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Dr. Cokley is an Associate Professor of Counseling Psychology in the Department of Educational Psychology at the University of Texas at Austin, with a faculty affiliate status in the Center of African and African American Studies. Dr. Kevin Cokley received a B.A. in psychology in 1991 from Wake Forest University, an M.Ed. in counselor education in 1993 from the University of North Carolina at Greensboro, and a Ph.D. in Counseling Psychology in 1998 from Georgia State University.

His research can be broadly categorized in the area of African American psychology, with a focus on racial and ethnic identity development and correlates of academic achievement such as academic self-concept. His publications have appeared in professional journals such as the Journal of Black Psychology, the Journal of College Student Development, the Journal of Social Psychology, Measurement and Evaluation in Counseling and Development, the Journal of Multicultural Counseling and Development, the Journal of Counseling Psychology, Cultural Diversity and Ethnic Minority Psychology, Educational and Psychological Measurement, and the Harvard Educational Review.

More recently Dr. Cokley has become interested in better understanding cultural processes and variables (e.g., enculturation, individualism-collectivism) to reconceptualize various psychological and educational challenges which impact African Americans. A theme of much of Dr. Cokley’s research is understanding the psychological and environmental factors that impact African American student achievement. Dr. Cokley’s research and scholarship has led him to challenge the notion that African American students are anti-intellectual, and to critically re-examine the impact of racial and ethnic identity and gender on academic achievement.

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Recent Awards

  • 2008 Awardee "10 Rising Stars of the Academy", Diverse Issues in Higher Education
  • 2007 Scholarship Award, Association of Black Psychologists
  • 2004 Emerging Scholars Award, Division 45 (Society of the Psychological Study of Ethnic Minority Issues)

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Boards, Committees and Associations

  • Associate Editor, Journal of Black Psychology
  • Editorial Board, Journal of Counseling Psychology
  • Editorial Board, Cultural Diversity and Ethnic Minority Psychology
  • Editorial Board, Educational Researcher

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Contact Information

Office SZB 262N
Phone (512) 471-7498
Fax (512) 475-7641
Email kevin.cokley@mail.utexas.edu
Mailing Address Educ Psychol Dept
1 University Station D5800
Austin, Texas 78712
UTMailCode: D5800

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My research can be broadly categorized in the area of African American psychology, and my research interests include the construction of racial and ethnic identities, and understanding the psychological and environmental factors that impact African American student achievement.

Racial and Ethnic Identity

The multicultural movement in psychology owes much of its stature in the field to the efforts of counseling psychologists. Racial and ethnic identity are two of the most researched multicultural constructs. My research in this area has focused on two objectives:

  1. to apply new developments in racial and ethnic identity theories to gain insight into "old" problems
  2. to critically examine the theoretical foundations of racial and ethnic identity theories and the psychometric soundness of racial and ethnic identity instruments

Academic Achievement

The academic achievement of African American students is a topic of great concern for educators, researchers, and politicians. Using counseling, social, and educational psychological theories and approaches, I am interested in the psychological and environmental factors that impact African American student achievement. My research has specifically focused on several variables including:

  1. racially homogeneous and heterogeneous environments (i.e., predominantly Black versus predominantly White schools)
  2. quality of student-teacher interactions
  3. academic self-concept
  4. academic motivation
  5. academic disidentification
  6. devaluing academic success

My research program currently seeks to explore the ways that ethnic and racial identity, academic self-concept and devaluing academic success interact to predict academic achievement. I am also interested in investigating the degree to which personality factors, such as conscientiousness, impact academic achievement. Ultimately I am interested in teasing out the relative importance and contributions of racial and ethnic factors (e.g., racial and ethnic identity, anti-White attitudes), environmental factors (quality of student-professor interactions, perceptions of discrimination, race-related stress), and individual difference factors (e.g., academic self-concept, devaluing academic success, conscientiousness) in predicting academic outcomes.

Cultural Psychology

More recently I have become interested in better understanding cultural processes and variables (e.g., enculturation, individualism-collectivism) to reconceptualize various psychological, mental health, and educational challenges which impact African Americans. I am in the process of developing a racial worldview scale to better understand how racialized thinking informs prejudiced thinking.

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PUBLICATIONS (Refereed Journal Articles)

Komarraju, M., & Cokley, K. (In Press). Horizontal and vertical dimensions of individualism-collectivism: A comparison of African Americans and European Americans. Cultural Diversity and Ethnic Minority Psychology.

Evans, G., & Cokley, K. (In Press). African American women and the academy: Using career mentoring to increase research productivity. Training and Education in Professional Psychology.

Cooke, B., Cokley, K., Webb, S., & Moon, L. (2007). Therapeutic Cultural competence in theory and practice following Hurricane Katrina: Culturally appropriate therapeutic responses to disaster relief. The Journal of Race and Policy, 3, 141-165.

Cokley, K. & Helm, K. (2007). The relationship between African American enculturation and racial identity. Journal of Multicultural Counseling and Development, 35, 142-153.

