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Selected publications

See CV for full publication list.

Note: Former last name is "Brown"

Minor, Griffin & Benner (in press)

Stop, drop, enroll: How ability beliefs are associated with college-going among Black males.

Griffin, Stitt, & Henderson (2020)

Investigating school racial climate and
private racial regard as risk and protector factors for Black high school students’ school engagement? Journal of Black Psychology https://doi.org/10.1177/0095798420946895

Metzger, Cooper, Griffin, Golden, Opara & Richwood (2020)

Parenting profiles of academic and racial socialization: Associations with academic engagement and perception of academic ability of African American adolescents.

Griffin, Gray, Hope, Metzger & Henderson (2020)

Does coping and racial identity promote academic adjustment? Using an equity-elaborated social emotional learning lens.

Griffin, Metzger, Halliday-Boykins, Salzaar (2020).

Racial fairness, school engagement and school-based discipline outcomes: The important role of gender.

Grapin, Griffin, Brown, Naser & Proctor (2019).

School-based interventions for reducing youths’ racial and ethnic discrimination.

Exploring associations among African American youths’ perceptions
of racial fairness and school engagement: Does gender matter?

Griffin, Cooper, Metzger, Golden & White (2017)

School racial climate and the academic achievement of African American high school students: The mediating role of school engagement.

Metzger, Cooper, Ritchwood, Onyeuku, Griffin (2017)

Profiles of African American college students’ alcohol use and sexual behaviors: Associations with stress, racial discrimination, and social support.

Cooper, Smalls-Glover, Metzger & Griffin (2015)

African American
fathers’ racial socialization patterns: Associations with and racial identity beliefs and
discrimination experiences.

Cooper, Brown, Metzger, Clinton, Guthrie (2013).

Racial discrimination
and African American adolescents’ adjustment: Gender variation in family and community social support, promotive and protective factors.

Guthrie, Cooper, Brown & Metzger (2012).

Degrees of difference
among minority female juvenile offenders’ psychological functioning, risk behavior engagement, and health status: A latent profile investigation.

research projects

Dr. Charity Brown Griffin is the Director of the Minority Academic Achievement and Development (MAAD) Lab.

Please visit the website below!

MAAD Lab Website

RAce in School (RAiS) Project:

Sponsored by the National Science Foundation

Role: Principal Investigator

The project will enrich our understanding of Black youth’s experiences with school-based racial stress and trauma (RST) by developing a conceptual model and assessment tool. This project also provides intensive mentoring and training experiences for underrepresented undergraduate students, integrates instructional activities focused on research methodology and test development, and exposes school districts to scientific research through workshops and outreach materials disseminating study findings. Parents interested in their child’s participation should contact me!

kisspng-national-science-foundation-smal

YouthRISE Summer Program:

Sponsored by the Center for the Study of Economic Mobility

Role: Principal Investigator

The purpose of this project is two-fold: 1) To better understand community experiences and perceptions among Black high school youth residing in Winston-Salem and amplify their voices among community stakeholders and local politicians; and 2) Understand the impact of the YouthRISE summer program, a 10-week evidence-based summer program developed by Dr. Griffin for high school youth that uses a youth-led participatory action research (YPAR) framework to position youth as community change agents. Youth lead in speaking truth to power through the use of research techniques such as photovoice. Parents interested in their child’s participation in this summer program should contact me!

#CenterBlackYouthVoices

Supporting Students Experiencing Discrimination Project:

Sponsored by the National Association of School Psychologists

Role: Co-Principal Investigator
In collaboration with Drs. Shereen Naser (Cleveland State University), Sally Grapin (Montclair State University), Jeffery Brown (Minnesota State University, Mankato), and Sherrie Proctor (Queens College, CUNY), this project documents and describes school psychologists’ experiences in dealing with instances of discrimination towards students in their schools. This project also aims to document and describe the types of supports school psychologists currently utilize or need to effectively respond to discrimination in their schools.

Perceptions About Psychology Specializations (PAPS) Project:

Sponsored by Winston-Salem State University Professional Development Committee Research Award

Role: Principal Investigator
To assist in resolving the issue of disproportionately low representation of Black practitioners and researchers in school psychology, this investigation explores 1) HBCU students’ and faculty awareness and perceptions of psychology sub-disciplines (e.g., clinical psychology, counseling psychology, school, I/O), 2) factors affecting HBCU students’ interest in and selection of graduate school programs and 3) effective recruitment and retention strategies that graduate programs can use to increase representation of Black students in school psychology.

School Experiences in Context (SEC) Project:

Sponsored by Winston-Salem State University Professional Development Committee Research Award

Role: Principal Investigator
Using a multi-level, short-term longitudinal design, this study explores associations among school ethnic diversity, school racial climate, dimensions of school engagement and disengagement, and academic and behavioral outcomes among Black high school students.

Youth Experiences in Schools (YES!) Project:

Sponsored by the National Association of School Psychologists

Role: Principal Investigator
To assist in resolving the issue of disproportionately low representation of Black practitioners and researchers in school psychology, this investigation explores 1) HBCU students’ and faculty awareness and perceptions of psychology sub-disciplines (e.g., clinical psychology, counseling psychology, school, I/O), 2) factors affecting HBCU students’ interest in and selection of graduate school programs and 3) effective recruitment and retention strategies that graduate programs can use to increase representation of Black students in school psychology.

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