IMMERSE Accepted Publications

  • Knox, J., Cryer-Coupet, Q., Golden, A. R., Cerda-Smith, J., Wiseman, A., Barber, S., & Gaona, M. (2024). Correlates of adverse childhood experiences and secondary traumatic stress in school personnel. School Psychology, 39(5), 463–474. https://doi.org/10.1037/spq0000604
  • Winkler, C. E., & Wofford, A. M. (2024). Trends and Motivations in Critical Quantitative Educational Research: A Multimethod Examination Across Higher Education Scholarship and Author Perspectives. Research in Higher Education, 65(7), 1368-1394. https://doi.org/10.1007/s11162-024-09802-w
  • Yun, H. Y., & Espelage, D. (2024). Self-ratings and peer-ratings of bullying perpetrators: Intrapersonal and interpersonal factors that differentiate bully subgroups. Journal of School Psychology, 106, 101358. https://doi.org/10.1016/j.jsp.2024.101358
  • Cosso, J., & Melzi, G. (2025). Numeracy Engagement Patterns of U.S. Latine Families. Journal of Cognition and Development, 26(1), 158–173. https://doi.org/10.1080/15248372.2024.2389127
  • Starrett, A., Abrams, C., Case, L., Stribling, A., Miedema, S., Brian, A. (2025). Examining the relationship between actual and perceived motor competence profiles with executive function. Research Quarterly in Exercise Science, 97(1), 103-113. https://doi.org/10.1080/02701367.2025.2557377
  • Yun, H. Y. (2025). Rejection or Tolerance of Bullies: The Roles of Descriptive, Injunctive, and Popularity Norms. Social Development, 34(3), e12806. https://doi.org/10.1111/sode.12806
  • Zajic, M. C., Gudknecht, J., & McIntyre, N. S. (2025). Characterizing the Special Education Goals of Autistic Students: Latent Class Analysis With Demographic and Developmental Covariates. Exceptional Children, https://doi.org/10.1177/00144029251331861
  • Knox, J., Lawson, T. K., Goodwin, A. B., Golden, A. R., Arch, D. A. N., & Fallon, L. (2026). Supporting cultural responsiveness in the classroom: An exploratory study of teacher profiles. Journal of Educational & Psychological Consultation, 36(2), 181–206. https://doi.org/10.1080/10474412.2024.2449340
  • Harrell, D. R., Richardson, S. C., & Sheftall, A.H. (2025). School Connectedness and Suicidal Ideation Among Black Youth: A Latent Class Analysis. School Mental Health, 18, 415–427. https://doi.org/10.1007/s12310-025-09778-7
  • Gibson, S. M., Knox, J., Arch, D. A. N., Gatlin, D., Cooper-Roundy, V. H., Burnett, M., & Cooper, S. M. (2026). Bridging Two Worlds: The Interconnected Nature of Black Fathers’ School and Home Involvement. School Psychology Review, 1–15. https://doi.org/10.1080/2372966X.2025.2605462
  • Johnson. N., Gibson. S., Hawine, G., & Andrews, D. (in press). Utilizing Latent Class Analyses to Examine the Link between Black Emerging Adults’ Intersectional Discrimination Experiences and Mental Health. Emerging Adulthood. 

IMMERSE Fellows Jerica Knox and Alexandrea Golden Unveil New Research on Secondary Traumatic Stress in Schools Using Latent Class Analysis

December 2023

IMMERSE Fellows Jerica Knox (Cohort 1) & Alexandrea Golden (Cohort 2)'s latest publication, "Secondary Traumatic Stress in School Personnel: A Latent Class Analysis on Adverse Childhood Experience History," published in School Psychology, sheds light on the hidden burden of secondary traumatic stress in schools. Dr. Knox’s research focuses on advancing systems-level culturally responsive and trauma-informed practices and policies, emphasizing readiness for professional development in these areas. Dr. Golden’s research focuses on the resilience and positive development of racially minoritized youth who experience racism with a focus on Black adolescents.

IMMERSE Fellow Jimena Cosso Submits Study for Review on Numeracy Engagement Patterns of US Latine Families using Latent Class Analysis

July 1, 2024

IMMERSE Fellow Jimena Cosso (Cohort 1) has submitted a paper for review titled "Numeracy Engagement Patterns of US Latine Families." Dr. Cosso’s research explores the home and school learning contexts that affect how young children develop and learn, with a particular focus on dual language learners (DLLs) from immigrant Latine communities.

 

IMMERSE Fellows Jerica Knox and Alexandrea Golden Collaborate on Cultural Responsiveness Research using Latent Profile Analysis

July 1, 2024

IMMERSE Fellows Jerica Knox (Cohort 1), Alexandrea Golden (Cohort 2), and IMMERSE Graduate Student Dina Arch are preparing a paper for submission that investigates the state of cultural responsiveness in teachers using Latent Profile Analysis. 

 

Jerica Knox Presents on Cultural Responsiveness at 2023 Annual Conference on Advancing School Mental Health

December 2023

IMMERSE Fellow Jerica Knox (Cohort 1) presented at the 2023 Annual Conference on Advancing School Mental Health in New Orleans, LA. Her presentation, titled "The Current State of Cultural Responsiveness: Teacher Perspectives," showcased the use of Latent Profile Analysis to explore cultural responsiveness among teachers. Dr. Knox highlighted significant findings from her research and acknowledged the support and contributions of the IMMERSE fellowship program.