Cokley, K. (2007). Critical issues in the measurement of ethnic and racial identity: A referendum on the state of the field. Journal of Counseling Psychology, 54, 224-234.

Cokley, K., & Moore, P. (2007). Moderating and Mediating Effects of Gender and Psychological Disengagement on the Academic Achievement of African American College Students. Journal of Black Psychology, 33, 169-187.

Cokley, K., Komarraju, M., Pickett, R., Shen, F., Patel, N., Belur, V., & Rosales, R. (2007). Ethnic differences in endorsement of the Protestant work ethic: The role of ethnic identity and perceptions of social class. Journal of Social Psychology, 147, 75-89.

Cokley, K. & Patel, N. (2007). A Psychometric Investigation of the Academic Self-Concept of Asian American College Students. Educational and Psychological Measurement, 67, 88-99.

Cokley, K., Komarraju, M., Rosales, R., Shen, F., Picket, R., & Patel, N. (2006). A New Scale for Assessing the Quality of Student-Professor Interactions. Journal of the Professoriate, 2, 53-67.

Cokley, K. (2005). Racial(ized) Identity, Ethnic Identity, and Afrocentric Values: Conceptual and Methodological Challenges in Understanding African American Identity. Journal of Counseling Psychology, 52, 517-526.

Awad, G., Cokley, K., & Ravitch, J. (2005). Attitudes Toward Affirmative Action: A Comparison of Color-Blind Versus Modern Racist Attitudes. Journal of Applied Social Psychology, 35, 1384-1399.

Cokley, K., & Williams, W. (2005). A Psychometric Examination of the Afrocentric Scale: Challenges in Measuring Africentric Values. Journal of Black Studies, 35, 827-843.

Cokley, K., Komarraju, M., Patel, N., Piedrahita, S., Rosales, R., Castillon, J., Pickett, R., Ravitch, J, & Pang, L. (2004). Construction and Initial Validation of the Student-Professor Interaction Scale (SPIS). The College Student Affairs Journal, 24(1), 32-50.

Berkel, L., Armstrong, T., & Cokley, K. (2004). Similarities and Differences between Religiosity and Spirituality in African American College Students: A Preliminary Investigation. Counseling and Values, 49, 2-14.

Cokley, K. (2003). What Do We Know About the Academic Motivation of African American College Students? Challenging the "Anti-Intellectual Myth" Harvard Educational Review, 73, 524-558.

Cashel, M. L., Cunningham, D., Landeros, C., Cokley, K., & Muhammad, G. (2003). Sociocultural attitudes and symptoms of bulimia: Evaluating the SATAQ with diverse college groups. Journal of Counseling Psychology, 50, 287-296.

Cokley, K., Komarraju, M, King, A., Cunningham, D., & Muhammad, G. (2003). Ethnic differences in the measurement of academic self-concept in a sample of African American and European American College Students. Educational and Psychological Measurement, 63, 707-722.

Cokley, K. (2002). The Impact of College Racial Composition on African American Students’ Academic Self-Concept: A Replication and Extension. Journal of Negro Education, 71, 288-296.

Cokley, K. (2002). Ethnicity, Gender, and Academic Self-Concept: A Preliminary Examination of Academic Disidentification and Implications for Psychologists. Cultural Diversity & Ethnic Minority Psychology, 8, 378-388.

Cokley, K. (2002). Testing Cross’s Revised Racial Identity Model: An Examination of the Relationship between Racial Identity and Internalized Racialism. Journal of Counseling Psychology, 49, 476-483.

Cokley, K., Caldwell, L., Miller, K., & Muhammad, G. (2001). Content Analysis of the Journal of Black Psychology (1985-1999). Journal of Black Psychology, 27, 424-438.

Cokley, K. (2001). Gender differences Among African American Students in the Impact of Racial Identity on Academic Psychosocial Development. Journal of College Student Development, 42, 480-486.

Cokley, K., & Helm, K. (2001). Testing the Construct Validity of Scores on the Multidimensional Inventory of Black Identity. Measurement and Evaluation in Counseling and Development, 34, 80-95.

Cokley, K., Bernard, N., Cunningham, D. & Motoike, J. (2001). A Psychometric Investigation of the Academic Motivation Scale Using a United States Sample. Measurement and Evaluation in Counseling and Development, 34, 109-119.

Vandiver, B. J., Fhagen-Smith, P. E., Cokley, K., Cross, W. E., Jr., & Worrell, F. C. (2001). Cross’ nigrescence model: From theory to scale to theory. Journal of Multicultural Counseling and Development, 29, 174-199.

Cokley, K., Miller, K. Cunningham, D. Motoike, J., King, A., & Awad, G. (2001). Developing an Instrument to Assess College Students’ Attitudes Toward Pledging and Hazing in Greek Letter Organizations. College Student Journal, 35, 451-456.

Cokley, K. (2000). Perceived Faculty Encouragement and its Influence on College Students. Journal of College Student Development, 41(3), 348-352.

