ experiences of school climate. It further examined the relationship between a school’s racial climate gaps and achievement gaps and other school structures and norms that may help explain why some schools have larger or smaller racial disparities in student reports of climate than others. Multilevel r…
Critical Consciousness: A Developmental Approach to Addressing Marginalization and Oppression
Grounded in the theory and pedagogy of Brazilian educator Paulo Freire, critical consciousness (CC) comprises components of critical reflection, critical motivation, and critical action. CC represents marginalized or oppressed people's analysis of societal inequities and their motivation and actions to redress such inequities. In this article, we introduce the theoretical underpinnings of CC, then look at the conceptualization and measurement of …
Practices for Improving Secondary School Climate: A Systematic Review of the Research Literature
School climate has received increased attention in education policy and, in response, educators are seeking strategies to improve the climates of their middle and high schools. However, there has been no comprehensive synthesis of the empirical evidence for what works in school climate improvement. This article constitutes a systematic review of programs and practices with empirical support for improving school climate. It defines school climate …
Student Civic Participation and School Climate: Associations at Multiple Levels of the School Ecology
Research suggests that youth civic participation predicts desirable outcomes for engaged individuals, but less is known about the benefits of individual participation that accrue to schools as a whole. The present study investigates whether students’ individual and collective participation predict students’ perceptions of school climate. We examine survey and administrative data from 4,947 students from 11 middle schools. Using multilevel modelin…
Opportunities for youth participatory action research to inform school district decisions
Background Youth participatory action research (YPAR) is an equity-focused approach intended to generate local knowledge and democratise the production of research evidence. Aims/objectives We explore the promise and challenges of YPAR to inform education policy decision making. We focus on California’s Local Control Funding Formula (LCFF)’s Local Control and Accountability Plan (LCAP) initiative, which requires districts to engage with diverse s…
Political identification, political ideology, and critical social analysis of inequality among marginalized youth
This study applies multiple indicator and multiple causes modeling to examine to what extent critical social analysis of inequality, a dimension of critical consciousness (CC), may be explained by political party identification (i.e., Republican vs. Democrat) or political ideology (i.e., conservative vs. liberal). These issues were examined among 237 public high school students from a large Midwestern city, who generally came from historically ma…
Use of Research Evidence Generated by Youth: Conceptualization and Applications in Diverse U.S. K‐12 Educational Settings
Youth-Led Participatory Action Research (YPAR) is a social justice-focused approach for promoting social change and positive youth development in which youth conduct systematic research and actions to improve their schools and communities. Although YPAR is oriented to generating research for action, with evidence-based recommendations often aimed at influencing adults with power over settings and systems that shape youths' lives, we have little u…
The Effects of Residential Mobility on the Education Outcomes of Urban Middle School Students and the Moderating Potential of Civic Engagement
Residential mobility is associated with negative education outcomes for urban students, but there is little empirical evidence for school factors that may ameliorate these effects. One such factor may be civic engagement at school. This study analyzed data from 2,000 urban middle school students to examine the interplay of residential mobility, education outcomes, and school civic engagement. Findings show that students who change residences have…
Mandatory voice: Implementation of a district‐led student‐voice program in urban high schools
This qualitative case study explores how urban high schools implement a district‐initiated student‐voice program, referred to as Student Advisory Committees, intended to improve school climate. The study uses an implementation science framework to analyze interview data from principals and advisors in 22 urban high schools. An iterative, top–down thematic analytic procedure was used for analysis and interpretation of the data. The results suggest…
Development of the Short Critical Consciousness Scale (ShoCCS)
Critical consciousness represents the analysis and critique of structural inequalities, the motivation and perceived capacity to effect change, and social action to redress inequity. A wave of recent instruments measuring critical consciousness has been rigorously validated. Yet, whether these measures efficiently assess different levels of critical consciousness or contain redundant, or non-informative, items remain unknown. This research develo…
Urban secondary students' explanations for the school climate‐achievement association
This phenomenological qualitative study describes students' experiences and counter‐stories of school climate and how school climate matters for their academic achievement in an urban school district. The study uses a critical race perspective to help understand contextual influences on school climate. Data were collected through eight focus group interviews comprised of students conducted in middle and high schools in a large Midwest urban schoo…
The work experiences and needs of lone community psychologists: Exploring diversity of settings and identities
Community psychologists (CPs) are committed to value‐based praxis, an interdisciplinary orientation, and an ecological approach to community collaboration in pursuit of social justice and liberation. Because no setting is immune to the impacts of the intersecting systems of oppression in which we are embedded, CPs end up working in a wide array of settings, and often as the only CP in the setting. This dynamic—operating as a “lone” CP—may be rewa…
You Have to Look at the Whole Picture: A Qualitative Examination of Critical Social Analysis Among Racially Minoritized Adolescents
Despite the recent increase in the study of critical consciousness among racially minoritized youth, the process by which youth analyze social issues and their root causes (i.e., critical social analysis) remains obscure. In the current study, we examined youth’s process of critical social analysis and identified factors that contributed to this process. Participants were 14 Black and Latinx high school students in a Midwestern city who were pres…
The effects of youth participatory action research on education policy: A mixed methods study of three dozen high school projects
Successful YPAR initiatives combined high student ownership with strategic adult facilitation and institutional receptivity. Findings underscore the value of aligning youth-led research with organisational priorities and providing structured opportunities for students to present findings to decision-makers
Psychology (19 works) · Youth Development and Social Support (16 works) · Political science (14 works) · Social Psychology (14 works) · Sociology (13 works) · Pedagogy (10 works) · Early Childhood Education and Development (9 works) · Social Psychology (9 works) · Developmental psychology (8 works) · Parental Involvement in Education (8 works)