Michael J. Strambler, PhD

Assistant Professor of Psychiatry; Director, Child Wellbeing and Education Research

Research Interests

Achievement; Behavioral Medicine; Child Psychiatry; Culture; Psychiatry; Urban Health

Research Organizations

Psychiatry: Connecticut Mental Health Center: The Consultation Center | Partnership for Early Education Research (PEER)

Faculty Research

Research Summary

One area of my research concerns understanding the role of social environments in the academic, psychological, social, and behavioral well-being of children and youth in urban contexts. My main focus in this area is on the ways in which home and school settings shape how youth perceive themselves academically and how self-perception affects academic performance and behavior.

Another primary area of my work focuses on the assessment of school-based programs and practices for the purpose of improving the academic performance and health of children. I am particularly interested in the design and implementation of rigorous and practical approaches to using data for informing practice and policy.

Specialized Terms: Academic achievement and engagement; Social, emotional, and behavioral health; Child development; Self-concept; Program development and evaluation; Culture

Selected Publications

  • Community psychology and educational disparities. Strambler, M.J., Linke, L.H., Ward, N.L. (2016). Community psychology and educational disparities. In: M.A. Bond, C.B. Keys, & I. Seranno-Garcia (Eds.), Handbook of community psychology. American Psychological Association.
  • Newcomer immigrant adolescents and ambiguous discrimination: The role of cognitive appraisal. Patel, S. G., Tabb, K. M., Strambler, M. J., & Eltareb, F. (2015). Newcomer immigrant adolescents and ambiguous discrimination: The role of cognitive appraisal. Journal of Adolescent Research.
  • Promoting student engagement through evidence-based action research with teachers. Strambler, M.J. and McKown, C.M. (2013). Promoting student engagement through evidence-based action research with teachers. Journal of Educational and Psychological Consultation, 23(1), 1-28.
  • Academic identification as a mediator of the relationship between parental socialization and academic achievement. Strambler, M.J., Linke, L.H., Ward, N.L. (2013). Academic identification as a mediator of the relationship between parental socialization and academic achievement. Contemporary Educational Psychology, 38, 99-106.
  • Psychological disengagement among ethnic minority children in elementary school. Strambler, M. J. and R. S. Weinstein (2010). Psychological disengagement among ethnic minority children in elementary school. Journal of Applied Developmental Psychology 31: 155-165. doi: http://dx.doi.org/10.1016/j.appdev.2009.11.006
  • Developmental antecedents and social and academic consequences of stereotype-consciousness in middle childhood.

    McKown, C. and M. J. Strambler (2009). Developmental antecedents and social and academic consequences of stereotype-consciousness in middle childhood. Child Development 88(6): 1643–1659. doi: http://dx.doi.org/10.1111/j.1467-8624.2009.01359.x

  • Social influences on the ethnic achievement gap. Handbook of race, racism, and the developing child. McKown, C. and M. J. Strambler (2008). Social influences on the ethnic achievement gap. Handbook of race, racism, and the developing child. S. M. Quintana and C. McKown. Hoboken, NJ, Wiley.
  • Intractable Self-Fulfilling Prophecies: Fifty Years After Brown v. Board of Education.

    Weinstein, R. S., A. Gregory, and Strambler, M.J. (2004). Intractable Self-Fulfilling Prophecies: Fifty Years After Brown v. Board of Education. American Psychologist 59(6): 511-520. doi: http://psycnet.apa.org/doi/10.1037/0003-066X.59.6.511

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Contact Info

Michael J. Strambler, PhD
Office Location
The Consultation Center389 Whitney Avenue
New Haven, CT 06511
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Mailing Address
The Consultation Center
389 Whitney Avenue

New Haven, CT 06511

Curriculum Vitae

Child Wellbeing and Education Research