My scholarship revolves around how early developmental contexts help or hinder children’s development into competent, productive members of society. I address this broad issue by focusing on how parents and co-parents engage with children, especially in the Black community, and how multiple environmental pollutants and social risks impact young people’s school readiness, academic achievement, and court involvement. This work has earned me awards including the Wade and Bev Fetzer Fund for Excellence (2017), a fellowship in the Big Ten Academic Alliance’s Academic Leadership Program (2017-18), and the Faculty Diversity Award from the UW System Institute on Race and Ethnicity (2009).
Dilworth-Bart, J., Poehlmann-Tynan, J., Taub, A., Liesen, C., & Bolt, D. (2018). Longitudinal associations between self-regulation and the academic and behavioral adjustment of young children born preterm. Early Childhood Research Quarterly, 42(1), 193-204. https://doi.org/10.1016/j.ecresq.2017.09.007
Dilworth-Bart, J. (2012). Does executive function mediate SES and home quality associations with academic readiness? Early Childhood Research Quarterly, 27(3), 416-425. https://doi.org/10.1016/j.ecresq.2012.02.002
Dilworth-Bart, J., & Moore, C. (2006). Mercy, Mercy Me: Social injustice and the prevention of environmental pollutant exposures among ethnic minority and poor children. Child Development, 77(2), 247-265. https://doi.org/10.1111/j.1467-8624.2006.00868.x
For a full list of publications, see Dilworth-Bart’s CV.
- Human Development & Family Studies
- BS Human Development & Family Studies
- PhD Human Ecology: Human Development & Family Studies
- PhD, Clinical Psychology, Rutgers University
- MS, Clinical Psychology, Rutgers University
- BA, Psychology, Hampton University
Office: 2135A Nancy Nicholas Hall