Ming Te Wang - a professor smiling at the camera

Ming-Te Wang, Ed.D.


969 E. 60th Street
Chicago, IL 60637

Areas of Expertise
Culture, parenting, identity development, and ethnic-racial socialization
Diversity, opportunity, and equity
Longitudinal data analysis
Motivation, engagement, and youth development in context
Racial, SES, and gender disparities in education and health
Risk and resilience
School climate and racial disparities in school discipline
School to prison pipeline
School-based psychosocial intervention
Social and emotional development
Sociocultural, affective, and cognitive processes in learning
STEM learning and group disparities

Ming-Te Wang is a Professor at the University of Chicago Crown Family School of Social Work, Policy, and Practice. He is also the Faculty Director of Urban Education Institute at the University of Chicago. Professor Wang’s research aims to understand and improve youth learning and development in multiple ecological contexts with an emphasis on issues of diversity, opportunity, and equity. His research directly addresses educational and health disparities with historically marginalized youth while informing policy and practice to promote academic and socioemotional well-being of all children and adolescents. Professor Wang is strongly committed to applying basic psychological science to address social issues and leveraging strengths-based approach and longitudinal research designs to inform educational practices. As such, his research agenda is uniquely positioned to address developmental challenges in sociocultural contexts that may differentially influence children and adolescents of historically stigmatized groups.

Professor Wang has received nationally and internationally recognized Early Career and Mid-Career Distinguished Research Contribution Awards from a variety of professional organizations in child development, education, and psychology, including the American Education Research Association (AERA), Society for Research on Adolescence (SRA), Society for Research on Child Development (SRCD), Society for Social Work and Research (SSWR), Association for Psychological Science (APS), and American Psychological Association (APA). 

To date, Professor Wang has published more than 100 journal articles in top-tier, peer-reviewed journals in child development, health, education, and psychology. This work has had more than 20,000 google scholar citations. Professor Wang has also been consistently ranked within the top 1% of highly cited interdisciplinary researchers in science and social science since 2020 by the journal citation report. In addition, he has served as the Principal Investigator or Co-Principal Investigator for multiple external research grants, including funding from the Department of Education, Institute of Educational Sciences, National Science Foundation, National Institutes of Health, and Spencer Foundation.

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Wang, M.-T., Scanlon, C. L., Del Toro, J., & Schall, J. D. (in press). Employment status and psychosocial adjustment among adolescents and parents during the COVID-19 pandemic: Multi-informant data from ecological momentary assessments. Developmental Psychology.

Del Toro & Wang, M.-T. (early view online). Vicarious severe school discipline predicts racial disparities among non-disciplined Black and White American adolescents. Child Development.

Wang, M.-T., Scanlon, C. L., Del Toro, J. (2023). Does anyone benefit from exclusionary discipline? An exploration of the direct and vicarious influence of suspensions for minor infraction on adolescents’ engagement and achievement. American Psychologist, 78, 20-35.

Del Toro, J., Jackson, D., & Wang, M.-T. (early view online). The spillover effects of classmates’ police intrusion on adolescents’ school-based defiant behaviors: The mediating role of institutional trust. American Psychologist.

Stuart McQueen, S., Huguley, J. P., Haynik, R., Joseph, A., Williams, M., & Wang, M.-T. (2023). Teacher perspectives on effective restorative practice implementation: Identifying programmatic elements that promote positive relational development in schools. Children and Youth Services.

Del Toro, J., & Wang, M.-T. (2023). Stereotypes in the classroom’s air: Classroom racial stereotype endorsement, classroom engagement, and STEM achievement among Black and White American adolescents. Developmental Science.

Huguley, J. P., Davis, C. D., Haynik, R. H., & Wang, M.-T. (early view online). Parenting while Black: Promising results from a strengths-based parent intervention supporting African American families. Children and Schools.

Wang, M.-T., Henry, D. A., & Del Toro, J. (2023). Do Black and White students benefit from racial socialization? School racial socialization, school climate, and youth academic performance during early adolescence. American Educational Research Journal, 60, 405-444.

Del Toro, J., & Wang, M.-T. (2023). Police stops and school engagement: Examining cultural socialization from parents and schools as protective factors among African American adolescents. American Educational Research Journal, 60, 36-69.

