Scholars

Blake, Jamilia

Professor

Positions:

Professor, Educational Psychology, College of Education and Human Development

Research Tags:

4 Quality Education 16 Peace, Justice and Strong Institutions

Single Page Bio

jjblake@tamu.edu

1 979 862 8341

Co-author Network

Map of Science

Co-investigator Network

Websites

Blake Google Scholar

ORCID

0000-0002-1452-6770

Research Tags:

4 Quality Education 16 Peace, Justice and Strong Institutions

overview

My research interests surround children's peer relations. Specifically, I am interested in exploring peer-directed aggression in ethnic/minority populations and females and the relation between peer-directed aggression and childrens psychological/social adjustment, academic achievement, and familial risk and protective factors. I am also interested in the application of multivariate analytic approaches to clinical and developmental research.

education and training

Ph.D. in Educational Psychology, University of Georgia - (Athens, Georgia, United States) 2007
M.Ed. in Educational Psychology, University of Georgia - (Athens, Georgia, United States) 2003
B.S. in Psychology, University of Georgia - (Athens, Georgia, United States) 2000

selected publications

Academic Articles35

Winters, R. R., Blake, J. J., & Chen, S. (2020). Bully Victimization Among Children With Attention-Deficit/Hyperactivity Disorder: A Longitudinal Examination of Behavioral Phenotypes. Journal of Emotional and Behavioral Disorders. 28(2), 80-91.
Smith, D. M., Blake, J. J., Luo, W., Keith, V. M., & Gilreath, T. (2020). Subtypes of Girls Who Engage in Serious Delinquency and Their Young Adult Outcomes. Psychology of Women Quarterly. 44(3), 403-416.
Smith, D., Ortiz, N. A., Blake, J. J., Marchbanks, M., Unni, A., & Peguero, A. A. (2020). Tipping Point: Effect of the Number of In-school Suspensions on Academic Failure. Contemporary School Psychology. 1-10.
Vaughan-Jensen, J., Smith, D. M., Blake, J. J., Keith, V. M., & Willson, V. K. (2020). Breaking the Cycle of Child Maltreatment and Intimate Partner Violence: The Effects of Student Gender and Caring Relationships with Teachers. Journal of Aggression Maltreatment & Trauma. 29(2), 1-19.

16 Peace, Justice and Strong Institutions
Mendoza, M., Blake, J. J., Marchbanks, M. P., & Ragan, K. (2020). Race, Gender, and Disability and the Risk for Juvenile Justice Contact. The Journal of Special Education. 53(4), 226-235.

Chapters3

Curby, T. W., Berke, E., Alfonso, V. C., Blake, J. J., DeMarie, D., DuPaul, G. J., ... Subotnik, R. F. (2018). Transition Practices into Kindergarten and the Barriers Teachers Encounter. Kindergarten Transition and Readiness. (pp. 249-264). Springer International Publishing.
Blake, J. J., Smith, D. M., Marchbanks, M. P., Seibert, A. L., Wood, S. M., & Kim, E. S. (2016). Does Student–Teacher Racial/Ethnic Match Impact Black Students’ Discipline Risk? A Test of the Cultural Synchrony Hypothesis. Skiba, R. J., Mediratta, K., & Rausch, M. K. (Eds.), Inequality in School Discipline. (pp. 79-98). Palgrave Macmillan US.
Marchbanks, M. P., Blake, J. J., Booth, E. A., Carmichael, D., Seibert, A., & Fabelo, T. (2015). The Economic Effects of Exclusionary Discipline on Grade Retention and High School Dropout. Losen, D. J. (Eds.), Closing the School Discipline Gap Equitable Remedies for Excessive Exclusion. (pp. 59-74). Teachers College Press.