Contact Information
Research Areas
Research Interests
The central question guiding Dr. Pomerantz's research is that of how to facilitate children's motivation and achievement in school. Dr. Pomerantz's research group focuses primarily on the role of parents, with a current study on how to support parents in optimizing children's learning in the area of math. A key theme of Dr. Pomerantz's research is understanding how the cultural context in which children and parents reside shapes children's motivation and achievement; to date, the focus has been on the United States and China.
Education
Ph.D. from New York University
Additional Campus Affiliations
Professor, Gender and Women's Studies
Director, Center for Social and Behavioral Science
Affiliate, Center for Social and Behavioral Science
External Links
Recent Publications
Barger, M. M., Wu, J., Xiong, Y., Oh, D. D., Cimpian, A., & Pomerantz, E. M. (2022). Parents' responses to children's math performance in early elementary school: Links with parents' math beliefs and children's math adjustment. Child development, 93(6), e639-e655. https://doi.org/10.1111/cdev.13834
Grolnick, W. S., & Pomerantz, E. M. (2022). Should parents be involved in their children’s schooling? Theory Into Practice, 61(3), 325-335. https://doi.org/10.1080/00405841.2022.2096382
Oh, D. D., Barger, M. M., & Pomerantz, E. M. (2022). Parents’ Math Anxiety and Their Controlling and Autonomy-Supportive Involvement in Children’s Math Learning: Implications for Children’s Math Achievement. Developmental psychology, 58(11), 2158-2170. https://doi.org/10.1037/dev0001422
Oh, D. D., & Pomerantz, E. M. (2022). Parent–Teacher Conferences: Teachers’ Information Provision and Parents’ Involvement in Children’s Schooling. Merrill-Palmer Quarterly, 68(2), 179-213. https://doi.org/10.1353/mpq.2022.0009
Wei, J., Pomerantz, E. M., Ng, F. F. Y., Yu, Y., Wang, M., & Wang, Q. (2022). Do the effects of parents’ involvement in youth's academic adjustment vary with youth's developmental phase? A longitudinal investigation in China. Contemporary Educational Psychology, 71, Article 102118. https://doi.org/10.1016/j.cedpsych.2022.102118
