BUA Parent Education Series
The Boston University Academy Parent Education Series is open to all members of the community.
Join us for a virtual presentation with Dr. Claude Steele, Professor of Psychology at Stanford University.
Drawing on stereotype threat and social identity threat research, this talk will address the why, what and how of diverse learning communities: why they are important, a working hypothesis about what is critical to their success and what research reveals about how to achieve that success. The talk’s practical aim is to identify features of diverse learning communities—schools, universities and academic disciplines—that while good for all students, are especially helpful for minority students generally, and for women in STEM fields. The talk will also explore the psychological significance of community and its role in learning.
About Dr. Claude Steele
Claude M. Steele is an American social psychologist and a Professor of Psychology at Stanford University.
He is best known for his work on stereotype threat and its application to minority student academic performance. His earlier work dealt with research on the self (e.g., self-image, self-affirmation) as well as the role of self-regulation in addictive behaviors. In 2010, he released his book, Whistling Vivaldi and Other Clues to How Stereotypes Affect Us, summarizing years of research on stereotype threat and the underperformance of minority students in higher education.
He holds B.A. in Psychology from Hiram College, an M.A. in Social Psychology from Ohio State University, and a Ph.D. in Social Psychology and Statistical Psychology from Ohio State University.
He is elected to the American Academy of Arts and Sciences, the National Academy of Sciences, the National Science Board, the National Academy of Education, and the American Philosophical Society.
He currently serves on the board of the John D. and Catherine T. MacArthur Foundation, the board of Scripps College, and the SFJazz board. He is just retired by term limit from the Russell Sage Foundation Board of Directors, after being Chair for ten years. Professor Steele is a Fellow for both the American Institutes for Research and the American Academy of Political and Social Science, and serves on the Advisory Council of the MIT Media Lab.
He has served in several major academic leadership positions as the Executive Vice Chancellor and Provost at UC Berkeley, the I. James Quillen Dean for the School of Education at Stanford University, and as the 21st Provost of Columbia University. Past roles also include serving as the President of the Society for Personality and Social Psychology, as the President of the Western Psychological Association, and as a member of the Board of Directors of the American Psychological Society.
Professor Steele holds Honorary Doctorates from Yale University, Northwestern University, University of Chicago, University of Michigan, DePaul University and Claremont Graduate University.
In 2020 he received the Legacy Award from the Society for Personality and Social Psychology (SPSP). The SPSP Legacy honors luminary figures whose seminal career contributions have shaped the field.
Alicia Fenley and Kristine Lee, doctoral students and researchers at Boston University’s Child Center for Anxiety and Related Disorders, will share clinical insights and research on anxiety and how parents can best support their teenage children.
About Alicia Fenley
Alicia Fenley is a clinical psychology doctoral student at Boston University. Her research interests are two-fold: 1) to better understand the cognitive processing variables involved in the development and maintenance of youth anxiety disorders and 2) to optimize current treatments for youth anxiety to make them more effective and accessible. Clinically, she has extensive experience in using evidence-based treatments (e.g., CBT) to treat youth anxiety and related disorders, including social anxiety disorder, selective mutism, generalized anxiety disorder, specific phobias, OCD, depression, among others. She is passionate about working with youth and their families collaboratively to deliver high quality and empirically supported mental health care.
About Kristine Lee
Kristine Lee is a doctoral student in the clinical psychology program at Boston University, working under the mentorship of Dr. Donna Pincus. Her research interests are focused on how to achieve equitable implementation of evidence-based interventions, at the intersection of schools and mental health care, to better serve youth of color. She is also interested in addressing systemic and scientific inequities that contribute to gaps in access, engagement, and quality of mental health services, specifically for marginalized youth of color. Kristine has a research background in evidence-based practice/intervention development within the context of schools, implementation science, and addressing research-to-practice gaps in service utilization and access to mental health care.
In this virtual presentation Dr. Lisa Damour will address
* teens’ heightened emotional concerns in the context of the pandemic
* how to best support psychological wellbeing
* how parents can help teens manage emotions effectively
About Dr. Lisa Damour
Lisa Damour, PhD is the author of two New York Times best selling books, Untangled: Guiding Teenage Girls Through the Seven Transitions into Adulthood and Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls. She writes the monthly Adolescence column for the New York Times, co-hosts the Ask Lisa podcast, appears as a regular contributor to CBS News, works in collaboration with UNICEF, and serves on the Advisory Board for Parents magazine. Dr. Damour also maintains a private practice and consults and speaks internationally.
Recognized as a thought leader by the American Psychological Association, Dr. Damour has written numerous academic papers, chapters, and books related to education and child development. She is a Senior Advisor to the Schubert Center for Child Studies at Case Western Reserve University and is the Executive Director of Laurel School’s Center for Research on Girls.