Cokley, K. (2000). An Investigation of Academic Self-Concept and its Relationship to Academic Achievement in African American College Students. Journal of Black Psychology, 26(2), 148-164.

Cokley, K. (2000). Examining the validity of the Academic Motivation Scale: Comparing scale construction to self-determination theory. Psychological Reports, 86, 560-564.

Cokley, K. (1999). Reconceptualizing the impact of college racial composition on African American students’ racial identity. Journal of College Student Development, 40(3), 235-246.

Cokley, K. (1996). The psychological and socio-historical antecedents of violence: An Africentric analysis. The Journal of African American Men, 2, 3-13.

Publications (Book Chapters)

Cokley, K. (In Press). Training the Next Generation of Ethnic Minority Multicultural Researchers. In S. Henderson & J. White (Eds.) Best Practices in Multicultural Competency Training. Roman Littlefield, Lanham: MD.

Cokley, K. (In Press). Teaching about the Psychology of Race and Racism: Lessons Learned.

Cokley, K., & Awad, G. (2007). Conceptual and Methodological Issues Related to Multicultural Research. In P. Heppner, D. Kivlighan, & B. Wampold Research Design in Counseling (3rd Ed., pp. 366 – 384). Brooks Cole. Belmont, CA.

Cokley, K. (2006). The Impact of Racialized Schools and Racist (Mis)Education on African American Students’ Academic Identity. In M. Constantine & D. Sue (Eds.) Addressing Racism: Facilitating Cultural Competence in Mental Health and Educational Settings, pp. 127-144. John Wiley & Sons. Hoboken, NJ.

Cokley, K. (2004). The Use of Race and Ethnicity Constructs in Psychological Practice: A Review. In R. Carter (Ed.) Handbook of Racial-Cultural Psychology and Counseling. Vol. 2, pp. 249-261. John Wiley & Sons. Hoboken, NJ.

Cokley, K., Dreher, G., & Stockdale, P. (2003). Toward Inclusiveness and Career Success of African Americans in the Workplace. The Psychology and Management of Workplace Diversity, pp. 168-190. Blackwell Publishers. Malden, M.A.

Cokley, K. (2003). Afrocentricity and African Psychology. In J. Conyers (Ed.), Afrocentricity and the Academy: Essays on Theory and Practice. McFarland & Company, pp. 141-162. McFarland & Company. Jefferson: N.C.

Cokley, K. (2002). To Be or Not to Be Black: Problematics of a Racial Identity. In R. Birt (Ed.), The Quest For Community And Identity: Critical Essays In Africana Social Philosophy, pp. 29-44. Rowman & Littlefield. Lanham: MD.

PUBLICATIONS (Edited Books or Encyclopedias)

Encyclopedia of Race and Racism (2007). Editor in Chief: John Hartwell Moore. Associate Editors: Russell L Adams, Gregory R. Campbell, Patricia Hill Collins, Alan Goodman, Antoinette T. Jackson, Leonard Lieberman, Kenneth B. Nunn, and Denise Segura. Consulting Editors: J. Keith Akins, Karen Brodkin, Kevin O. Cokley, and Faye Harrison.

Book review

Cokley, K., & Rosales, R. (2005). Book Review of Handbook of Multicultural Competencies in Counseling and Psychology. Measurement and Evaluation in Counseling and Development, 38, 176-182.

Manuscripts under review

Cokley, K., & Chapman, C. (In Progress). Racial Identity Theory: Adults. In H. Neville, B. Tynes, & S. Utsey (Eds.), Handbook of African American Psychology. Sage Publishers. Thousands Oak: C.A.

Manuscripts in progress

Cokley, K., & Chapman, C. (In Progress). The Roles of Ethnic Identity, Anti-White Attitudes, and Academic self-concept in African American Student Achievement.

Unpublished manuscripts

Cokley, K., Webb, T., Rosales, R., McCloskey, C., Thomas, R., & Williams, B. Measurement and structure of ethnic identity for African American and ethnically diverse college samples.

Cokley, K., Alfred, G., & Goode-Cross, D. Hazing in Black Fraternities: The Cultural Construction of Black Manhood.

Cokley, K., Komarrauj, M., Patel, N., Muhammad, G., Daniels, K., & Banet, M. Where are racial identity articles most frequently published? A content analysis of journals and authors from 1980 - 1999.

Cokley, K. A Case Study of High-Achieving African American Men and the Impact of Fraternity Membership.

Cokley, K., Komarraju, M, Patel, N, & Daniels, K. Environment matters: Examining the Academic Self-Concept of African American Students in a Predominantly Black vs. Predominantly White College Setting.

Patel, N. & Cokley, K. The Relationship of Academic Achievement, Asian Values, and Acculturation to Internalization of the Model Minority Stereotype in Asian American College Students.

