JAMILIA BLAKE
Associate Professor, Educational Psychology
Office#: 706 Harrington Office Building
Mail Stop: 4225
Office Phone: (979) 862-8341
E-mail:
Primary Emphasis Area: School Psychology
Vita: View Document
Web Site: http://pralab.tamu.edu
Office Hours
Wednesday     by appointment
Short Bio
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.
Research Interests
Ethnic-minority populations and females
Multivariate analyses
Peer-directed aggression/bullying and peer relations
Publications (journal articles, books, book chapters)*

1. Blake, J. J., Graves, S. L., Newell, M., & Jimerson, S. (2016). Diversification of School Psychology: Developing an evidence-base from current research and practice. School Psychology Quarterly, 31, 305-310

2. Blake, J. J., Smith, D. A.*, Marchbanks, M.P., Wood, S. & Seibert, A. (2016). Does teacher-student racial/ethnic match predict Black students' discipline risk? In R. Skiba, K. Mediratta, & R. Karega (Eds.) Inequality in School Discipline: Research and Practice to Reduce Disparities. Palgrave *

3. Blake, J.J., Gregory, A., James, M.C., & Webb-Hasan, G. (2016). Early Warning Signs: Identifying Opportunities to Disrupt Racial Inequities in School Discipline Through Data-Based Decision Making. School Psychology Forum: Research in Practice, 10(3), 289-306.

4. Blake, J.J., Gregory, A., James, M.C., & Webb-Hasan, G. (2016). Early Warning Signs: Identifying Opportunities to Disrupt Racial Inequities in School Discipline Through Data-Based Decision Making. School Psychology Forum: Research in Practice, 10(3), 289-306.

5. Blake, J. J., *Zhou, Q., Kwok, O., & Benz, M. R. (2016). Predictors of Bullying Behavior, Victimization, and Bully-Victim Risk Among High School Students With Disabilities. Remedial and Special Education, 37, 285-295. [ISI 2015 impact factor: 2.016] *

6. Blake, J. J., Kim, E. S., Lund, E.M., *Zhou, Q., Kwok, O., & Benz, M. R. (2016). Predictors of bully victimization in students with disabilities: A longitudinal examination using a national dataset. Journal of Disability Policy Studies, 26, 199-208. doi:10.1177/1044207314539012 [ISI 2015 impact factor: .533] *

7. Smith, L. V.*, Blake, J. J., Graves, S. L, Vaughan-Jensen, J. E.*, Pulido, R. *, & Banks, C.* (2016). Promoting diversity through program websites: A multicultural content analysis of School Psychology program websites. School Psychology Quarterly, 31, 327-339 *

8. Blake, J. J., Keith, V. M., Luo, W., Le, H., & Salter, P. (2016). The role of colorism in explaining African American females' suspension risk. School Psychology Quarterly

9. Blake, J. J., Butler, B. R., & Smith, D.(2015). Challenging middle class notions of femininity: The cause for Black females’ disproportionate suspension rates. In D. Losen (Ed.) Closing the School Discipline Gap: Research to Practice. New York, New York: Teachers’ Press.

10. Marchbanks, M. P., Blake, J. J., Booth, E. A., Carmichael, D., Seibert, A. , Fabelo, T., & Thompson, M. D (2015). The economic effects of exclusionary discipline on grade retention and high school dropout. In D. Losen (Ed.) Closing the School Discipline Gap: Research to Practice. New York, New York: Teachers’ Press.

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* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

Strategies for School Improvement and Inclusion in Schools with Demographically Diverse Students. (Co-PI)
Kellogg Foundation (Private)
2017/03/01 - 2020/02/28
Total Funding: 1,493,754.

Assessing the Role of Immigration in the Linkage between School Safety, Education, and Juvenile Justice Contact. (Co-PI)
US Department of Justice (Federal)
2017/01/01 - 2019/12/31
Total Funding: 144,175.
Courses Taught
Former Doctoral Students
Alicia Darensbourg (Summer, 2011), Ph.D.
Jessica Jensen (Summer, 2015), Ph.D.
Courtney Swisher Banks (Summer, 2016), Ph.D.
Ryne Andrew Pulido (Summer, 2016), Ph.D.
Amanda Joslin Williams (Summer, 2016), Ph.D.
Editorial Positions

Editorial Board Member (2014 - ). Journal of School Psychology

Editorial Board Member (2007 - ). School Psychology Quarterly

Awards

(2015). Rhonda Talley Distinguished Lecturer Award.  Outstanding contribution to Policy and Advocacy, IU-Bloomington

(2010). Career Development Award.  National Institute of Health's National Center on Minority Health and Health Disparities

(2010). Junior Faculty of the Year.  Trainers of School Psychology and Pearson

(2009). Early Career Scholar.  School Psychology Research Collaboration Conference

(2008). Mexican American and U.S. Latino Research Center.  Fellow. Texas A&M University

EPSY Faculty   |   EPSY Staff