McKellar, S. E. & Wang, M.-T. (2023). Adolescents’ daily sense of school connectedness and academic engagement: Intensive longitudinal mediation study of student differences by remote, hybrid, and in-person learning modality. Learning and Instruction, 83, 1-14.

Del Toro, J., & Wang, M.-T. (2023). Online racism and mental health among Black American adolescents in 2020. Journal of the American Academy of Child and Adolescent Psychiatry, 62, 25-36.

Wang, M.-T., Del Toro, J., Scanlon, C. L., Henry, D. A., & Schall, J. D. (2022). Family resilience during the COVID-19 onset: A daily-diary inquiry into parental employment status, parent-adolescent relationships, and well-being. Development and Psychopathology, 1-13.

Wang, M.-T., Scanlon, C. L., Del Toro, J., & McKellar, S. (2022). Reducing suspension for minor infraction and improving school climate perceptions among Black adolescents via cultural socialization: A multi-informant longitudinal study. Learning and Instruction, 80, 101621.

Wang, M.-T., Henry, D. A., Wu, W., Del Toro, J., & Huguley, J. P. (2022). Racial stereotype endorsement, cognitive engagement, growth mindset, and mathematics performance among Black and White American adolescents. Journal of Youth and Adolescence, 51, 984-1001.

Huguley, J. P., Fussell-Ware, D., McQueen, S., & Wang, M.-T. (2022). Completing the circle: Linkages between restorative practices, socio-emotional well-being, and racial justice in schools. Journal of Emotional and Behavioral Disorders, 30, 138-153.

Wang, M.-T., Scanlon, C. L., Hua, Meng., Zhang, A., Belmont, A., & Del Toro, J. (2022). Social distancing and adolescent affect: The protective role of practical knowledge and exercise. Academic Pediatrics, 22, 401-412.

Del Toro, J., Fine, A., & Wang, M.-T. (early view online). The intergenerational effects of fathers’ incarceration on youth’s social and psychological well-being from early childhood to adolescence. Development and Psychopathology.

Wang, M.-T., Henry, D. A., Scanlon, C. L., Del Toro, J., & Voltin, S. (early view online). Adolescent psychosocial adjustment during COVID-19 pandemic: An intensive longitudinal study. Journal of Clinical Child and Adolescent Psychology.

Del Toro, J., Jackson, D., & Wang, M.-T. (2022). The policing paradox: Police stops predict youth’s school disengagement via elevated psychological distress. Developmental Psychology, 58, 1402-1412.

Del Toro, J., Wang, M.-T., Thomas, A., & Hughes, D. (2022). An intersectional approach to understanding the academic and health effects of policing among urban adolescents. Journal of Research on Adolescence, 32, 34-40.

Del Toro, J., Fine, A., Wang, M.-T., Thomas, A., Schneper, L. M., Colter, M., Mincy, R., McLanahan, S., & Notterman, D. A. (2022). The longitudinal associations between paternal incarceration and family well-being: Implications for ethnic-racial disparities in health. Journal of the American Academy of Child and Adolescent Psychiatry, 61, 423-433.

Del Toro, J., & Wang, M.-T. (2022). The role of suspensions for minor infractions and school climate in predicting academic performance among adolescents. American Psychologist, 77, 173-185.

Wang, M.-T., Henry, D. A., Del Toro, J., Scanlon, C. L., & Schall, J. D. (2021). COVID-19 employment status, dyadic family relationships, and child psychological well-being. Journal of Adolescent Health, 69, 705-712.

Wang, M.-T., Del Toro, J., Scanlon, C. L., Schall, J. D., Zhang, A., Belmont, A., Voltin, S., & Plevniak, K. (2021). The roles of stress, coping, and parental support in adolescent psychological well-being in the context of COVID-19: A daily-diary study. Journal of Affective Disorders, 294, 245-253.

Wang, M.-T., *Scanlon, C. L., *Hua, M., & +Del Toro, J. (2021). Safely social: Promoting and sustaining adolescent engagement in social distancing during the COVID-19 pandemic. Journal of Adolescent Health, 68, 1059-1066.