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Conference Presentations and Referred Papers

Cokley, K. (2007, August). Strategies for Getting Published: A Panel of Emerging Scholars and Journal Editors. Professional Development Workshop presented at the 39th Annual International Convention of the Association of Psychologists. Houston, Texas. Participants: Kevin Cokley, Heather Lyons, Tiffany Townsend, Shawn Utsey, & Katrina Walker

Cokley, K., (2007, August). Moderating and Mediating Effects of Gender and Psychological Disengagement on the Academic Achievement of African American College Students. 39th Annual International Convention of the Association of Psychologists. Houston, Texas.

Thompson, B., & Elmore, P. (2007, April). Getting Published: A Panel of Journal Editors and Emerging Scholars. Mini-course presented at the Annual American Educational Research Association. Chicago, Illinois. Participants: Kevin Cokley, Dimiter Dimitrov, Patricia Elmore, Karen Harris, Rhonda Kowalchuk, Margaret LeCompte, Jacqueline Leonard, Anthony Onwuegbuzie, Audra Skukauskaite, Bruce Thompson, & J. Kyle Roberts.

Cokley, K. (2007, March). Co-presenters included Azibo, D. and Curry, T. Is race a social construct? Roundtable presented at the 31th Annual National Council for Black Studies, San Diego, CA.

Cokley, K., (2006, October). Moderating and Mediating Effects of Gender and Psychological Disengagement on the Academic Achievement of African American College Students. Paper presented at the Brothers of the Academy Think Tank. Atlanta, GA.

Rosales, R. & Cokley, K. (2006, August). Latina/o College Student Achievement: Culture, Professor Interactions and Academic Self-Concept. Poster presented at the American Psychological Association Conference 2006. New Orleans, Louisiana.

Cokley, K. (2006, July). Setting a 21st Century Research Agenda for Black Psychology. Professional Development Workshop presented at the 38th Annual International Convention of the Association of Psychologists. Cleveland, Ohio. Participants: Faye Belgrave, Wade Boykin, Terra Bown-Reid, Tiffany Townsend, Shawn Utsey, Katrina Walker, & Arthur Whaley.

Thompson, B., & Elmore, P. (2006, April). Getting Published: A Panel of Journal Editors and Emerging Scholars. Mini-course presented at the Annual American Educational Research Association. San Francisco: California. Participants: Kevin Cokley, Patricia Elmore, Margaret LeCompte, Anthony Onwuegbuzie, Bruce Thompson, & J. Kyle Roberts.

Cokley, K. (2006, March). Co-presenters included Livingston, J., Lovett, D., Francis, N., & Jackson, V. The Legacy of Reginald Jones in Black Psychology. Symposium presented at the 30th Annual National Council for Black Studies, Houston, TX.

Cokley, K. (2006, February). Co-presenters included Caldwell, L., Butler, K., and Whaley, A. Empowering African American Males: Imaginable Outcomes. Workshop Presented at the 23rd Teachers College Winter Roundtable on Cultural Psychology and Education. New York, NY.

Cokley, K., Rosales, R., Patel, N., & Webb, T. (2005, August). Challenges in Studying Ethnic Identity and Mental Health Across Ethnic Groups. Symposium presented at the 113th Convention of the American Psychological Association. Washington, DC.

Cokley, K., & Utsey, S. (2005, August). Co-facilitators of the James Jones Conversation Hour at the 113th Convention of the American Psychological Association. Washington, DC.

Patel, N., & Cokley, K. (2005, August). Factors Influencing Academic Persistence Decisions Among Asian American Undergraduate Students. Poster Presented at the 113th Convention of the American Psychological Association. Washington, DC.

Cokley, K. (2005, April). Deconstructing Ogbu’s Acting White Thesis: An Africentric Critique. Presented in session: The Cultural Ecological Theory in Perspective: Assessments of John Ogbu’s Understanding of Minority Academic Achievement. Montreal, Canada.

Thompson, B., & Elmore, P. (2005, April). Getting Published: A Panel of Journal Editors and Emerging Scholars. Mini-course presented at the Annual American Educational Research Association. Montreal: Canada. Participants: Patricia Elmore, Michele Foster, Karen Harris, Margaret LeCompte, Anthony Onwuegbuzie, Patricia Snyder, Bruce Thompson, Janet Holt, J. Kyle Roberts, Steve Ferrera, Kevin Cokley, & Jacqueline Leonard.

Cokley, K. (2005, April). Researching the Importance of Student-Professor Interactions in Retention Efforts. Presented at the Annual American Educational Research Association. Montreal, Canada.

Cokley, K. (2005, March). Athleticism, Physical Prowess, and Internalized Racialism: Problematics of Black Identity. 29th Annual National Council for Black Studies. New Orleans, LA.

Rosales, R., & Cokley, K. (2005, February). Additional Evidence for the Student-Professor Interaction Scale: Implications for Faculty Working with Racial/Ethnic Minority Students. 22nd Annual Teachers College Winter Roundtable on Cultural Psychology and Education. New York, NY.

Thomas, R., Webb, T., & Cokley, K. (2005, February). Measurement and Structure of Ethnic Identity for African American College Students. 22nd Annual Teachers College Winter Roundtable on Cultural Psychology and Education. New York, NY.

