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Faculty & Research

Nancy E. Hill

Charles Bigelow Professor of Education

Nancy E. Hill

Degree:  Ph.D., Michigan State University, (1994)
Email:  [javascript protected email address]
Phone:  617.496.1182
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

Profile

Nancy Hill is developmental psychologist. Her research focuses on ethnicity, culture and context and identifies unique and interactive ways in which these constructs influence parenting beliefs, parenting practices, and children mental health and academic adjustment. Recent and ongoing projects include a researcher-practitioner partnership focused on familial and school-based relationships that support adolescents' emerging sense of purpose, academic engagement, achievement and post-secondary school transitions; Project Alliance/Projecto Alianzo, a multiethnic study of parental involvement in education during adolescence; and collaboration with a local school district focused on school choice policies to examine equity and access to high quality schools, along with demographic variations in parental priorities and experiences with these policies. She is the co-founder of the Study Group on Race, Culture, and Ethnicity, an interdisciplinary group of scientists who develop theory and methodology for defining and understanding the cultural context within diverse families. She is on the leadership team of the Boston Area Research Initiative (BARI), which catalyzes original research that is on the cutting edge of social science and policy through forging mutually beneficial relationships between the region's researchers, policymakers, practitioners and civic leaders and merging and sharing large scale administrative data sets to address policy-relevant research questions.

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 on "Improving adolescents' academic achievement holistically:  Inter-agency collaborations at the state and local levels." Her research has been funded by the National Institute of Child Health and Human Development, National Science Foundation, the Spencer Foundation and numerous other agencies and foundations.

She has served on the Governing Council and as Secretary of the Society for Research in Child Development (2009-2015); Member and Chairperson of the Board of ChildFund International, an iNGO serving Children and families in 25 nations globally; and on numerous other boards.

Click here to see a full list of Nancy Hill's courses.

Areas of Expertise
Awards
Society for Research on Adolescence, Social Policy Best Article Award for Hill & Tyson, 2009,(2010)
Publications
Hill, N. E., Liang, B., Price, M., Polk, W. & Perella, J. (in press) Envisioning a meaningful future and academic engagement: The role of parenting practices and school-based relationships. Psychology in the Schools,(forthcoming)

Linnenbrink-Garcia, L., Wormington, S. V., Snyder, K. E., Riggsbee, J., Perez, T. Ben-Eliyahu, A., Hill, N. E. (in press) Multiple pathways to success:  An examination of integrative motivational profiles among college and upper elementary students. Journal of Educational Psychology,(forthcoming)

Price, M., Olezesky, C., McMahon, T. & Hill, N. E. (in press). 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. New York: Springer.,(forthcoming)

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,(2017)

Hill, N. E., Witherspoon, D., & Bartz, D. L. (2016). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. Journal of Educational Research. DOI: 10.1080/00220671.2016.1190910,(2016)

Hill, N. E. (in press). Family-school relationships during adolescence: Communication and levels of engagement. In S. M. Sheridan & E. M. Kim (Eds.), Research on family-school partnerships: An interdisciplinary examinatino of the state of the science and critical needs. New York: Springer,(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: 10.1037/a0038367 ,(2015)

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).,(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,(2015)

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.,(2015)

Wang, M-T, Hill, N. E., Hofken, T. (2014). Parental involvement and African American and European American adolescent academic, behavioral, and emotional development in secondary school. Child Development, DOI: 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,(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 Children's Mental Health: Development and Context (Vol. 1) (pp. 199-230). Santa Barbara, CA: Praeger.,(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.,(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.,(2010)

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)

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)

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)

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.,(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.,(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.,(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., & 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. & 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.

,(2009)

Hill, N. E. & Chao, R. K. (2009) Families, Schools, and the Adolescent: Connecting Research Policy and Practice-School Relations in Adolescence: Interdisciplinary linkages among Research Policy and Practice. New York: Teachers College Press.,(2009)

Associations
Society for Research in Child Development

Society for Research on Adolescence

Study Group on Race, Culture and Ethnicity

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