Dr. James M. Ellis
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Powell, C.S., Morton, T., Demetriou, C., & Ellis, J. M. (2020) A Model for a CRT-Informed Approach to Student Success in Higher Education. Journal of Student Affairs Research and Practice.
Ellis, J. M., & Helaire, L. J. (2020). A theory of reasoned action approach to examining academic help-seeking behaviors among adolescents in a college readiness program. The Urban Review.
Elliott, W., Chowa, G., Ellis, J. M., O’Brian, M., Chen, Z., (2019). Combining Children’s Savings Accounts Programs with Scholarship Programs: Effects on Math and Reading Scores. Children & Youth Services Review.
Ellis, J. M., Powell, C. S., Demetriou, C. P., Huerta-Bapat, C., & Panter, A. T. (2018). Examining First-Generation College Student Lived Experiences with Microaggressions and Microaffirmations at a Predominately White Public Research University. Cultural Diversity and Ethnic Minority Psychology, 25(2), 266–279
Elliott, W., Starks, B., Seefeldt, K., and Ellis, J. M. (2018). Children’s Savings Account Programs Provide Parents with the Opportunity to Plan and Talk about College with Their Children and Others. Sociology Mind, 8, 345-365. https://doi.org/10.4236/sm.2018.84022
Ellis, J. M., & Helaire, L. J. (2018). The Effects of Adolescent Self-Regulated Learning on Engagement in a College Access Program: An Exploratory Study. AERA Open, 4(1), 1-17.
Ellis, J. M., Rowley, L., Nellum, C. J., Smith, C. (2015) From Alienation to Efficacy: The influence of Black male adolescent racial identity and racial academic stereotypes on school efficacy. Urban Education. DOI: 0.1177/0042085915602538