Cokley, K. (2005, February). How Racist (Mis)Education Kills the Hopes, Dreams, and Souls of African American Students. 22nd Annual Teachers College Winter Roundtable on Cultural Psychology and Education. New York, NY.

Okorodudu, C., & Holiday, B. (2005, January). Transforming Competing Racial/Ethnic Oppressions: Toward Inclusive Social Justice Strategies. Difficult Dialogue Roundtable Discussion at the National Multicultural Conference and Summit. Hollywood, CA. Participants: Kevin Cokley, Jose Cervantes, Tawa Witko, Donna Nagata, Neil Altman, & Carlotta Ocampo.

Obasi, E., & Smith, T. (2004, August). The Wisdom of Sankofa: Using Hwemudua in Facing the Challenges of Yesterday, Today, and Tomorrow Through An Intergenerational Dialogue. Think Tank presented at the 36th Annual Association of Black Psychologists Convention. Washington, DC. Participants: Kevin Cokley, Cheryl Tawede Grills, Linda James Myers, & Thomas Parham.

Cokley, K. (2004, June). Teaching About the Psychology of Race and Racism: Lessons Learned. Presented at the 17th Annual National Conference on Race and Ethnicity. Miami, FL.

Awad, G, Ravitch, J., & Cokley, K. (2004, June). Attitudes Toward Affirmative Action: A Comparison of Color-blind Versus Modern Racist Attitudes. Poster Presentation at the 5th biennial meeting of the Society for the Psychological Study of Social Issues. Washington, DC.

Wickline, V., Marks, A., & Cokley, K. (2004, May). Academic Identification, Valuation, and Motivation of African American Students. Poster presentation at American Psychological Society. Chicago, IL.

Thompson, B., & Elmore, P. (2004, April). Getting Published: A Panel of Journal Editors and Emerging Scholars. Mini-course presented at the Annual American Educational Research Association. San Diego: CA. Participants: Patricia Elmore, Michele Foster, Karen Harris, Margaret LeCompte, Anthony Onwuegbuzie, Patricia Snyder, Bruce Thompson, Janet Holt, J. Kyle Roberts, Steve Ferrera, Kevin Cokley, & Jacqueline Leonard.

Cokley, K. (2004, February). Using an Afrocentric Cultural Paradigm to Rethink Our Understanding of Racial and Ethnic Identity. Presented at the 21st Annual Teachers College Winter Roundtable on Cultural Psychology and Education. New York: NY.

Patel, N., & Cokley, K. (2004, February). The Relationship of Academic Achievement, Asian Values, and Acculturation to Internalization of the Model Minority Stereotype in Asian American College Students. Presented at the 21st Annual Teachers College Winter Roundtable on Cultural Psychology and Education. New York: NY.

Rosales, R., Patel, N., & Cokley, K. (2004, February). Construction and Validation of the Student-Professor Interaction Scale: A Presentation of the Findings for African American and Latino/a Students. Presented at the 21st Annual Teachers College Winter Roundtable on Cultural Psychology and Education. New York: NY.

Cokley, K., & Hilliard, A. (2003, October). Achievement Motivation in African American Students. Think Tank moderated at the Brothers of the Academy Think Tank. Kansas City, MO.

Cokley, K. (2003, August). Symposium Chair. Promoting Positive Black Student Development Through An African-Centered Psychology Class. Presented at the 35th Annual Convention of the Association of Black Psychologists. New Orleans, LA.

Cokley, K., Daniels, K., Komarraju, M., & Patel, N. (2003, August). Environment Matters: Examining the Structure of Academic Self-Concept Among African American Students in a Predominantly Black Versus Predominantly White College Setting. Poster presented at the 35th Annual Convention of the Association of Black Psychologists. New Orleans, LA.

Patel, N., & Cokley, K. (2003, August). Relationship between acculturation and internalization of the model minority stereotype. Poster presented at the 111th Convention of the American Psychological Association. Toronto, CA.

Cokley, K. (2003, June). What Do We Really Know About the Academic Motivation of African American College Students? Challenging the "Anti-Intellectual" Myth. Presented at the 16th Annual National Conference on Race and Ethnicity. San Francisco, CA.

Helm, K., Yanico, B., & Cokley, K. (2002, August). African American Racial Identity: An Examination of Two Theories. Presented at the110th Convention of the American Psychological Association. Chicago, IL.

Cokley, K. (2002, August). Symposium Chair. Contemporary Community Activism Among Urban Youth. Presenters: Latoya Conner, Leanne Stahnke, Nova Gutierrez, & Doris Santaro. Presented at the 110th Convention of the American Psychological Association. Chicago, IL.

Cokley, K. (2002, June). Does Anti-Intellectualism Explain African American Students’ Underachievement? Challenging a Black Conservative’s Critique of The Psychology of African American Students. Presented at the 15th Annual National Conference on Race and Ethnicity. New Orleans, LA.