Wang, M.-T., Zepeda, C., Qin, X., Del Toro, J., & Binning, K. R. (2021). More than growth mindset: Individual and interactive links among socioeconomically disadvantaged adolescents’ ability mindsets, metacognitive skill, and math engagement. Child Development, 92, 957-976.

Huguley, J. P., Haynik, R. H., Fussell-Ware, D., Stuart McQueen, S., & Wang, M.-T. (in press). Suspensions rates, race, and overall school performance across high schools. Urban Education.

Del Toro, J., & Wang, M.-T. (2021). Longitudinal inter-relations among schools’ cultural socialization, school climate, and school engagement among urban Black early adolescents. Learning and Instruction, 75, 1-9.

Wang, M.-T., Binning, K. R., Del Toro, J., Qin, X., & Zepeda, C. (2021). Skill, thrill, and will: The role of metacognition and motivation in predicting student engagement over time. Child Development, 92, 1369-1387.

Del Toro, J., & Wang, M.-T. (2021). Longitudinal inter-relations between school cultural socialization and school engagement among urban early adolescents. Journal of Youth and Adolescence, 50, 978-991.

Tang, X., Wang, M.-T., Filomena, P., & Salmela-Aro, K. J. (2021). Putting the goal back into grit: Academic goal commitment, grit, and academic achievement. Journal of Youth and Adolescence, 50, 470-484.

Qin, X., Wormington, S., Guzman-Alvarez, A., & Wang, M.-T. (2021). Why does a growth mindset intervention impact achievement differently across secondary schools? Unpacking the causal mediation mechanism from a national multisite randomized experiment. Journal of Research on Educational Effectiveness, 14, 617-644.

Parr, A. K., Gladstone, J., Rosenzweig, E. Q., & Wang, M.-T. (2021). Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions. Teaching and Teacher Education, 98, 1-13.

Del Toro, J., & Wang, M.-T. (2021). School cultural socialization and academic performance: Examining ethnic-racial identity development as a mediator among youth of color. Child Development, 92, 1458-1475.

Huguley, J. P., Wang, M.-T., Delale-O’Connor, L., & Parr, A. (2021). African American parents’ educational involvement in urban schools: Contextualized strategies for student success in adolescence. Educational Researcher, 50, 6-16. †Wang and Delale-O’Connor shared the second authorship†

Smith, L. V., Wang, M.-T., & Hill, D. J. (2020). Black youth’s perceptions of school cultural pluralism, school climate, and the mediating role of racial identity. Journal of School Psychology, 83, 50-65.

Wang, M.-T., Degol, J. S., Amemiya, J. L., Parr. A., & Guo, J. (2020). Classroom climate and children's academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 1-27.

Wang, M.-T., Degol, J. L., & Henry, D. A. (2020). An integrative development-in-sociocultural-context model for children’s engagement in learning. American Psychologist, 74, 1086-1102.

Wang, M.-T., Hofkens, T. L., & Ye, F. (2020). Classroom quality and adolescent learning in mathematics: A multi-method, multi-informant perspective. Journal of Youth and Adolescence, 49, 1987-2002.

Scanlon, C. L., Del Toro, J., & Wang, M.-T. (2020). The roles of peer social support and social engagement in the relation between adolescents’ social anxiety and science achievement. Journal of Youth and Adolescence, 49, 1005-1016.

Hong, W., Zhen, R., Liu, R., Wang, M.-T., & Ding, Y. (2020). The longitudinal linkage among Chinese children’s behavioral, cognitive, and emotional engagement within a mathematics context. Educational Psychology, 40, 666-680.

Kiuru, N., Wang, M.-T., & Salmela-Aro, K. (2020). Transactional associations between adolescents’ interpersonal relationships, student well-being, and academic achievement during school transitions. Journal of Youth and Adolescence, 49, 1057-1072.

Huguley, J. P., Wang, M.-T., Pasarow, S., & Wallace, J. (2020). Just discipline in schools: An integrated and interdisciplinary approach. Children and Schools, cdaa012,

Delale-O’Connor, L., Huguley, J. P., Parr, A. K., & Wang, M.-T. (2020). Racialized compensatory cultivation: Centering race in parental educational engagement and enrichment. American Educational Research Journal, 1, 1-42.

