Nancy E. Hill
Charles Bigelow Professor of Education
(On Leave Fall 2021)
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 Assistant: Jonathan Whichard
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)
Conceptualizing and Measuring the Racial Ecology of Schools and Classrooms (2019-2021)
New York University
Dr. Hill will work collaboratively with Dr. Hughes in developing the content and organization of the proposed conference. She will assist in identifying and finalizing this list of speakers and coordinate their topics and presentations so as to integrate theory and research on school racial climate. Subsequent to the conference, Dr. Hill will collaborate with Dr. Hughes on the submission of a proposal for a special issue of a peer reviewed journal that will enable that the collective work of the conference to impact the field at large. Dr. Hill brings her knowledge and expertise on school experiences and academic outcomes of ethnic minority adolescents, specifically focused on African American and Latino high school students and the role of families and schools in school success and post-secondary planning.
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,(2021)
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,(2021)
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,(2020)
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,(2019)
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,(2019)
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,(2019)
Bravo, D. Y., Jeffries, J. Epps, A. & Hill, N. E. (2019). When things go viral: YouthÂ’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,(2019)
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,(2018)
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,(2018)
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,(2018)
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, 595Â–608. DOI: 10.1002/pits.22146. https://doi-org.ezp-prod1.hul.harvard.edu/10.1002/pits.22146,(2018)
Hill, N. E., Liang, B., Bravo, D. Y, Price, M., Polk, W., Perella, J., & Savitz-Romer, M. (2018). AdolescentsÂ’ 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,(2018)
Savitz-Romer, M. Nicola, T., Jensen, A., Hill, N.E., Liang, B. & Perella, J. (2018). Data-Driven School Counseling: The Role of the ResearchÂ–Practice Partnership. Professional School Counseling, 22(1), https://journals-sagepub-com.ezp-prod1.hul.harvard.edu/doi/full/10.1177/2156759X18824269,(2018)
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,(2018)
Hill, N. E., Jeffries, J. & Murray K. (2017). Ethnic minority youth and parents still navigate inequities in educational opportunities:Â¿ 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,(2017)
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,(2015)
Kim, S. W. & Hill, N. E. (2015). Including Fathers in the Picture: A Meta-Analysis of Parental Involvement and StudentsÂ’ Academic Achievement. Journal of Educational Psychology, 107(2). http://dx.doi.org.ezp-prod1.hul.harvard.edu/10.1037/edu0000023,(2015)
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,(2015)
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,(2015)
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,(2014)
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,(2012)
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 ChildrenÂ’s Mental Health: Development and Context (Vol. 1) (pp. 199-230). Santa Barbara, CA: Praeger. https://psycnet.apa.org/record/2011-15094-008,(2011)
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,(2011)
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,(2010)
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,(2009)
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.,(2009)
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.,(2009)
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*,(2009)
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,(2009)
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,(2009)
Society for Research in Child Development
Society for Research on Adolescence
Study Group on Race, Culture and Ethnicity