Department of Educational Foundations & Leadership




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Gillham Hall, 5th floor
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The University of Toledo
Main Campus
MS 921
Toledo, OH 43606-3390

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Department Secretary:
David Grajczyk
Gillham Hall 5000

Department Chair:

Dr. Edward Janak
Gillham Hall Room 5000C
(419) 530-4114

Department of Educational Foundations & Leadership


Kumar Revathy

Dr. Revathy Kumar

Educational Psychology Program
Department of Educational Foundations and Leadership

Gillham Hall Room 5000G
Mail Stop 914
Phone:  419.530.2481
Fax:      419.530.8447


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 Revathy Kumar is a Professor of Educational Psychology at the University of Toledo and an Adjunct Assistant Research Scientist at the Institute for Social Research’s Survey Research Center, University of Michigan.  She has a Ph.D. in Education and Psychology from the Combined Program in Education and Psychology, University of Michigan. At the graduate level, she teaches courses in Adolescent Development, Motivational Theory and Application, Cultural Perspectives in Learning and Development, and Self and Identity. Her first line of research focuses on the social and cultural processes involved in learning, development, and in the construction of a sense of self and identity among adolescents in culturally diverse societies. A second line of research includes examining the effects of individual and contextual factors on youth problem behaviors. More recently, Dr. Kumar is also engaged in research examining the relationship between mindfulness and motivation.  




  Educational Background


Education and Psychology, 1999 
University of Michigan, Ann Arbor, MI. 
Dissertation: Living in the interface of different cultures: Adolescents’ experiences of cultural dissonance between home and school. 


Psychology, 1986 
Annamalai University, India


Educational Psychology, 1978 
Bangalore University, India. 
Thesis: The relationship between creativity and personality traits. 


Teacher Certification, 1976 
Bangalore University, India

B.Sc. Chemistry, 1974 
University of Bombay, India


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  Scholarly Interests

    • Motivation
    • Diversity in the classroom
    • Interaction between different contexts of development in relation to adolescents’ academic and emotional well-being
    • Mindfulness as it relates to motivation and education

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  Publications & Presentations

Kumar, R., Seay, N., & Karabenick, S. A. (2015). Immigrant Arab adolescents in ethnic enclaves: Physical and phenomenological contexts of identity negotiation. Cultural Diversity and Ethnic Minority Psychology.

Kumar, R., Karabenick, S. A., & Burgoon, J. (2015). Teachers’ implicit and explicit attitudes toward culturally diverse students and classroom instructional practices. Journal of Educational Psychology. Advance online publication. DOI:

Kumar, R., Warnke, J. H., & Karabenick, S. A. (2013): Arab-American male identity negotiations: caught in the crossroads of ethnicity, religion, nationality and current contexts, Social Identities: Journal for the Study of Race, Nation and Culture, DOI: 10.1080/13504630.2013.864464

Kumar, R., & Hamer, L. (2013). Preservice teachers’ attitudes and beliefs toward student diversity and proposed instructional practices: A sequential designJournal of Teacher Education64 (2), 162-177.

Kumar, R., Seay, N., & Karabenick, S., (2011). Shades of White: Identity status, stereotypes, prejudice, and xenophobia.Educational Studies: A Journal of the American Educational Studies Association, 47 (4), 347–378.

Kumar, R. (2006). Students’ experiences of home-school dissonance: The role of school academic culture and perceptions of classroom goal structuresContemporary Educational Psychology, 31, 253–279.

Select Refereed Book Chapter Publications

Kumar, R., Karabenick, S. A., & Warnke, J. H.  (in press). Role of culture and proximal minority/majority status in adolescent identity negotiations. In P. Schutz & DeCuir-Gunby, J. (Eds.) Researching Race and Ethnicity in the Study of Learning and Motivation in Social and Cultural Contexts. New York, NY: Routledge.

Kumar, R., Seay, N., Warnke, J., H. (2012). Risk and resilience in adolescents’ transnational school transitions: Academic motivation and psychological well-being. In S. Karabenick & T. Urdan (Eds.), Advances in Motivation and Achievement: Vol. 17.Emerald Group Publishing, Ltd.

Kumar, R., & Maehr, M.L. (2010). Schooling, cultural diversity and student motivation. In J. L. Meece & J. Eccles (Eds. pp. 308–323), Handbook of schools, schooling and human developmentNew York, NY: Routledge.