Cokley, K. (2002, February). An Examination of the Relationship between Internalized Racialism and Racial Identity: Testing Cross’s Revised Racial Identity Model. Presented at the 19th Annual Teachers College Winter Roundtable On Cross-Cultural Psychology and Education, New York, NY.

Cokley, K. (2001, August). Ethnicity, Gender, and Academic Self-Concept: A Preliminary Examination of Academic Disidentification and Implications for Psychologists. Poster presented at the 109th Annual Convention of the American Psychological Association. San Francisco, CA.

Berkel, L., Armstrong, T., & Cokley, K. (2001, August). Validation of the Armstrong Measure of Spirituality (AMOS). Poster presented at the 109th Annual Convention of the American Psychological Association. San Francisco, CA.

Cokley, K. (2001, August). Gender Differences Among African American Students in the Impact of Racial Identity on Academic Psychosocial Development. Presented at the 33rd Annual Convention of the Association of Black Psychologists. Denver, CO.

Cokley, K. (2001, August). Gender, Spirituality, and Notions of Authenticity. Think Tank: The Christian Worldview and African Thoughts, Ideas, & Practices: Are They Compatible? Presented at the 33rd Annual Convention of the Association of Black Psychologists. Denver, CO.

Cokley, K. (2001, June). Does the Racial Composition of College Impact African American Students’ Academic Motivation? Presented at the 14th Annual National Conference on Race and Ethnicity in American Higher Education, Seattle, WA.

Caldwell, L., Cokley, K., Reeson, H., & Lemberger, M. (2001, March). Action Research in Counseling Psychology: Social Justice and Research Training. Presented at the Houston 2001 National Counseling Psychology Conference, Houston, TX.

Cokley, K., & Caldwell, L. (2001, March). Counseling African American College Students Experiencing Academic Difficulties. Presented at the Houston 2001 National Counseling Psychology Conference, Houston, TX.

Cokley, K. & Patel, N. (2001, January). Examining the Presumption of Equivalent Measurement of Academic Motivation in a Sample of African American and White American College Students. Presented at the Relevance of Assessment and Culture in Evaluation (RACE) Conference, Tempe, AZ.

Cokley, K. (2000, June). The Impact of College Racial Composition on African American Students’ Academic Self-Concept and Academic Achievement. Presented at the 13th Annual National Conference on Race and Ethnicity in American Higher Education, Santa Fe, NM.

Cokley, K., Helm, K., Robinson, N., & Miller, K. (1999, August). A Content Analysis of the Multidimensional Inventory of Black Identity. Symposium presented at the Association of Black Psychologists 31st Annual Convention, Charleston, SC.

Cokley, K. (1999, June). The Impact of College Racial Composition on African American Students’ Racial Identity. Presented at the 12th Annual National Conference on Race and Ethnicity in American Higher Education, Memphis, TN.

Cross, W., Vandiver, B., Phagen-Smith, P., & Cokley, K. (1999, February). Development of a New Nigrescence Measure: Theory, Development and Application. Workshop at the 16th Annual Teachers College Winter Roundtable on Cross-Cultural Psychology and Education, New York, NY.

Cokley, K. (1998, April). Scholars and Students Talk Racial and Ethnic Identity. Discussant at the Southeastern Psychological Association Conference, Mobile, AL.

Cokley, K. (1997, October). To Be or Not To Be Black: Problematics of a Racial Identity. Presented at the Radical Philosophy Conference, "Intersections of Race." Baltimore, MD.

Cokley, K. (1997, August). An Exploratory Study on the Relationship of Spirituality, Racial Identity, and Academic Motivation in African American Women. Presented at the Association of Black Psychologists 29th Annual Convention, Washington, DC.

Cokley, K. (1995, August). Survey of Attitudes about Pledging Fraternities and Sororities: A Comparative Analysis of Race, Gender, and Organizational Affiliation. Presented at the Association of Black Psychologists 27th Annual Convention, Los Angeles, CA.

Invited Talks and Presentation

Cokley, K. (2007, October). How Education Determines Your Destiny. Invited Talk to the African American Men and Boys Monthly Conference, African American Men and Boys Harvest Foundation. Austin, TX.

Cokley, K. (2007, July). How to Publish. Invited Talk to the Minority Fellowship Program, Psychology Summer Institute, American Psychological Association. Washington, DC.

Brown, S., Cokley, K., Johnson, A., Moore, S., Norwood, K., & Williams, R. (2006, November). Black Consciousness: Where Do We Go From Here? The Mizzou Power Panel. Jazz at the Bistro, St. Louis, Missouri.

Cokley, K. (2006, October). Toward a Comprehensive Understanding of African American College Students: The Interface of Counseling, Educational, and Social Psychology. Invited Talk to the Department of Educational Psychology at the University of Texas, Austin, TX.

Cokley, K. (2006, May). Exposed to the Trauma: African Americans and the Effects of Hurricane Katrina. Missouri Department of Mental Health’s 2006 Spring Training Institute. Lake of the Ozarks, Osage Beach, Missouri.

