Nancy E. Hill
Charles Bigelow Professor of Education
Degree: Ph.D., Michigan State University, (1994)
Personal Site: Link to Site
Vitae/CV: Nancy E. Hill.pdf
Office: Larsen 703
Office Hours Contact: Email the Faculty Assistant to set up the appointment
Faculty Coordinator: Claire Goggin
Nancy Hill is a developmental psychologist whose research focuses on parenting and adolescent development. She, along with Alexis Redding, have recently published a book focused on the developmental benefits of delaying adulthood, The End of Adolescence: The Lost Art of Delaying Adulthood, (Harvard University Press, 2021). This book provides evidence for the historical precedence and rationale for extending the time to adulthood.
In addition, Hill’s research focuses in on two broader areas. First, she studies the ways race, socioeconomic status, and community context interact and impact youths’ opportunities for upward mobility, especially through secondary school and postsecondary transitions. Second, her research focuses on the relational supports and mechanisms associated with adolescents’ emerging sense of purpose and views of the economy as they influence post-secondary transitions to college and career. These include familial and school-based supportive relationships and how they support youth as they engage in school, succeed academically and hone their goals, aspirations, and sense of purpose. Hill is known for her work identifying developmentally sensitive strategies to maintain parental involvement in education during adolescence.
Hill’s current research projects include two research-practice partnerships. One is a longitudinal study following adolescents across high school, focusing on economically and ethnically diverse youth and their emerging sense of purpose and views of the economy as they influence post-secondary transitions to college and career. The second is focused on academic engagement and postsecondary planning among immigrant youth. In addition, she and her colleagues are collaborating with a large urban school district on how families experience school choice and the impact on equitable access to high quality educational opportunities.
Hill’s research has been published in leading peer-reviewed journals in the fields of developmental psychology and education, including Child Development, Developmental Psychology, and Journal of Educational Psychology. She has edited five books in the areas of parenting and academic achievement during adolescence and among ethnic minority populations.
Hill was a recipient of the William T. Grant Foundation’s Distinguished Faculty Fellowship to support her engagement with the Massachusetts’ Executive Office on Education, under Governor Deval Patrick. She was awarded the Ernest Hilgard Award for Lifetime contributions to psychology from Division 1 of the American Psychological Association. Hill was named to the National Academies of Sciences Engineering and Medicine’s (NASEM) Board on Children Youth and Families. She is President-Elect of the Society for Research in Child Development.
Click here to see a full list of Nancy Hill's courses.
Society for Research on Adolescence, Social Policy Best Article Award for Hill & Tyson, 2009,(2010)
Conference: Toward a Holistic Developmental Science: Catalyzing Transdisciplinary Multi-Sector Collaborations to Understand and Support Human Development (2022-2023)
National Science Foundation
As developmental science has increased its disciplinary representation, silos of knowledge have developed leading to fragmented knowledge about human development. Because human develop is complex, specialization is often essential to address deep questions. However, innovation is catalyzed at the nexus of transdisciplinary, multisector research—research that is intentionally developed to integrate multiple disciplines, policy, and practice. Whereas the importance of transdisciplinary research has been well established, the difficulty in achieving it has also been acknowledged. As such, this is a proposal for a Society for Research in Child Development (SRCD) Special Topics Conference titled, “Toward a Holistic Developmental Science: Catalyzing Transdisciplinary Multi-Sector Collaborations to Understand and Support Human Development. This conference will take place in St. Louis, MO on September 29-October 1, 2022. Because supporting the next generation of scientists and the integration of science, practice, and community, we are seeking funding to support the attendance of scholars who are early career scholars and/or from underrepresented groups. Because true transdisciplinary, multi-sector collaborations require more than an initial meeting, we are requesting funding for scholar-teams to attend a preconference session prior to the SRCD Biennial Meeting, during which teams will be supported and mentored in realizing their transdisciplinary research projects.