Bodnar, K., Hofkens, T. L., Wang, M.-T., & Schunn, C. D. (2020). Science identity predicts science career aspiration across gender and race, but especially for boys. International Journal of Gender, Science and Technology, 12, 32-45.

Wang, M.-T., 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. American Psychologist, 75, 1-22.

Amemiya, J. L., Mortenson, E. M., & Wang, M.-T. (2020). Minor infractions are not minor: School infractions for minor misconduct may increase adolescents’ defiant behavior and contribute to racial disparities in school discipline. American Psychologist, 75, 23-36.

Wang, M.-T., Smith, L. V., Huguley, J. P., & Miller-Cotto, D. A. (2020). Parental ethnic-racial socialization and children of color’s academic success: A meta-analytic review. Child Development, 91, 528-544.

Zhen, R., Liu, R., Wang, M.-T., Ding, Y., Jiang, R., Fu, X., & Sun, Y (2020). Trajectory patterns of academic engagement among elementary school students: The implicit theory of intelligence and academic self-efficacy matters. British Journal of Educational Psychology, 90, 618-634

Miller, R. S., & Wang, M.-T. (2019). Cultivating adolescents’ academic identity: Ascertaining the mediating effects of motivational beliefs between classroom practices and mathematics identity. Journal of Youth and Adolescence, 48, 2038-2050.

Wang, M.-T., Guo, J., & Degol, J. S. (2019). The role of sociocultural factors in student motivation in mathematics and language arts: A cross-cultural review. Adolescent Research Review, 1, 1-16.

Amemiya, J. L., Fine, A., & Wang, M.-T. (2019). Trust and discipline: Adolescents’ institutional and teacher trust predict their behavioral responses to discipline. Child Development, 10, 1-18.

Huguley, J. P., Wang, M.-T., Vasquez, A., & Guo, J. (2019). Parental ethnic-racial socialization practices and the construction of children of color’s ethnic-racial identity: A research synthesis and meta-analysis. Psychological Bulletin, 145, 437-458. †Huguley and Wang shared the first authorship†

Wang, M.-T., Degol, J. L., & Amemiya, J. L. (2019). Older siblings as academic socialization agents for younger siblings: Developmental pathways across adolescence. Journal of Youth and Adolescence, 48, 1218-1233.

Wang, M.-T., & Hofkens, T. L. (2019). Beyond classroom academics: A school-wide and multi-contextual perspective on student engagement in school. Adolescent Research Review, 5, 419-433.

Tang, X., Wang, M.-T., Guo, J., & Salmela-Aro, K. J. (2019). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of Youth and Adolescence, 48, 850-863.

Fredricks, J. A., Parr, A., Amemiya, J. L., & Wang, M.-T. (2019). What matters for urban adolescents’ engagement and disengagement in school: A mixed methods study. Journal of Adolescence Research, 34, 491-527.

Parr, A. K., Amemiya, J. L., & Wang, M.-T. (2019). Student learning emotions in middle school mathematics classrooms: Investigating associations with dialogic instructional practices. Educational Psychology, 39, 636-658.

Binning, K. R., Wang, M.-T., & Amemiya, J. L. (2019). Persistence mindset among adolescents: Who benefits from the message that academic struggles are normal and temporary? Journal of Youth and Adolescence, 48, 269-286.

Hentges, R. F., Galla, B. M., & Wang, M.-T. (2019). Economic disadvantage and math achievement: The significance of perceived cost from an evolutionary perspective. British Journal of Educational Psychology, 89, 343-358.

Talbert, E. J., Hofkens, T. L., & Wang, M.-T. (2019). Does student-centered instruction engage students differently? The moderation effect of student race. Journal of Educational Research, 112, 327-341.

Wang, M.-T., Fredricks, J. A., Ye, F., Hofkens, T. L., Schall, J. (2019). Conceptualization and assessment of adolescents’ engagement and disengagement in school. European Journal of Psychological Assessment, 35, 592–606.

Guo, J., Wang, M.-T., Ketonen, E. E., Eccles, J. S., & Salmela-Aro, K. J. (2018). Joint trajectories of task value in multiple subject domains: From both variable- and pattern-centered perspectives. Contemporary Educational Psychology, 55, 139-154.

