- Assistant Professor, Educational Psychology, School of Education and Human Development
I currently serve as an assistant professor of school psychology in the department of educational psychology. My mission is to promote the resiliency of marginalized populations by understanding the context-specific challenges and cultural assets of racially diverse students that are amenable to intervention in order to improve educational and health equity. Currently, my work focuses on the utility of parental and peer ethnic-racial socialization in Black youth development, and race-related stressors within the context of peer support mechanisms that impact STEM attrition at the college level.
In addition to my program of research and teaching, I am the chair of the recruitment and retention subcommittee within the division of school psychology and serve as a faculty advisor for the XL Academy- a sophomore year experience for Black undergraduate students on campus.
- B.A. in Mathematics, Texas A&M University - (College Station, Texas, United States) 2011
- Ph.D. in School Psychology, The University of Texas at Austin - (Austin, Texas, United States)
- University of Pittsburgh - (Pittsburgh, Pennsylvania, United States), Postdoctoral Training 2017
- M.A. in Educational Psychology, The University of Texas at Austin - (Austin, Texas, United States) 2015
- Aston, C., Smith, L., & Woods, I. (2022). Examining the Importance of Rooting out Bias Through Culturally Responsive Clinical Judgement When Assessing Black Children. SCHOOL PSYCHOLOGY INTERNATIONAL. 43(6), 568-583.
- Miller-Cotto, D., Smith, L. V., Wang, A. H., & Ribner, A. D. (2022). Changing the conversation: A culturally responsive perspective on executive functions, minoritized children and their families. INFANT AND CHILD DEVELOPMENT. 31(1),
- Wang, M., Smith, L. V., Miller-Cotto, D., & Huguley, J. P. (2020). Parental Ethnic-Racial Socialization and Children of Color's Academic Success: A Meta-Analytic Review.. Child Dev. 91(3), e528-e544.
- Wang, M., Henry, D. A., Smith, L. V., Huguley, J. P., & Guo, J. (2020). Parental ethnic-racial socialization practices and children of color's psychosocial and behavioral adjustment: A systematic review and meta-analysis.. Am Psychol. 75(1), 1-22.
- Bentley-Edwards, K. L., Smith, L. V., Robbins, P. A., & Adams-Bass, V. N. (2019). Out of the Hood, But Not Out of the Woods: The School Engagement and Cohesion of Black Students Based on Exposure to Violence and Victimization. The Urban Review. 51(4), 540-558.
- Blake, J. J., Smith, L. V., & Knight, A. D. (2016). Theoretical frameworks of ethnic minority youth achievement.. Psychoeducational assessment and intervention for ethnic minority children: Evidence-based approaches.. 23-39. American Psychological Association (APA).
- Texas students of color returned to in-person learning at below-average rates. Experts say the reasons are nuanced. The Texas Tribune July 6, 2021
- CPSY676 Fam Couns & Psychother Instructor
- EPSY291 Research Instructor
- EPSY491 Research Instructor
- SPSY610 Child Psychopathology Instructor
- SPSY628 Consultation Theory Instructor