Cokley, K. (2006, April). The Association of Black Psychologists’ Response to Hurricane Katrina: Guidelines for Providing Culturally Appropriate Services for People of African Ancestry Exposed to the Trauma of Hurricane Katrina. The 3rd Annual Black Counseling Psychologists Conference. Howard University. Washington, DC.

Cokley, K. (2006, March). Challenges in Black Leadership. Invited Pre-Conference Workshop for Missouri Association of Blacks in Higher Education Conference, Columbia, MO.

Cokley, K. (2006, March). Toward a Model of African American Student Motivation: Challenging the "Anti-Intellectual" Myth. Invited Talk to the Center of African and African American Studies at the University of Texas, Austin, TX.

Cokley, K. (2005, July). Culturally Responsive Teaching and Services for Diverse Students. Invited Talk for St. Mary’s College, Mishawaka, IN.

Cokley, K. (2005, February). Airing Our Dirty Laundry: Bill Cosby and Black Protest. Invited Talk for Black History Month at Southern Illinois University at Carbondale, Carbondale, IL.

Cokley, K. (2004, April). What Do We Really Know About the Academic Motivation of African American College Students? Challenging the "Anti-Intellectual" Myth. Invited Talk for Michigan State University, East Lansing, MI.

Cokley, K. (2004, March). A Critical Examination of Brown Vs. Board of Education: The Role of Social Science. Invited Talks for Black History Month for Attorney General’s Office, and Grand Valley State University, Grand Rapids, MI.

Cokley, K. (2003, November). What Do We Really Know About the Academic

Motivation of African American College Students? Challenging the "Anti-Intellectual" Myth. Invited Talk for Hamline University, St. Paul, MN.

Cokley, K. (2003, November). Toward a Theory of African American Student Motivation: Challenging the "Anti-Intellectual" Myth. Invited Talk to the Department Of Educational, School, and Counseling Psychology at the University of Missouri, Columbia, MO.

Cokley, K. (2003, March). Challenging the African American Anti-Intellectual Myth. Invited Talk for Florissant Valley Community College, St. Louis, MO.

Cokley, K. (2001, February). The Ongoing Struggle for Black Liberation Through Education and Revolution. Invited Talk for Black History Month at Grand Valley State University, Grand Rapids, MI.

Cokley, K. (2001, January). Race, Gender, and Academic Self-Concept: An Examination of Academic Disidentification. Invited Talk to the Department of Educational Psychology at the University of Texas at Austin, Austin, TX.

Cokley, K. & White, J. (2001, April). Nia: Purpose. Presented at the Black Male Empowerment Summit. Lincoln, NE.

Cokley, K. (2000, April). Nia: Purpose. Presented at the Black Male Empowerment Summit. Lincoln, NE.

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My multicultural research team is currently investigating

  1. discriminatory attitudes toward ethnic minorities
  2. discriminatory attitudes toward women
  3. spirituality and religiosity
  4. perceived discrimination
  5. psychological well-being

We have two primary goals. The first goal is to examine whether personality traits (i.e., social dominance orientation, right-wing authoritarianism, openness to experience), ethnic identity, perceived discrimination, religiosity and spirituality are predictive of discriminatory attitudes toward ethnic minorities and women. The second goal is to examine whether discriminatory attitudes toward ethnic minorities and women, perceived discrimination, religiosity, spirituality and self-esteem are predictive of psychological well-being.

Assuming that group differences (e.g., race, ethnicity, sex) in discriminatory attitudes emerge, we will explore several possible mediators, including (1) perceived discrimination, (2) religiosity, and (3) spirituality.

As secondary goals, we are interested in exploring whether different demographic variables (e.g., year in school, region of country, age, political orientation) are associated with positive or negative attitudes toward ethnic minorities and women. Examples of questions that we seek to answer include "Are juniors and seniors likely to have more positive attitudes toward ethnic minorities and women than freshmen and sophomores?"and "Do individuals who identify as politically liberal have more positive attitudes toward ethnic minorities and women than individuals who identify as politically conservative?”

Furthermore, we are interested in whether discriminatory attitudes are related to perceived discrimination. For example, if an individual holds discriminatory attitudes toward ethnic minorities, is that individual less likely to perceive racial or ethnic discrimination?

Finally, we are interested in exploring the link between perceived discrimination and psychological well-being. Questions that we seek to answer include “Is there a cumulative effect of perceived discrimination on psychological well-being such that individuals who perceive racial and gender discrimination are more likely to have lower psychological well-being than individuals who perceive only racial or gender discrimination?"

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There is perhaps nothing more fulfilling in my role as a professor than seeing the proverbial light bulb turn on within a student who has been excited and captivated by the knowledge that s/he has received from my classes. The Latin root of the word educated is educe, which means to bring out. Consistent with an Afrocentric philosophy, I believe that one of the most important responsibilities I have as a professor is to bring out of the students inner knowledge that they often possess themselves. I do not see students simply as empty vessels waiting to have knowledge poured into them by an all-knowing professor. I believe that all students possess some amount of knowledge and/or life experiences that can benefit her/his classmates, contribute to a class discussion, and help me continue to learn and grow as a professor.

