Juliet M Nyanamba
Biographic Data
| ID | 7444333 |
|---|---|
| NAME | Juliet M Nyanamba |
| GIVEN NAMES | Juliet M |
| FAMILY NAME | Nyanamba |
| SIGNATURE | NYANAMBA J M |
| AFFILIATIONS | Vanderbilt University |
| ORCID | 0000-0002-8060-1775 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Navigating science pathways
of "independence") and opportunities to satisfy those goals in STEM careers (i.e., affordances). Goal congruity theory posits that individuals' attitudes towards a social role (e.g., being a scientist) are influenced by the communal/agentic goal affordances associated with that role and the congruity between those affordances and personally valued goals. This longitudinal research study followed a large sample of Indigenous people pursuing STEM d…
African descent populations in the United States are not monolithic
OBJECTIVE: African immigrants in the United States have unique experiences and stressors, resulting in diverse outcomes and disparities. As such, examining the effects of cultural stressors (e.g., discrimination, the negative context of reception, bicultural stress) on immigrant populations' mental health can provide a useful framework for explaining and identifying malleable targets to reduce African immigrants' health disparities. This review m…
Embodied and Social-Emotional Learning (SEL) in Early Childhood
School-based Social Emotional Learning (SEL) programs emerged in North America and have not traditionally focused on embodied learning processes that are situated in the learners’ contexts and lived experiences. Thus, we present evidence and advance the case that transferable social-emotional competencies are inherently culturally responsive or situated in learners’ authentic experiences and are inherently embodied. We also introduce a conceptual…
No prominent works on this page.
Embodied and Social-Emotional Learning (SEL) in Early Childhood
School-based Social Emotional Learning (SEL) programs emerged in North America and have not traditionally focused on embodied learning processes that are situated in the learners’ contexts and lived experiences. Thus, we present evidence and advance the case that transferable social-emotional competencies are inherently culturally responsive or situated in learners’ authentic experiences and are inherently embodied. We also introduce a conceptual…
African descent populations in the United States are not monolithic
OBJECTIVE: African immigrants in the United States have unique experiences and stressors, resulting in diverse outcomes and disparities. As such, examining the effects of cultural stressors (e.g., discrimination, the negative context of reception, bicultural stress) on immigrant populations' mental health can provide a useful framework for explaining and identifying malleable targets to reduce African immigrants' health disparities. This review m…
Navigating science pathways
of "independence") and opportunities to satisfy those goals in STEM careers (i.e., affordances). Goal congruity theory posits that individuals' attitudes towards a social role (e.g., being a scientist) are influenced by the communal/agentic goal affordances associated with that role and the congruity between those affordances and personally valued goals. This longitudinal research study followed a large sample of Indigenous people pursuing STEM d…
Psychology (3 works) · Developmental psychology (2 works) · Acculturation (1 work) · African descent (1 work) · Career Development and Diversity (1 work) · Child development (1 work) · Children's Rights and Participation (1 work) · Clinical Psychology (1 work) · Cultural Competency in Health Care (1 work) · Early childhood (1 work)