Huguley, J. P., Kyere, E., & Wang, M.-T. (2018). Educational expectations in African American families: Assessing the importance of immediate performance requirements. Race and Social Problems, 10, 158-169.

Hentges, R. F., Shaw, D. S., & Wang, M.-T., (2018). Early childhood parenting and child impulsivity as precursors to risky and problematic behaviors in adolescence and early adulthood. Development and Psychopathology, 30, 1305-1319.

Wang, M.-T., Kiuru, N., Degol, J. L., & Salmela-Aro, K. (2018). Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learning and Instruction, 58, 148-160.

Galla, B. M., Amemiya, J. L., & Wang, M.-T. (2018). Using expectancy-value theory to understand academic self-control. Learning and Instruction, 58, 22-33.

Amemiya, J. L., & Wang, M.-T. (2018). Why effort praise can backfire in adolescence. Child Development Perspectives, 12, 199-203.

Amemiya, J. L., & Wang, M.-T. (2018). African American adolescents’ gender and perceived school climate moderate how academic coping relates to achievement. Journal of School Psychology, 69, 127-142.

Fredricks, J. A., Hofkens, T. L., & Wang, M.-T. (2018). Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study. Journal of Research in Science Teaching, 55, 271-298.

Degol, J. L., Wang, M.-T., & Zhang, Y. (2018). Do growth mindsets in math benefit females? Identifying pathways between gender, mindset, and motivation. Journal of Youth and Adolescence, 47, 976-990.

Hentges, R. F., & Wang, M.-T. (2018). Gender differences in the developmental cascade from harsh parenting to educational attainment: An evolutionary perspective. Child Development, 89, 397-413.

Degol, J. L., & Wang, M.-T. (2017). Who makes the cut? Parental involvement and math trajectories predicting college enrollment. Journal of Applied Developmental Psychology, 50, 60-70.

Wang, M.-T., Chow, A., & Amemiya, J. L. (2017). Who wants to play? Sport motivation trajectories, sport participation, and the development of depressive symptoms. Journal of Youth and Adolescence, 46, 1982-1998.

Wang, M.-T., Ye, F., & Degol, J. L. (2017). Who chooses STEM careers? Using a relative cognitive strength and interest model to predict careers in science, technology, engineering, and mathematics. Journal of Youth and Adolescence, 46, 1805-1820.

Amemiya, J. L., & Wang, M.-T. (2017). Transactional relations between motivational beliefs and help seeking from teachers and peers across adolescence. Journal of Youth and Adolescence, 46, 1743-1757.

Wang, M.-T., Chow, A., Degol, J. L., Eccles, J. S. (2017). Does everyone’s motivational beliefs about physical science decline in secondary school? Heterogeneity of adolescents’ achievement motivation trajectories in physics and chemistry. Journal of Youth and Adolescence, 46, 1821-1838.

Wang, M.-T., Fredricks, J. A., Ye, F., Hofkens, T. L., Schall, J. (2016). The math and science engagement scale: Scale development, validation, and psychometric properties. Learning and Instruction, 43, 16-26.

Fredricks, J. A., Wang, M.-T., Schall, J., Hofkens, T. L., & Parr, A. (2016). Using qualitative methods to develop a survey measure of math and science engagement. Learning and Instruction, 43, 5-15.

Wang, M.-T., & Degol, J. S. (2016). Gender gap in STEM: Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29, 119-140.

Wang, M.-T., & Degol, J. S. (2016). School climate: A review of the definition, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315-352.

Eccles, J. S., & Wang, M.-T. (2015). What motivates females and males to pursue careers in mathematics and science? International Journal of Behavioral Development, 40, 100-106.

Wang, M.-T., Degol, J. S., & Ye, F. (2015). Math achievement is important, but task values are critical, too: Examining the intellectual and motivational factors leading to gender disparities in STEM careers. Frontiers in Psychology.

Wang, M.-T., Chow, A., Hofkens, T. L., & Salmela-Aro, K. (2015). The trajectories of student emotional engagement and school burnout with academic and psychological development: Findings from Finnish adolescents. Learning and Instruction, 36, 57-65.

