Kevin Cokley

Professor of Psychology, College of Literature, Science, and the Arts

Location

East Hall 3028
530 Church St.
Ann Arbor, Michigan 48109

Kevin Cokley’s research interests can be broadly categorized as using an emic approach in the area of African American psychology. Two broad questions have guided much of his research: (1) How do psychological and environmental factors impact African American student academic outcomes? and more recently (2) What is the nature of the impostor phenomenon, and what role does it play in the academic outcomes and mental health of African American and other minoritized students? His research and scholarship seek to understand one of the most pressing educational issues of our time: the underachievement of African American students. 

Current projects include (1) examining the role of school racial composition in academic attitudes among Black college students, (2) examining academic disidentification among minoritized students, and (3) working on an edited book on research about the impostor phenomenon. He is a co-principal investigator of an NIH grant examining threats to diversity in the health science workforce. 

Before joining the Marsal Family School of Education, Dr. Cokley was Chair of the Department of Educational Psychology at the University of Texas at Austin. He is author of the book “The Myth of Black Anti-Intellectualism” that challenges the notion that African American students are anti-intellectual and editor of the book “Making Black Lives Matter: Confronting Anti-Black racism.”

Selected Publications

"The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement."

Cokley, K. & Chapman, C. (2008). The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement. Social Psychology of Education: An International Journal, 11, 349-365. 

"A preliminary examination of academic disidentification, racial identity, and academic achievement among African American adolescents."

Cokley, K., McClain, S., Jones, M., & Johnson, S. (2011). A preliminary examination of academic disidentification, racial identity, and academic achievement among African American adolescents. The High School Journal, 95, 54-68. 

"A confirmatory factor analysis of the Academic Motivation Scale with Black college students."

Cokley, K. (2015). A confirmatory factor analysis of the Academic Motivation Scale with Black college students. Measurement and Evaluation in Counseling and Development, 48(2), 124-139. 

"Learning while Black: A culturally informed model of the impostor phenomenon for Black graduate students."

Stone, S., Saucer, C., Bailey, M., Garba, R., Hurst, A., Jackson, S., Krueger, N., & Cokley, K. (2018). Learning while Black: A culturally informed model of the impostor phenomenon for Black graduate students. Journal of Black Psychology, 44(6), 491-531.