Selected publications 

See CV for full publication list.

Note: Former last name is "Brown"

research projects 

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

Please visit the website below!

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!

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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!

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#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. 

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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.

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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.

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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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