Hill, N. E., (2021). In search of the individual embedded in context: Applications of the Specificity Principle. Journal of Applied Developmental Science, 75. https://doi.org/10.1016/j.appdev.2021.101289
White, A., Liang, B., Hill, N. E., & Perella, J. (2021). My mentor thinks that I can be someone amazing: Drawing out youths' passions and purpose. Journal of Adolescent Research. https://doi-org.ezp-prod1.hul.harvard.edu/10.1177/0743558420942481
Umana-Taylor, A., J. & Hill, N. E. (2020). Ethnic-racial socialization in the family: A decade's advance on precursors and outcomes. Journal of Marriage and the Family, 82, 244-271. https://doi.org/10.1111/jomf.12622
Price, M., Polk, W., Hill, N. E., Liang, B. & Perella, J. (2019). The intersectionality of identity-based victimization in adolescence: A person-centered examination of mental health and academic achievement in a U. S. high school. Journal of Adolescence, 76, 185-196. DOI: 10.1016/j.adolescence.2019.09.002. https://www-sciencedirect-com.ezp-prod1.hul.harvard.edu/science/article/pii/S0140197119301538
Price, M. Hill, N. E., Liang, B., & Perella, J. (2019). Teacher Relationships and Adolescents Experiencing Identity-Based Victimization What Matters for Whom Among Stigmatized Adolescents. School Mental Health Journal. DOI: 10.1007/s12310-019-09327-z. https://link-springer-com.ezp-prod1.hul.harvard.edu/article/10.1007/s12310-019-09327-z
Bravo, D. Y., Jeffries, J. Epps, A. & Hill, N. E. (2019). When things go viral: Youth’s discrimination in the world of social media. In H. E. Fitzgerald, D. J. Johnson, D. Qin, F. Villarruel, & J. Norder (Eds.), Handbook of Children and Prejudice: Integrating Research, Practice, and Policy. (pp. 269-287). New York: Springer. https://link-springer-com.ezp-prod1.hul.harvard.edu/chapter/10.1007%2F978-3-030-12228-7_15
Price, M., Olezesky, C., McMahon, T. & Hill, N. E. (2019). A Developmental Perspective on Victimization Faced by Gender-Nonconforming Youth. In H. E. Fitzgerald, D. J. Johnson, D. Qin, F. Villarruel, & J. Norder (Eds.), Handbook of Children and Prejudice: Integrating Research, Practice, and Policy. (pp. 447-461) New York: Springer. https://link.springer.com/chapter/10.1007/978-3-030-12228-7_25
Hill, N. E., Witherspoon, D., & Bartz, D. L. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. Journal of Educational Research, v111 n1 p12-27. DOI: 10.1080/00220671.2016.1190910. https://www-tandfonline-com.ezp-prod1.hul.harvard.edu/doi/full/10.1080/00220671.2016.1190910
Hill, N. E., Liang, B., Bravo, D. Y, Price, M., Polk, W., Perella, J., & Savitz-Romer, M. (2018). Adolescents’ perceptions of the economy: Its association with academic engagement and the role in school-based and parental relationships. Journal of Youth and Adolescence, 47(5), 895-915. http://dx.doi.org/10.1007/s10964-017-0802-5
Liu, P., Savitz-Romer, M., Perella, J., Liang, B., & Hill, N. E. (2018). Students representations of dyadic and global teacher-student relationships: Perceived caring, negativity, affinity, and differences across gender and race/ethnicity. Contemporary Educational Psychology, 54, 281-296. DOI: 10.1016/j.cedpsych.2018.07.005. https://www-sciencedirect-com.ezp-prod1.hul.harvard.edu/science/article/pii/S0361476X17304861
Polk, W., Hill, N. E., Price, M., Liang, B., Perella, J. & Savitz-Romer, M. (2018). Adolescent Profiles of Marginalization and Connection at School: Relations with Academics and Mental Health. Journal of Research on Adolescence, DOI: 10.1111/jora.12460. https://doi-org.ezp-prod1.hul.harvard.edu/10.1111/jora.12460
Savitz-Romer, M. Nicola, T., Jensen, A., Hill, N.E., Liang, B. & Perella, J. (2018). Data-Driven School Counseling: The Role of the Research–Practice Partnership. Professional School Counseling, 22(1), https://journals-sagepub-com.ezp-prod1.hul.harvard.edu/doi/full/10.1177/2156759X18824269
Hill, N. E., Liang, B., Price, M., Polk, W. & Perella, J., & Savitz-Romer, M. (2018) Envisioning a meaningful future and academic engagement: The role of parenting practices and school-based relationships. Psychology in the Schools, 55, 595–608. DOI: 10.1002/pits.22146. https://doi-org.ezp-prod1.hul.harvard.edu/10.1002/pits.22146
Linnenbrink-Garcia, L., Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T. Ben-Eliyahu, A., Hill, N. E. (2018) Multiple pathways to success: An examination of integrative motivational profiles among college and upper elementary students. Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000245
Hill, N. E., Jeffries, J. & Murray K. (2017). Ethnic minority youth and parents still navigate inequities in educational opportunities:¿ New tools for old problems. The Annals of the American Academy of Political and Social Science, 674, 113-133 DOI: 10.1177/0002716217730618. https://doi-org.ezp-prod1.hul.harvard.edu/10.1177/0002716217730618
