Director of the Family Involvement Laboratory
Kelsey Garcia is a third-year doctoral student in Human Development. She received her Bachelor of Science degree in Psychology from Arizona State University. Her past experience includes conducting in-home intervention programs with the Arizona child welfare system. Her interests lie in how parenting interventions can promote positive parent-child relationships and help parents to support children’s early social and emotional development, particularly low-income communities.
Avery Hennigar is a third-year doctoral student in Human Development. She received her Bachelor of Science in Public Health, Bachelor of Arts in Psychology, and Master of Public Health from the University of Massachusetts Amherst. Avery's research interests focus on how structural and social factors influence parent-child relationships and how interventions can be most effective for low income families. Specifically, she is interested in examining the challenges related to juggling low wage work and family life and the impact of parents' mental health on child outcomes.
Yu (Tina) Chen is a first-year doctoral student in Human Development. She received her Bachelor of Arts degree in Psychology and Economics from Grinnell College. Before coming to UMD, Tina worked as a lab manager with Dr. Kathy Hirsh-Pasek at Temple University. Her research focuses on how parent-child interactions and home environment shape child outcomes. She is particularly interested in mothers and fathers from at-risk families and their input to and ways of interacting with their children.
Philip Wilkinson is a doctoral candidate at the University of Georgia’s Institute of Higher Education. He received his Bachelor of Business Administration, double majoring in International Business and History, from Loyola University (Baltimore), and his Master of Science in Education from Northern Illinois University in Adult and Higher Education. His dissertation focuses on identifying the effects of baccalaureate recipients who graduate with excess credit hours on short term employment and social outcomes using non-parametric methods. He is interested in post-secondary policy and analysis, quasi-experimental design, social network analysis, data mining and machine learning, and identifying causality in the social sciences. Prior to joining the University of Maryland, Mr. Wilkinson worked as a graduate research associate at the American Council on Education’s Center for Policy, Research, and Strategy; as graduate researcher at the Institute of Higher Education at the University of Georgia; and as a lecturer and coordinator at Mahidol University – International College (Thailand). Mr. Wilkinson currently works in both the Family Involvement Laboratory and the Learning and Cognition Laboratory at the College of Education.
Jhoseline Guzman earned her Bachelor of Arts in Psychology from the University of Maryland Baltimore County. During her undergraduate career, Jhoseline worked as a teacher assistant at Bridges Public Charter School, which furthered her interests in working with children. Specifically, she is interested in understanding how different aspects of cultural beliefs and values impact social and emotional development in early childhood.
Estefany Araniva earned her Bachelor of Science degree in Family Science with a minor in Spanish from the University of Maryland, College Park. She is a full-time research assistant at the Family Involvement Lab. Her research interests include analyzing the effects of family constructs based on parent-child interactions, parental stress and co-parenting. Specifically, she is interested in examining how these different constructs affect family synchrony and child development.
Carol Barrios is a full-time research assistant at the Family Involvement Lab. She earned her Bachelor of Arts degree in Psychology with a minor in Leadership Studies at the University of Maryland, College Park. Prior to joining the lab, she was a research assistant in the Emotions, Equity, and Education Lab and participated in an intervention that focused on testing the effects of social identity on mathematical achievement in low income Latino middle school students. Her research interests include bullying intervention among middle and high school adolescents, and examining the effects that adolescent development, home climate, and social identities have on school climate and bullying prevention.
Dr. Jerry West’s research interests include school readiness, child care and early education, mothers’ and fathers’ involvement in their children’s education, and kindergarten in the U.S. He received a Ph.D. in sociology from the University of North Carolina, Chapel Hill in 1979 with a concentration in social psychology. Over his 30+ year career, he has designed and directed national cross-sectional studies of preschool, school-age children, and adults, and national longitudinal surveys of children’s development and learning from birth through middle childhood. He has trained hundreds of graduate students, junior and senior faculty from different disciplines on how to accurately use data from the national child development, early childhood and elementary school studies to answer key questions in child development and education. As a Senior Fellow at Mathematica Policy Research for more than 10 years, Dr. West directed the Head Start Family and Child Experiences Survey (FACES) and other large-scale studies. Prior to joining Mathematica, he was the Director of the Early Childhood and Household Studies Program at the U.S. Department of Education’s National Center for Education Statistics (NCES).
Daniela Aldoney is an alumnus of the Family Involvement Lab. She earned her undergraduate degree in psychology from the Universidad de Chile and received her Master of Arts degree and PhD in Human Development from the University of Maryland. Currently, she is a research faculty at the Centro de Apego y Regulación Emocional (CARE) at the Universidad del Desarrollo in Santiago, Chile. Her research interests include the study of parent-child relationships in disadvantaged populations during the preschool years. She has focused in understanding the development of emotional competences, executive functions, and language in children at risk and how mothers and father can promote an optimal development in their children. She teaches courses for psychlogy undergraduate and doctoral students and directs the Familia, Adolescencia e Infancia lab.
Liz Karberg is an alumnus of the Family Involvement Lab. She received her Bachelor of Science in Psychology from The College of William and Mary, her Master of Arts in Comparitive Human Development from the University of Chicago, and her PhD in Human Development from the University of Maryland. Dr. Karberg is a Research Scientist at Child Trends. She studies parent-child relationships in fragile families (families in which the parents are not married), and how parent involvement affects early development in these families.
Jenessa Malin is an alumnus of the Family Involvement Lab. She is a Social Science Research Analyst in the Administration for Children and Families’ Office of Planning, Research, and Evaluation (OPRE). Her portfolio includes research and evaluation projects related to child welfare and early care and education programs (Head Start and CCDF). Dr. Malin began her work at OPRE as a Society for Research in Child Development Executive Branch Policy Fellow. She holds a B.A. in Psychology from Duke University. She also holds an M.A. in Measurement, Statistics, and Evaluation and a Ph.D. in Human Development, both from the University of Maryland, College Park.