Nancy E. Hill

Nancy E. Hill is an American developmental psychologist. She is the Charles Bigelow Professor of Education at the Harvard Graduate School of Education.[1] Hill is an expert on the impact of parental involvement in adolescent development,[2] cultural influences on minority youth development, and academic discourse socialization, defined as parents' academic beliefs, expectations, and behaviors that foster their children's academic and career goals.[3][4]

Nancy E. Hill
OccupationProfessor of Education
AwardsRadcliffe Institute Fellow; William T. Grant Foundation Fellow
Academic background
Alma materMichigan State University; Ohio State University
Academic work
InstitutionsHarvard Graduate School of Education

Hill has held leadership positions with ChildFund International[5] and the Society for Research in Child Development[6] and has contributed to U.S. News and World Report.[7] She was a Fellow of the Radcliffe Institute for Advanced Study (2014–2015)[8] and a Distinguished Faculty Fellow of the William T. Grant Foundation (2013–2014).[9]

Hill is co-editor of several volumes including African American Children and Mental Health,[10] African American Family Life: Ecological and Cultural Diversity,[11] and Families, Schools, and the Adolescent: Connecting Research, Policy, and Practice.[12]

Biography

Hill completed a B.S. degree in Psychology with honors from the Ohio State University in 1989. She continued her education in Developmental Psychology at Michigan State University, where she received a M.A. degree in 1992 and a Ph.D. degree in 1994, under the supervision of Hiram E. Fitzgerald. Her graduate research focused on parent-child relationships and social mobility in African American families. From 1994–1996, Hill was a NIMH Postdoctoral Fellow at the Preventive Intervention Research Center of Arizona State University. She was faculty in the Department of Psychology at Duke University and at the University of North-Carolina Chapel Hill before joining the faculty of Harvard University in 2009.[9]

Hill's research has been supported by grants from the National Science Foundation, Institute of Education Sciences, National Institute of Child Health and Human Development, National Institute of Mental Health and the Spencer Foundation.

Research

Hill's research program has focused on parental practices that guide children's academic development, which include setting expectations for school work, providing valuable learning strategies, and establishing beliefs about learning. Hill's co-authored article (with Diana Tyson) titled Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement[13] won the Social Policy Best Article Award from the Society for Research in Adolescence in 2010.[14] This paper reported a meta-analysis of 50 studies, conducted over a span of 26 years with over 50,000 students, which focused on the effects of parental involvement on the academic development of adolescents.[15] Hill and Tyson found that parental involvement during middle school increased children's academic and career success, with largest effects associated with academic socialization practices. Parental involvement helped children to think about the kind of jobs they wanted for themselves in the future and how to set academic goals (including selecting appropriate coursework) to reach their career goals.[16] Research suggests that parental involved is especially important during the middle school years, when adolescents are beginning to think about going to college and need support to further their chances of getting into the college programs that match their interests.[17]

Representative Publications
  • Hill, N. E. (2001). Parenting and academic socialization as they relate to school readiness: The roles of ethnicity and family income. Journal of Educational Psychology, 93(4), 686–697.
  • Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence. Child Development, 75(5), 1491–1509.
  • Hill, N. E., & Craft, S. A. (2003). Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. Journal of Educational Psychology, 95(1), 74–83.
  • Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), 161–164.
  • 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.

References
  1. "Hill Named to Charles Bigelow Chair". Harvard Graduate School of Education. Retrieved 2019-04-08.
  2. Strauss, Valerie (February 6, 2013). "Is parent involvement in school really useful?". Washington Post.
  3. Yamamoto, Yoko; Sonnenschein, Susan (2016-07-02). "Family Contexts of Academic Socialization: The Role of Culture, Ethnicity, and Socioeconomic Status". Research in Human Development. 13 (3): 183–190. doi:10.1080/15427609.2016.1194711. ISSN 1542-7609.
  4. "Parent and Family Engagement: 15 Tips to Help High School Students Achieve". Center for Teaching Quality #CTQCollab. 2015-09-13. Retrieved 2019-04-18.
  5. "ChildFund". childfundalliance.org. Retrieved 2019-04-08.
  6. "Executive". Society for Research in Child Development. Retrieved 2019-04-08.
  7. "U.S. News and World Report Contributor".
  8. "Radcliffe Fellows for 2014–2015 Announced". Harvard Magazine. 2014-05-21. Retrieved 2019-04-08.
  9. "Nancy E. Hill". Harvard Graduate School of Education. Retrieved 2019-04-08.
  10. African American children and mental health. Hill, Nancy E., Mann, Tammy L., Fitzgerald, Hiram E. Santa Barbara, Calif.: Praeger. 2011. ISBN 9780313383038. OCLC 746314531.CS1 maint: others (link)
  11. African American family life : ecological and cultural diversity. McLoyd, Vonnie C., Hill, Nancy E., Dodge, Kenneth A. New York: Guilford Press. 2005. ISBN 978-1572309951. OCLC 58468246.CS1 maint: others (link)
  12. Families, schools, and the adolescent : connecting research, policy, and practice. Hill, Nancy E., Chao, Ruth K. New York: Teachers College Press. 2009. ISBN 9780807749951. OCLC 318645782.CS1 maint: others (link)
  13. Hill, Nancy E.; Tyson, Diana F. (2009). "Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement". Developmental Psychology. 45 (3): 740–763. doi:10.1037/a0015362. ISSN 1939-0599. PMC 2782391. PMID 19413429.
  14. "SRA Awards". SRA: Adolescence Research. Retrieved 2019-04-08.
  15. "Tying Education to Future Goals May Boost Grades More than Helping with Homework, Research Finds". American Psychological Association. Retrieved 2019-04-18.
  16. "Parents Influence Children's Success, Duke Social Psychologist Says". today.duke.edu. Retrieved 2019-04-18.
  17. Viadero, Debra (2009-11-18). "Scholars: Parent-School Ties Should Shift in Teen Years - Education Week". Education Week. Retrieved 2019-04-18.
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