Hill, N. E. & Wang, M-T (2015). From middle school to college: Promoting engagement, developing aspirations and the mediated pathways from parenting to post high school enrollment. Developmental Psychology, 51(2), 224-235. DOI: https://doi.org/10.1037/a0038367
Hill, N. E. (2015). Family-school relationships during adolescence Clarifying Goals, Broadening Conceptualizations, and Deepening Impact. In S. M. Sheridan & E. M. Kim (Eds.), Research on family-school partnerships: An interdisciplinary examination of state of the science and critical needs. New York: Springer. https://link-springer-com.ezp-prod1.hul.harvard.edu/chapter/10.1007%2F978-3-319-16931-6_3
Kim, S. W. & Hill, N. E. (2015). Including Fathers in the Picture: A Meta-Analysis of Parental Involvement and Students’ Academic Achievement. Journal of Educational Psychology, 107(2). http://dx.doi.org.ezp-prod1.hul.harvard.edu/10.1037/edu0000023
McBride Murry, V., Hill, N. E., Berkel, C., Witherspoon, D. P., & Bartz, D. (2015). Children in diverse social contexts. In M. Bornstein & T. Leventhal (Eds.), Handbook in Child Psychology and Developmental Science (Volume 4: Ecological Settings and Processes in Developmental Systems, pp. 416-454), R. M. Lerner, Editor-in-Chief; 7th edition. New York: Wiley. https://ebookcentral-proquest-com.ezp-prod1.hul.harvard.edu/lib/harvard-ebooks/reader.action?docID=1895803&ppg=44
Wang, M-T, Hill, N. E. & Hofkens, T. (2014). Parental Involvement and Adolescent Academic, Behavioral, and Emotional Development in Secondary School. Child Development, 85(6), 2151-2168. DOI: 10.1111/cdev.12284. https://doi.org/10.1111/cdev.12284
Hill, N. E. (2012). Parent-child and child-peer close relationships: Understanding parental influences on peer relations from a cultural context. In T. J. Loving & L. Campbell (Eds.), Close relationships across the lifespan. (pp. 109-134) Washington DC: APA Books. https://www.apa.org/pubs/books/4318099
Hill, N. E. (2011). Undermining partnerships between African-American families and schools: Legacies of discrimination and inequalities. In Hill, N. E., Mann, T. L., & Fitzgerald, H. E. (Eds.), African American Children’s Mental Health: Development and Context (Vol. 1) (pp. 199-230). Santa Barbara, CA: Praeger. https://psycnet.apa.org/record/2011-15094-008
Hill, N. E. & Witherspoon, D. W. (2011). Race, ethnicity, and SES. In M. Underwood & L. Rosen (Eds.) Handbook on Social Development. (pp. 316-346). New York: Guilford. https://psycnet.apa.org/record/2011-26924-013
Hill, N. E. & Torres, K. A. (2010). Negotiating the American Dream: The Paradox of Aspirations and Achievement among Latino Students and Engagement between their Families and Schools. Journal of Social Issues, 66(1), 95-112. https://doi-org.ezp-prod1.hul.harvard.edu/10.1111/j.1540-4560.2009.01635.x
Hill, N. E. (2009). Culturally-based worldviews, family processes, and family-school interaction. In S. Christenson & A. Reschly (Eds.). The Handbook on School-Family Partnerships for Promoting Student Competence (pp. 101-127). New York: Routledge/Taylor Francis.
Tyson, D. F., Linnenbrink-Garcia, L., & Hill, N. E. (2009). Regulating Debilitating Emotions in the Context of Performance: Achievement Goal Orientations, Achievement-Elicited Emotions, and Socialization Contexts. Human Development, 52(6), 329-356
Hill, N. E. & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740-763. http://dx.doi.org.ezp-prod1.hul.harvard.edu/10.1037/a0015362. *Winner 2010 SRA Social Policy Best Article Award*
Chao, R. K. & Hill, N. E. (2009). Recommendations for developmentally appropriate strategies for parental involvement during adolescence. In N. E. Hill & R. K. Chao (Eds.) Families, schools and the adolescent: Connecting research, policy, and practice. (pp. 195-207). New York: Teachers College Press. https://www.amazon.com/Families-Schools-Adolescent-Connecting-Research/dp/0807749958
Hill, N. E. & Chao, R. K. (2009). Background in theory, policy, and practice. In N. E. Hill & R. K. Chao (Eds.) Families, schools and the adolescent: Connecting research, policy, and practice.(pp. 1-15). New York: Teachers College Press. https://www.amazon.com/Families-Schools-Adolescent-Connecting-Research/dp/0807749958
Hill, N. E., Tyson, D. F., & Bromell, L. (2009). Parental involvement in middle school: Developmentally appropriate strategies across SES and ethnicity. In N. E. Hill & R. K. Chao (Eds.) Families, schools, and the adolescent: Connecting research, policy, and practice. (pp. 53-72). New York: Teachers College Press.
Society for Research in Child Development
Society for Research on Adolescence
Study Group on Race, Culture and Ethnicity