Scott Graves
Biographic Data
| ID | 9575191 |
|---|---|
| NAME | Scott Graves |
| GIVEN NAMES | Scott |
| FAMILY NAME | Graves |
| SIGNATURE | GRAVES S |
| AFFILIATIONS | Southern Connecticut State University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Parents’ Ethnic Racial Socialization Practices and Preschool-Aged Children’s Self-Esteem: A Qualitative Exploration
Little is known about how parents of preschool-aged children engage in conversations around race and ethnicity, and their perceptions of how these conversations influence children’s self-esteem. Parents ( N = 16) of children ages 3–5 were interviewed for 30–60 min about their perspectives on how ethnic racial socialization contributes to their child’s overall social-emotional development, including self-esteem. Most participants were women ( n = …
Divided by a common language? The impact of a joint international field trip on student skills
Fieldwork is often cited as one of the most important and effective parts of geography education, despite increasing scrutiny over its environmental and financial cost. As a result, it is imperative that any overseas fieldwork is as impactful as possible, enabling deep experiential learning. Here, we investigate the success of a joint field trip (Liverpool John Moores University, UK and Southern Connecticut State University, USA) to East Iceland.…
Social-emotional and behavioral strategies to improve school outcomes for Black males
Social-emotional interventions (SEL) are purported to be beneficial toward all students (e.g. Durlak et al. 2011; Taylor et al. 2017), yet researchers call into question their effectiveness toward Black boys because of the limited SEL interventions that have been culturally adapted for them to account for their lived experiences (e.g. experiencing disparate discipline within schools; Jager et al. 2019). Within this review, we discuss the state of…
School and child level predictors of academic success for African American children in third grade: Implications for No Child Left Behind
The purpose of this study was to examine correlates of being at expected grade level in reading in the third grade. Participants for this study were a nationally representative sample of African American children from the Early Childhood Longitudinal Study (ECLS-K). Multilevel modeling was conducted to determine significant predictors of academic achievement. Results suggest that modifiable individual and teacher classroom level constructs are re…
Is the Moratorium Over? African American Psychology Professionals’ Views on Intelligence Testing in Response to Changes to Federal Policy
Collectively, advocates for the well-being of African American children have long called for a moratorium on the use of intelligence testing for the placement of children in special education. With the 2004 reauthorization of the Individuals with Disabilities Education Act, intelligence testing is no longer required and in some states prohibited as a tool for assessing learning disabilities. As such, the purpose of this descriptive study is to gi…
Alive and Kicking: Municipal Affirmative Action Policy in Texas Cities, 1980s–1990s
This article evaluates the impact of opposition originating at the national level on affirmative action policies in 13 Texas cities in the late 1980s and early 1990s. We find that increased national hostility to affirmative action in hiring and contracting has had little effect on the content and strength of affirmative action programs in Texas municipalities. In fact, most programs have been maintained or strengthened since the 1980s. However, t…
Social-emotional and behavioral strategies to improve school outcomes for Black males
Social-emotional interventions (SEL) are purported to be beneficial toward all students (e.g. Durlak et al. 2011; Taylor et al. 2017), yet researchers call into question their effectiveness toward Black boys because of the limited SEL interventions that have been culturally adapted for them to account for their lived experiences (e.g. experiencing disparate discipline within schools; Jager et al. 2019). Within this review, we discuss the state of…
School and child level predictors of academic success for African American children in third grade: Implications for No Child Left Behind
The purpose of this study was to examine correlates of being at expected grade level in reading in the third grade. Participants for this study were a nationally representative sample of African American children from the Early Childhood Longitudinal Study (ECLS-K). Multilevel modeling was conducted to determine significant predictors of academic achievement. Results suggest that modifiable individual and teacher classroom level constructs are re…
Is the Moratorium Over? African American Psychology Professionals’ Views on Intelligence Testing in Response to Changes to Federal Policy
Collectively, advocates for the well-being of African American children have long called for a moratorium on the use of intelligence testing for the placement of children in special education. With the 2004 reauthorization of the Individuals with Disabilities Education Act, intelligence testing is no longer required and in some states prohibited as a tool for assessing learning disabilities. As such, the purpose of this descriptive study is to gi…
Alive and Kicking: Municipal Affirmative Action Policy in Texas Cities, 1980s–1990s
This article evaluates the impact of opposition originating at the national level on affirmative action policies in 13 Texas cities in the late 1980s and early 1990s. We find that increased national hostility to affirmative action in hiring and contracting has had little effect on the content and strength of affirmative action programs in Texas municipalities. In fact, most programs have been maintained or strengthened since the 1980s. However, t…
Alive and Kicking: Municipal Affirmative Action Policy in Texas Cities, 1980s–1990s
This article evaluates the impact of opposition originating at the national level on affirmative action policies in 13 Texas cities in the late 1980s and early 1990s. We find that increased national hostility to affirmative action in hiring and contracting has had little effect on the content and strength of affirmative action programs in Texas municipalities. In fact, most programs have been maintained or strengthened since the 1980s. However, t…
School and child level predictors of academic success for African American children in third grade: Implications for No Child Left Behind
The purpose of this study was to examine correlates of being at expected grade level in reading in the third grade. Participants for this study were a nationally representative sample of African American children from the Early Childhood Longitudinal Study (ECLS-K). Multilevel modeling was conducted to determine significant predictors of academic achievement. Results suggest that modifiable individual and teacher classroom level constructs are re…
Is the Moratorium Over? African American Psychology Professionals’ Views on Intelligence Testing in Response to Changes to Federal Policy
Collectively, advocates for the well-being of African American children have long called for a moratorium on the use of intelligence testing for the placement of children in special education. With the 2004 reauthorization of the Individuals with Disabilities Education Act, intelligence testing is no longer required and in some states prohibited as a tool for assessing learning disabilities. As such, the purpose of this descriptive study is to gi…
Social-emotional and behavioral strategies to improve school outcomes for Black males
Social-emotional interventions (SEL) are purported to be beneficial toward all students (e.g. Durlak et al. 2011; Taylor et al. 2017), yet researchers call into question their effectiveness toward Black boys because of the limited SEL interventions that have been culturally adapted for them to account for their lived experiences (e.g. experiencing disparate discipline within schools; Jager et al. 2019). Within this review, we discuss the state of…
Divided by a common language? The impact of a joint international field trip on student skills
Fieldwork is often cited as one of the most important and effective parts of geography education, despite increasing scrutiny over its environmental and financial cost. As a result, it is imperative that any overseas fieldwork is as impactful as possible, enabling deep experiential learning. Here, we investigate the success of a joint field trip (Liverpool John Moores University, UK and Southern Connecticut State University, USA) to East Iceland.…
Parents’ Ethnic Racial Socialization Practices and Preschool-Aged Children’s Self-Esteem: A Qualitative Exploration
Little is known about how parents of preschool-aged children engage in conversations around race and ethnicity, and their perceptions of how these conversations influence children’s self-esteem. Parents ( N = 16) of children ages 3–5 were interviewed for 30–60 min about their perspectives on how ethnic racial socialization contributes to their child’s overall social-emotional development, including self-esteem. Most participants were women ( n = …
Psychology (4 works) · African american (3 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Early Childhood Education and Development (3 works) · Pedagogy (3 works) · Sociology (3 works) · Intervention (counseling (2 works) · Mathematics education (2 works) · Medicine (2 works) · Political science (2 works)