Dr. Damour graduated with honors from Yale University and worked for the Yale Child Study Center before earning her doctorate in Clinical Psychology at the University of Michigan. She has been a fellow at Yale’s Edward Zigler Center in Child Development and Social Policy and the University of Michigan’s Power Foundation. She and her husband are the proud parents of two daughters.
Dr. Jill Walsh will provide a research-based approach. She is a working mother of two technology-obsessed kids and a leading researcher in the field, and will offer insights into which rules to follow closely, and which to worry about less, as we navigate this new era.
About Dr. Jill Walsh
Jill Walsh is a Sociology professor at Boston University. She is also the founder of Digital Aged, a consulting group that educates students, families, and educational institutions about positive technology use. She earned a Ph.D in Sociology from Boston University, a Masters in Public Policy from Brown University and a B.A from Harvard University. Before going to graduate school, she taught 9th-12th grades at an independent school.
Her research looks at the way that digital media use impacts adolescent well-being and psychosocial development. Her book Adolescents and their Social Media Narratives: A Digital Coming of Age was published in 2017 and she is working on a new book for parents. She currently teaches undergraduate and graduate at Boston University, but her favorite thing about her job is talking to teens about their digital lives and learning from them.
The murder of George Floyd served as a watershed moment, highlighting longstanding racial injustice in the United States. This increased awareness manifested in independent schools last spring, when students, faculty, and alumni shared sobering personal experiences of racial and other forms of discrimination in independent schools. As schools aim to create more inclusive environments, what conversations should parents and guardians have with students to advance inclusion in meaningful and enduring ways? During this session, Dr. Derrick Gay will share insights gleaned from over 25 years advancing diversity, equity, and inclusion in independent schools and across a number of industries.
About Dr. Derrick Gay
Derrick Gay has 18 years of independent school experience as a language teacher, senior administrator and consultant. Currently, he serves as a resource to schools, both domestically and abroad, to cultivate cultural competency, promote empathy, and deepen inclusion.
Dr. Gay is a proud graduate of Whitney Young Magnet High School; Merit School of Music; Oberlin College, Oberlin Conservatory of Music, Columbia University, and The University of Pennsylvania.
Dr. Gay has been featured in the New York Times, Washington Post, Business of Fashion, The Huffington Post, El Tiempo Latino and on NPR, The Brian Leher Show, and 60 Minutes. He is also a Forbes contributor.
Dr. Gay has also produced two TEDx Talks: “The Double-Edged Sword,” which explores the irony that the word diversity often undermines diversity goals ; and “Why Elephants Hold the Key to Success in the 21st Century,” which explores the nature of racial discourse in the United States.
An avid traveler and polyglot, Derrick embodies global citizenship. He frequently visits and works around the world and has lived in a number of European and Latin American countries. Derrick is fluent in English, Spanish, French, Italian, and Portuguese—and has studied Latin, Korean and German.
To learn more about Derrick’s work, please visit: www.derrickgay.com.
The COVID-19 pandemic has hit families hard. Many families are dealing with disruption to routine, threats to employment, and the loss of social supports; parents are worried that their children will emerge traumatized from this long disruption. In this talk, Dr. Evans and Dr. Thompson will address the issues and fears affecting families and will offer psychologically sound suggestions for steadying their children and themselves in this difficult time.
About Robert Evans, Ed.D. and Michael Thompson, Ph.D.
Robert Evans, Ed.D., is a psychologist and school consultant. A former high school and preschool teacher and a former child and family therapist, he has consulted to more than 1,700 schools. He has also served for nearly 40 years as executive director of the Human Relations Service, a nonprofit mental health agency in Wellesley, MA.
Dr. Evans’s interests are in leadership, helping schools manage change, improving adult relationships within schools, and crisis intervention. He is the author of many articles and three books, including Seven Secrets of the Savvy School Leader: A Guide to Surviving and Thriving and The Human Side of School Change.
Evans is an independent school graduate, and his children and grandchildren have all attended independent schools.
Michael Thompson, Ph.D., is a clinical psychologist, author, and school consultant. He has worked in schools for 50 years, starting out as a middle school teacher and later training as a counselor and psychologist.
Now the supervising psychologist for the Belmont Hill School (MA), he has worked with more than 700 schools in the U.S., Asia, Africa, Europe, and Central America. In addition, he served as the longtime facilitator for the NAIS Institute for New Heads and later for the Academy of International School Heads. He has served on the board of American Camp Association.
Thompson is the author or coauthor of nine books, including the New York Times bestseller Raising Cain: Protecting the Emotional Life of Boys and Best Friends, Worst Enemies: Understanding the Social Lives of Children.
Like Evans, Thompson attended independent schools, as did his children and grandchildren.