I believe that teaching is more of an art than a science. While there are certainly pedagogical techniques that can make someone a more effective teacher, I believe that there are certain elements of effective teaching or characteristics of a master teacher that cannot be "taught" in a traditional sense. For instance, passion about one’s discipline or area of specialty cannot be taught. If a student senses that a professor is not genuinely excited and passionate about a topic, how can the professor expect the student to be excited?

Relatedly, I also believe that outstanding teachers have a certain charisma about them that distinguishes them from ordinary teachers. To a certain extent, I believe that exceptional professor are "performers," that the classroom is the stage, and the students are the participatory audience. While more traditionally minded professors may have a problem with this approach, I know from experience that rigid lecture-style classes are one of the quickest ways to lose the interest and enthusiasm of students. Thus, depending on the class and the topic, I minimize lecturing and maximize opportunities for classroom participation and discussion. I want each class to be an unforgettable, dynamic experience, one where students tell their friends and family how much they are learning.

As a researcher who studies the academic attitudes of students, I do not believe that it is solely the students’ responsibility to be intrinsically motivated. I believe that on some level, every student truly wants to learn. A truly skilled teacher should be able to "read" her/his class, and teach in such a way that it reaches and motivates all students.

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University of Texas at Austin

  • EDP 381 Multicultural Counseling
  • EDP 312 Psychology of African American Experience
  • AFR 317D Psychology of African American Experience

Courses taught at previous universities

Southern Illinois University
  • Psyc 553 Cross Cultural Psychology
  • Psyc 536 Fundamentals of Counseling
  • Psyc 470 Psychology of Race and Racismv
  • Psyc 334 Psychology of the African and African American Experience
  • Psyc 594F Multicultural Practicum in Counseling Psychology
  • Psyc 340 Introduction to Clinical and Counseling Psychology
University of Missouri at Columbia
  • ESC BS 3100 African American Psychology
  • ESC PY 9000 Multicultural Issues in Counseling
  • ESC 4087/7087 Psychology of Race and Racism
  • ESC 8590 Multicultural Counseling Competencies

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Collette Chapman, B.S.

Education

Vanderbilt University- Peabody College (B.S. Cognitive Studies and Child Development)

Year admitted into PhD program

2007

Research Interest

Broadly construed my research interests focus on aspects of culture and social attitudes as they relate to one another and influence educational and mental health outcomes. More specifically, I am interested in how theories of ethnic and racial identity may be used to conceptualize and/or explain attitudes toward academic achievement and future orientations of self among minority youth. Further, I am interested in understanding to what extent and in what contexts ethnic and racial identity influences academic achievement, academic self-concept and academic motivation. I also have interests in multicultural counseling and multicultural research methodology. I am particularly concerned with the practical application of counseling theories and the accurate assessment of their effectiveness with ethnically diverse populations.

Personal Interests

Scrapbooking
Cooking
Reading
Traveling

Publication(s)

Cokley, K., & Chapman, C. (In Press). Racial Identity Theory: Adults. In H. Neville, B. Tynes, & S. Utsey (Eds.), Handbook of African American Psychology. Sage Publishers. Thousands Oak: C.A.

Manuscript(s)

Cokley, K., & Chapman, C. (In Progress). The roles of ethnic identity, anti-White attitudes, and academic self-concept in African-American student achievement.

Conference Presentation

N/A

Completed Practicum Experiences

N/A

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The UT counseling program selects students based on a mentorship approach. This means that you will be selected to work with a professor that is closely aligned with your research interests. If you think I might be this person for you, the best thing to do first is check out the research link of this website. This will give you some insight into the kinds of projects I am currently doing. Second, download my CV by clicking here. This will give you some insight into the projects I have completed in the past, my publication record, and my previous experience.

Please be aware that currently I am especially interested in advising people who want to be on a research track. Overall, you need to be aware that because UT Austin is a Research I institution, research is a high priority for all of the faculty here. While we provide excellent practicum experiences and value this aspect of training for students, research remains extremely important. As a whole, we are not opposed to students who want to come to UT Austin to eventually become practitioners. However, these same students also need to be prepared to be heavily engaged in research during their time here. If you have no interest in research, I advise you not to apply to UT. You will not be very happy at UT, and you will not be a good fit with me. However, if you are interested in research, you will have many opportunities to become involved in research programs with me, as well as other faculty. Having said that, I strongly encourage you not to "fake" your way in by pretending to be interested in research, or by overstating your interest in research, when that truly does not represent your passion. This applies especially to your decision to want to work with me as a mentor. I expect first year students to be highly motivated in conducting research, with the ultimate goal being to get published and to present at academic conferences.

Please review the documents mentioned above, my publications, and this website in general. If after reviewing these documents you have additional questions for me, please do not hesitate to email me at kevin.cokley@mail.utexas.edu. Thank you for your interest!

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