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The University of Toledo
Toledo, OH 43606-3390
Dr. Revathy Kumar
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.
On this page:
Education and Psychology, 1999
Educational Psychology, 1978
Teacher Certification, 1976
University of Bombay, India
- Diversity in the classroom
- Interaction between different contexts of development in relation to adolescents’ academic and emotional well-being
- Examining school policies and practices as they relate to problem behaviors like substance abuse and school misbehavior
Kumar, R., & Hamer, L. (2013). Preservice teachers’ attitudes and beliefs toward student diversity and proposed instructional practices: A sequential design. Journal of Teacher Education, 64 (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 structures. Contemporary Educational Psychology, 31, 253–279.
Arunkumar, R., Midgley, C., & Urdan, T. (1999). Perceiving high or low home-school dissonance: Longitudinal effects on adolescent emotional and academic well being. Journal of Research on Adolescence, 4, 441–466.
Midgley, C., Arunkumar, R., & Urdan, T. (1996). “If I don’t do well tomorrow, there’s a reason.” Predictors of the use of self-handicapping strategies in middle school. Journal of Educational Psychology, 88, (3), 323–334.
Kumar, R., & Alvarado, A. (2013). Teachers’ cultural and professional identities and student outcome. In J. Hattie & E. M. Anderman (Eds.) International guide to student achievement (pp. 250-253). New York: 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 development. New 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. (2008). The memorable Sister Candida and her passion for poetry. In F. Pajares & T. Urdan (Eds.), Adolescence and education: Making a teacher eternal: Scholars describe the teacher who made a difference, 6th ed. (pp. 31–42). Charlotte, NC: Information Age Publishing.
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.
EDP 3200: Applied Psychology for Teachers
Spencer Foundation Project: Creating Adaptive Culturally Diverse Learning Environments
Longitudinal Study of Pre-Service Teachers’ Attitudes Toward Diversity
Mindfulness and Motivation