Faculty

Institution

Unit

Venue

Stephanie Curenton

Professor

Boston University

Affiliations

Wheelock College of Education & Human Development

Educational Leadership & Policy Studies

Stephanie Curenton is currently serving as an Educational Leadership & Policy Studies Professor at Boston University.

Honors

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Experiences

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Education

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Stephanie Curenton

Boston University

Professor

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early childhood education education child development early childhood development early childhood communication african american studies language development early education behavioral sciences developmental psychology child psychology cognitive development educational research racial discrimination family psychology early childhood literacy mental health educational psychology narrative educational communication child language reading research family relations family issues curriculum development language education classroom instruction black experience black children demography professional development higher education family process language teaching american studies child literacy sociology of education cultural psychology family diversity low-income preschoolers early childhood classrooms young children dual language learners literacy skills racial studies speechlanguage pathology development theory classroom assessment presupposition adolescence race relations qualitative analysis family dynamics qualitative sociology family relationships narrative and identity learning styles student success narrative representation human development language disorders health inequalities minority stress socio-economic issues psychosocial issues decontextualized language linguistic productivity conversational responsivity teacher responsivity education emergent reading story contexts oral storytelling decontextualized talk shared-reading interactions preliteracy skills language acquisition marginalized children inclusive education language

Notable Scholarly Works

Notable Federal Grants

Collaborators

Black Families’ Social and Cultural Capital During Covid: Families Talk About Coping and Supports. The Educational Forum (2024)

Stephanie M. CurentonKerry-Ann EscaygCristina GrandaSherell HouseTaylor BolanJacqueline SimsNneka Ibekwe-Okafor

public healthfamily diversityblack experiencecovid-19mental healthsociologyfamily interactionssocioeconomic statussocial determinants of healthfamily issuesfamily psychologycultural capitalsocietal influenceafrican american studiessocial isolationblack familiessocial justice

Initial Validation of the Family Cultural Wealth Survey: Relation With Racial Discrimination and Well-Being for Black Families. Adversity and Resilience Science (2024)

Iheoma U. IrukaAlexandria B. ForteSihong LiuJacqueline SimsStephanie M. Curenton

sociologyinitial validationsocial sciencesresilienceintergenerational relationsfamily relationscommunity resiliencepsychological traumablack familiesracial discriminationamerican studiespsychologydemographyintergenerational equityresilience analysisfamily processpsychosocial researchwell-beingfamily issuessocial inequality

Introduction to the Supplemental Issue: Advancing Developmental Science on the Impact of Racism in the Early Years. Early Childhood Research Quarterly (2024)

Stephanie M. CurentonIheoma U. IrukaJacqueline SimsNneka Ibekwe-Okafor

early childhood developmentracial discriminationearly childhoodearly yearscontemporary racismafrican american studiesracial prejudicedevelopmental science

The Promotive and Protective Effects of Parents’ Perceived Changes During the Covid-19 Pandemic on Emotional Well-Being Among U.S. Households With Young Children: An Investigation of Family Resilience Processes. Frontiers in Psychology (2024)

Sihong LiuStephanie M. CurentonJacqueline SimsPhilip A. Fisher

emotional well-beingchild psychologyfamily relationsbehavioral sciencespublic healthdevelopmental psychologyfamily resilience processessocial-emotional developmentfamily psychologycultural psychologyapplied psychologyparent leadershipprotective effectshealth psychologypsychologyyoung childrensocial psychologyquality of lifeparental caremental healthwell-beingsocial-emotional wellbeing

Black Motherhood and the Dual Pandemics: The Protective Role of Stable Income on Mental Wellbeing. Journal of Social Issues (2023)

Nneka Ibekwe‐OkaforJacqueline SimsStephanie M. Curenton

social epidemiologysociologysocial problemssocial sciencessocial determinants of healthsocial science researchdual pandemicspublic healthminority stresshealth inequalitiessocial impactstable incomemental wellbeingfamily psychologyfamily violencepsychosocial issuesprotective rolesocial psychologyblack motherhoodsocio-economic issuessocial anthropologymental healthreproductive health

Examining the Relationship Between Discrimination, Access to Material Resources, and Black Children's Behavioral Functioning During Covid-19. Carolina Digital Repository (University of North Carolina at Chapel Hill) (2023)

Ibekwe-Okafor, NnekaSims, JacquelineLiu, SihongCurenton-Jolly, StephanieIruka, IheomaEscayg, Kerry-AnnBruno, BeverlyFisher, Philip

material resourcessocial epidemiologyearly childhoodearly life exposureschild psychologybehavioral sciencespublic healthdevelopmental psychologybehavioral functioningapplied developmental psychologysocial biasearly childhood developmentchild developmentcovid-19early childhood educationracial discriminationblack childreneducationpsychosocial researchchild healthdevelopmental psychopathology

Antiracism Defined as Equitable Sociocultural Interactions in Prekindergarten: Classroom Racial Composition Makes a Difference. Child Development (2022)

