Rona Carter

Assistant Professor of Psychology, College of Literature, Science, and the Arts (LSA)

Rona  Carter, School of Education

Rona Carter studies the mutual implications of biological transitions (puberty), developmental processes such as identity development (gender and ethnic-racial identity), and social contexts (schools, peer) on school-related outcomes among girls. She also examines predictors of self-perceptions of biological transitions and the effects of those perceptions on girl’s school-related outcomes. She draws upon both secondary data analysis and original data collection and uses a multi-method, multi-informant design framework to address her research questions.

In the School of Education, Carter teaches courses in the following program(s):
Combined Program in Education and Psychology


Selected Publications

Carter, R., Mustafaa, F. N., & Leath, S. (2017). Teachers’ expectations of girls’ classroom performance and behavior: Effects of girls’ race and pubertal timing. The Journal of Early Adolescence, 0272431617699947.

Carter, R., Leath, S., Butler-Barnes, S. T., Chavous, T. M., Caldwell, C. H., & Jackson, J. S. (2017). Comparing associations between perceived puberty, same-race friends, and same-race peers, and psychosocial outcomes among African American and Caribbean Black girls. Journal of Black Psychology, 0095798417711024.

Seaton, E. K., & Carter, R. (2017). Pubertal timing, racial identity, neighborhood, and school context among black adolescent females. Cultural diversity and ethnic minority psychology.



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