Kimberly Griffin
Kimberly A. Griffin
Assistant Professor of Education, College Student Affairs and Higher Education Program
Research Associate, Center for the Study of Higher Education
400 Rackley Building
University Park, PA 16802-3203
Email:kag32@psu.edu
Phone: 814-863-5553
Fax: 814-865-3638
Introduction
Dr. Griffin's research interests are primarily focused in two areas: the access, experiences, and outcomes of underrepresented communities in higher education, and the influcence of relationships on outcomes at critical time-points. These interests have led her to conduct work on a variety of topics, including the mentoring relationships Black professors form, the experiences and motivation patterns of high achieving African Americans students, and the influence of campus climate and interactions with diverse peers. Her published work includes examinations of the influence of climate on students' aspirations and motivation patterns, how students resist stereotypes about members of their respective racial/ethnic groups, and how climate shapes the frequency and nature of the relationships Black professors form with students. Dr. Griffin's diverse interests and background have provided the opportunity to become skilled in advanced quantitative and qualitative methods, as well as the integration of these strategies in mixed methods research. She is a graduate of UCLA's Higher Education and Organizational Change Program, and also holds a Masters degree from the University of Maryland, College Park in Education Policy and Leadership, as well as a Bachelors degree in Psychology from Stanford University. Prior to completing her doctoral work at UCLA, Dr. Griffin worked in higher education administration, primarily focusing in the areas of diversity recruitment, admissions and retention in graduate and undergraduate populations.
Areas of Expertise
African American students and faculty
Mentoring and student-faculty interaction
High achievers of color
Campus racial climate
Mixed methods research
Publications (Full CV available here)
Griffin, K.A., Perez, D. II., Holmes, A.P.E., & Mayo, C.E.P. (in press). Investing in the Future: Exploring faculty narratives on the importance of mentoring in the development of students of color in STEM. New Directions in Institutional Research.
Hurtado, S., Griffin, K.A., Arellano, L., & Cuellar, M. (in press). Assessing the value of climate assessments: Progress and future directions. Journal of Diversity in Higher Education, 1(4), 204-221.
Kimura-Walsh, E., Yamamura, E.K. Griffin, K.A., & Allen W.R. (in press). Achieving the college dream? Examining disparities in access to college information among high-achieving and non high-achieving Latinas. Journal of Hispanic Higher Education.
Allen, W., Harris, A., Dinwiddie, G., & Griffin, K.A. (2008). Saving grace: A comparative analysis of African American Gates Millennium Scholars and non-recipients. In W.T. Trent and E.P. St. John (Eds.), Readings on equal education (Vol. 23), New York: AMS Press, Inc.
Griffin, K.A., Nichols, A.H., Perez, D., II, & Tuttle, K.D. (2008). Making campus activities and student organizations inclusive for racial/ethnic minority students. In S.R. Harper (Ed.), Creating inclusive college environments for cross-cultural learning and engagement (pp. 121-138). Washington, DC: National Association of Student Personnel Administrators, Inc.
Allen, W.R., Jewell, J.O., Griffin, K.A., & Wolf, D. (2007). Historically Black colleges and universities: Honoring the past, engaging the present, touching the future. Journal of Negro Education 76(3), 263-280.
Griffin, K.A., Yamamura, E., Kimura-Walsh, E.F., & Allen, W.R. (2007). Those who left, those who stayed: The educational opportunities of high-achieving Black and Latina/o students in magnet and non-magnet Los Angeles high schools. Educational Studies, 42(3), 229-247.
Fries-Britt, S. & Griffin, K.A. (2007). The Black Box: How high achieving Blacks resist stereotypes about African Americans, Journal of College Student Development, 48(5), 509-524.
Griffin, K.A. & Allen, W.R. (2006). Mo'money, mo' problems?: High achieving Black high school students; experiences with resources, racial climate, and resilience. Journal of Negro Education, 75(3), 478-494.
Griffin, K.A. (2006). Striving for success: A qualitative exploration of competing theories of high-achieving Black college students' academic motivation. Journal of College Student Development, 47(4), 384-399.
Allen, W.R., Jayakumar, U.M., Griffin, K.A., Korn, W., Hurtado, S. (2005). Black undergraduates from Bakke to Grutter: Freshmen status, trends and prospects, 1971-2004. Los Angeles, CA: Higher Education Research Institute. ISBN: 1-878477-37-4.
Honors & Awards
2004-2008, Eugene Cota-Robles Graduate Fellowship, University of California, Los Angeles, California
2005-2007, National Science Foundatin (NSF) Interdisciplinary Graduate Education Research and Training (IERT) Predoctoral Fellowship, Interdisciplinary Relationship Science Program, University of California, Los Angeles, California
2001, Omicron Delta Kappa: Leadership Honors Society
1999, Graduate Fellowship, University of Maryland, College Park, Maryland
Education
Ph.D., Higher Education and Organizational Change, University of California, Los Angeles
M.A., Education Policy and Leadership, University of Maryland, College Park
B.A., Psychology, Stanford University