Kumar, R., & Karabenick, S. (2009). Creating productive learning environments in culturally pluralistic classrooms. In L.J. Saha & A.G. Dworkin (Eds.), The new international handbook of research on teachers and teaching(pp. 653–657). Springer Publishing Co.

Kumar, R., & Maehr, M.L. (2007). Cultural interpretations of achievement motivation: A situated perspective. In F. Salili & R. Hoosain (Eds.), Culture, motivation, and learning: A multicultural perspective (pp. 43-66). Greenwich, CT: Information Age Publishing.

Select Presentations from 2011 to 2016

Kumar, R., & Lauermann, F (April, 2105). Pre-service teachers’ cultural beliefs and proposed instructional practices. Annual meeting of the American Educational Research Association, Chicago, IL.

Toren, N., & Kumar, R. (January, 2015). Similar and different perceptions among Arab and Jewish students of parents’ educational involvement and its effect on how students function in school. Not in My BackYard (NIMBY)”: Inter-cultural Inclusion in Educational Systems and in Society Conference, Beit Berl College, University of Haifa, Israel.

Kumar, R. & Warnke, J. H. (July, 2014). Inclusive and exclusive descriptions of American identity: The role of Arab-American adolescents’ perceptions of discrimination and majority-minority status in school contexts. International Association of Cross Cultural Psychology, Reims, France.

Kumar, R., & Karabenick, S. (April, 2014). Culturally responsive practices and students’ perceptions of classroom motivational climate: A multilevel analysis. Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Kumar, R., & Losey, J. (August, 2013). The interplay of pre-service teachers’ mindfulness, motivation, and proposed instructional practices. Annual convention of the American Psychological Association, Honolulu, Hawaii.

Kumar, R., Karabenick, S., & Burgoon, J. (April, 2012). Mastery and performance focused practices: Teachers’ implicit attitudes, respect, and responsibility for resolving intergroup conflicts. Annual meeting of the American Educational Research Association, Vancouver, Canada.

Kumar, R., & Seay, N. (March, 2012). Transitioning up to the suburbs: African American adolescents’ adjustment, identity negotiation, and academic wellbeing. Biennial conference of the Society for Research on Adolescence. Vancouver, Canada.

Kumar, R., & Seay, N. (December, 2011). Effects of White students’ minority status on identity, stereotypes, prejudice, and xenophobia. Judith Herb College of Education Colloquium Series, Toledo, OH.

Kumar (November, 2011). Social identity, intergroup contact, and achievement goals: Toward an integrated approach to creating adaptive, culturally diverse learning environments. The Combined Program in Education and Psychology Colloquium, University of Michigan.

Kumar, R., Schieb, L., Karabenick, S., Warnke, J. (June, 2011). The symbolic self: The special case of Arab American adolescents’ social identity. Sixth Biennial International Conference: The Centrality of SELF Theory and Research for Enabling Human Potential, Quebec City, Canada. (International)

Seay, P., Kumar, R., & Warnke, J. (May, 2011). Developing a multicultural research team to conduct cross-cultural research. Annual meeting of the Comparative Education International Studies, Montreal, Canada.

Kumar, R., Karabenick, S., Burgoon, J., & Seay, N. (April, 2011). Mastery and performance focused instructional practices: Teachers’ cultural frames of reference and cultural responsibility. Annual meeting of the American Educational Research Association, New Orleans, LA. (International)

Kumar, R., & Seay, N. (April, 2011). Arab adolescents in the United States: Physical and phenomenological contexts of identity negotiation. Annual meeting of the American Educational Research Association, New Orleans, LA. (International)

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Curriculum Vitae

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Curriculum Vitae


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EDP 3200: Applied Psychology for Teachers

EDP 4220/5220: Adolescent Development
EDP 6140/8140: Motivation, Theories, & Applications
EDP 6150/8150: Cultural Perspectives in Learning & Development
EDP 6190/8190: Self & Identity


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  Centers & Projects

Spencer Foundation Project: Creating Adaptive Culturally Diverse Learning Environments

Longitudinal Study of Pre-Service Teachers’ Attitudes Toward Diversity

Mindfulness and Motivation


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Last Updated: 5/10/19