Hill, N. E., & Wang, M.-T. (2015). From middle school to college: Developing aspirations, promoting engagement, and indirect pathways from parenting to post high school enrollment. Developmental Psychology, 51, 224-235.

Wang, M.-T., Hill, N. E., & Hofkens, T. L. (2014). Parental involvement and African American and European American adolescents’ academic, behavioral, and emotional development in secondary school. Child Development, 85, 2151-2168.

Wang, M.-T., & Degol, J. S. (2014). Staying engaged: Knowledge and research needs in student engagement. Child Development Perspectives, 8, 137-143.

Wang, M.-T., & Kenny, S. (2014). Parental physical discipline and adolescent adjustment: Bi-directionality and the moderation effect of child ethnicity and parental warmth. Journal of Abnormal Child Psychology, 42, 717-730.

Wang, M.-T., & Kenny, S. (2014). Longitudinal links between fathers’ and mothers’ harsh verbal discipline and adolescents’ conduct problems and depressive symptoms. Child Development, 85, 908-923.

Wang, M.-T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for adolescent achievement and mental health in high school? Child Development, 85, 610-625.

Wang, M.-T., & Fredricks, J. A. (2014). The reciprocal links between school engagement and youth problem behavior during adolescence. Child Development, 85, 722-737.

Wang, M.-T., & Degol, J. S. (2013). Motivational pathways to STEM career choices: Using expectancy-value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33, 304-340.

Wang, M.-T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.

Wang, M.-T., & Peck, S. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49, 1266-1276.

Wang, M.-T., Eccles, J. S., & Kenny, S. (2013). Not lack of ability but more choice: Individual and gender differences in choices of careers in science, technology, engineering, and mathematics. Psychological Science. 24, 770-775.

Wang, M.-T., Brinkworth, M. E., & Eccles, J. S. (2013). Moderating effects of teacher-student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental Psychology, 49, 690-705.

Wang, M.-T., & Huguley, J. (2012). The buffering role of racial socialization from parents on the association between racial discrimination and adolescents’ educational outcomes. Child Development, 83, 1716-1731.

Wang, M.-T. (2012). Educational and career interests in math: A longitudinal examination of the links between perceived classroom environment, motivational beliefs, and interests. Developmental Psychology, 48, 1643-1657.

Wang, M.-T. & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83, 877-895.

Wang, M.-T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22, 31-39.

Wang, M.-T., & Dishion, T. J. (2012). The trajectories of adolescents’ perceptions of school climate, deviant peer affiliation, and behavioral problems during the middle school years. Journal of Research on Adolescence, 22, 40-53.

Gehlbach, H., Brinkworth, M. E., & Wang, M.-T. (2012). The social perspective taking process: What motivates individuals to take another’s perspective? Teachers College Record, 114, 1-29.

Wang, M.-T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance across gender and race/ethnicity. Journal of School Psychology, 49, 465-480.

Wang, M.-T., Dishion, T. J., Stormshak, E. A., & Willett, J. B. (2011). Trajectories of family management practices and early adolescence behavioral outcomes in middle school. Developmental Psychology, 47, 1324-1341.

Wang, M.-T., Selman, R. L., Dishion, T. J., & Stormshak, E. A. (2010). A tobit regression analysis of the covariation between middle school students' perceived school climate and behavioral problems. Journal of Research on Adolescence, 20, 274-286.

Wang, M.-T., & Holcombe, R. (2010). Adolescents’ perceptions of classroom environment, school engagement, and academic achievement. American Educational Research Journal, 47, 633-662.

Wang, M.-T. (2009). School support for adolescents’ behavioral and psychological adjustment: Testing the mediating effect of social competence. School Psychology Quarterly, 24, 240-251.

Before the Crown Family School, Professor Wang was a Professor of Psychology and Education at the University of Pittsburgh.

Professor Wang received his Human Development and Psychology doctorate from Harvard University and completed his postdoctoral training at the University of Michigan. Before graduate school, he was a middle school teacher and school counselor in a reservation area for indigenous people in Taiwan. This professional experience gave him insight into the intersection of culture, context, and psychosocial processes in youth development. He is convinced that conducting ecologically valid field research driven by strong researcher-practitioner partnerships is imperative to unpack complex child-by-environment interactive processes.