Stephanie M. CurentonShana E. RochesterJacqueline SimsNneka Ibekwe‐OkaforIheoma U. IrukaArlene G. García‐MirandaJessica Whittaker

classroom racial compositionearly childhood developmentchild developmentearly childhood educationsociologyhigher educationsocial scienceseducationequitable sociocultural interactionssociocultural anthropologysociology of education

A Validation Study of the Assessing Classroom Sociocultural Equity Scale (Acses) in Pre-Kindergarten to Third Grade Classrooms. Early Education and Development (2022)

Molly J. GoldbergDalhia D. LloydGullnar SyedGreg W. WelchStephanie M. Curenton

early educationcurriculum developmentearly childhood educationthird grade classroomseducationvalidation study

Effects of Racism on Child Development: Advancing Antiracist Developmental Science. Annual Review of Developmental Psychology (2022)

Iheoma U. IrukaNicole Gardner-NeblettNicole A. TelferNneka Ibekwe-OkaforStephanie M. CurentonJacqueline SimsAmber B. SansburyEnrique W. Neblett

developmental psychologychild developmentanti-racismantiracist developmental sciencepsychologyeducationdevelopmental sciencebehavioral sciences

Fostering Dual Language Learners’ Participation in Head Start Classroom Conversations Through Code-Switching in Whole Group and Small Group Settings. Early Education and Development (2022)

Sarah SurrainStephanie M. CurentonCecilia Jarquín Tapia

early educationcurriculum developmentdual language learnersearly childhood developmentcommunicationearly childhood educationsmall group settingscode-switchinglanguage development

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Stephanie Curenton

Professor

Boston University

Affiliations

Wheelock College of Education & Human Development

Educational Leadership & Policy Studies

Stephanie Curenton is currently serving as an Educational Leadership & Policy Studies Professor at Boston University.

Honors

Create free account to unlock more features

Experiences

Create free account to unlock more features

Education

Create free account to unlock more features

Stephanie Curenton

Boston University

Professor

You can click a keyword to filter the displayed items

Notable Scholarly Works

Notable Federal Grants

Collaborators

Black Families’ Social and Cultural Capital During Covid: Families Talk About Coping and Supports. The Educational Forum (2024)

Stephanie M. CurentonKerry-Ann EscaygCristina GrandaSherell HouseTaylor BolanJacqueline SimsNneka Ibekwe-Okafor

Initial Validation of the Family Cultural Wealth Survey: Relation With Racial Discrimination and Well-Being for Black Families. Adversity and Resilience Science (2024)

Iheoma U. IrukaAlexandria B. ForteSihong LiuJacqueline SimsStephanie M. Curenton

Introduction to the Supplemental Issue: Advancing Developmental Science on the Impact of Racism in the Early Years. Early Childhood Research Quarterly (2024)

Stephanie M. CurentonIheoma U. IrukaJacqueline SimsNneka Ibekwe-Okafor

early childhood developmentracial discriminationearly childhoodearly yearscontemporary racismafrican american studiesracial prejudicedevelopmental science

Sihong LiuStephanie M. CurentonJacqueline SimsPhilip A. Fisher

Black Motherhood and the Dual Pandemics: The Protective Role of Stable Income on Mental Wellbeing. Journal of Social Issues (2023)

Nneka Ibekwe‐OkaforJacqueline SimsStephanie M. Curenton

Ibekwe-Okafor, NnekaSims, JacquelineLiu, SihongCurenton-Jolly, StephanieIruka, IheomaEscayg, Kerry-AnnBruno, BeverlyFisher, Philip

Antiracism Defined as Equitable Sociocultural Interactions in Prekindergarten: Classroom Racial Composition Makes a Difference. Child Development (2022)

Stephanie M. CurentonShana E. RochesterJacqueline SimsNneka Ibekwe‐OkaforIheoma U. IrukaArlene G. García‐MirandaJessica Whittaker

A Validation Study of the Assessing Classroom Sociocultural Equity Scale (Acses) in Pre-Kindergarten to Third Grade Classrooms. Early Education and Development (2022)

Molly J. GoldbergDalhia D. LloydGullnar SyedGreg W. WelchStephanie M. Curenton

early educationcurriculum developmentearly childhood educationthird grade classroomseducationvalidation study

Effects of Racism on Child Development: Advancing Antiracist Developmental Science. Annual Review of Developmental Psychology (2022)

Iheoma U. IrukaNicole Gardner-NeblettNicole A. TelferNneka Ibekwe-OkaforStephanie M. CurentonJacqueline SimsAmber B. SansburyEnrique W. Neblett

developmental psychologychild developmentanti-racismantiracist developmental sciencepsychologyeducationdevelopmental sciencebehavioral sciences

Fostering Dual Language Learners’ Participation in Head Start Classroom Conversations Through Code-Switching in Whole Group and Small Group Settings. Early Education and Development (2022)

Sarah SurrainStephanie M. CurentonCecilia Jarquín Tapia

early educationcurriculum developmentdual language learnersearly childhood developmentcommunicationearly childhood educationsmall group settingscode-switchinglanguage development

1
2
3
4
5
10 / page

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