Judith Herb College of Education

Revathy Kumar, Ph.D.


PROFESSOR, Program Coordinator

Academic program:
Educational Psychology

Office: Gillham Hall 5000-G
Office Phone: 419-530-2481
Email: Revathy.Kumar@utoledo.edu
Mailing address: Mail Stop 921
2801 West Bancroft St.
Toledo, OH 43606-3390


  • Ph.D., Education and Psychology, 1999 University of Michigan, Ann Arbor, MI. 
  • M.A. Psychology, 1986 Annamalai University, India
  • M.Ed., Educational Psychology, 1978 Bangalore University, India
  • B. Ed., Teacher Certification, 1976 Bangalore University, India
  • B.Sc., Chemistry, 1974 University of Bombay, India


Revathy Kumar is professor of educational psychology at the University of Toledo. She is a Fulbright Specialist scholar, past associate editor for Developmental Psychology, past historian and current secretary for Educational Psychology (Division 15) of the American Psychological Association, and Provost Faculty Fellow for the academic years 2018-2020. She earned a Ph.D. in Education and Psychology from the Combined Program in Education and Psychology, University of Michigan and was an adjunct assistant research scientist at the Institute for Social Research’s Survey Research Center, University of Michigan. Her research focuses on social and cultural processes involved in constructing a sense of self and identity among adolescents and young adults in culturally diverse societies. Of particular interest are the role of teachers, teacher-education programs, schools, communities, and families in facilitating minority and immigrant adolescents’ development, learning, and motivation. She was a recipient of the Spencer Foundation Major Grant and is Co-Principal Investigator on a grant funded by the National Science Foundation. She also received internal grants from the University of Toledo to conduct mindfulness intervention projects with elementary school students and preservice teachers. Her work is published in American Educational Research Journal, Educational Psychologist, Journal of Educational Psychology, Journal of Research on Adolescence, Journal of Teacher Education, Contemporary Educational Psychology, and Educational Studies.


National Science Foundation:
2016- Research Initiation in Engineering Formation (RIEF) Program for a project titled “Factors Affecting Underrepresented Minority Student Success and Pathways to Engineering careers at Majority and Minority Institutions.” (Co-Principal Investigator).  Grant awarded: $123,859

National Science Foundation:
2020-2025 Greater Equity, Access, and Readiness for Success in Engineering and Technology (GEARSET): Pathway to and through Engineering.” (Co-Principal Investigator). $999,984


Referred Publications

Kumar, R, Karabenick, S. A., Warnke, J. W., Hany, S., & Seay, N. (2019). Culturally inclusive and responsive curricular learning environments (CIRCLEs): An exploratory sequential mixed-methods approach. Contemporary Education Psychology DOI.org/10.1016/j.cedpsych.2018.10.005

Kumar, R., Zusho, A., & Bondie, R. (2018). Weaving cultural relevance and achievement motivation into inclusive classroom cultures. Educational Psychologist, 53 (2), 78-96. DOI:10.1080/00461520.2018.1432361 

Kumar, R. & Laeurmann, F. (2018). Cultural beliefs and instructional intentions: Do experience and tenure in teacher education matter? American Educational Research Journal, 55 (3), 419-452 DOI:

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, Vol 21(2), 201-212. doi: http://dx.doi.org/10.1037/a0037748

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. 107 (2), 533-545. doi: http://dx.doi.org/10.1037/a0037471

Kumar, R., Warnke, J. H., & Karabenick, S. A. (2014): 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, 20, 22-41, doi: 10.1080/13504630.2013.864464

Refereed Book Chapter Publications

Kumar, R., & Shukla, S. (2019). The Asian Indian Hindu immigrant adolescents’ experiences of home-school cultural dissonance and achievement motivations: Do parenting practices matter?" In G. F. Leim & S. H. Tan (Eds.) Asian educatrion miracles: In search of sociocultural and psychologyical explanations (pp. XX). New York: Routledge,Taylor & Francis Group

Kumar, R., Karabenick, S. A., & Warnke, J. H.  (2016). Role of culture and proximal minority/majority status in adolescent identity negotiations. In P. Schutz & J. DeCuir-Gunby (Eds.) Researching Race and Ethnicity in the Study of Learning and Motivation in Social and Cultural Contexts (pp.).New York, NY: Routledge.

Kumar, R. (2016). Motivation and Culture. In H. L. Miller (Ed.) The SAGE Encyclopedia of Theory in Psychology (pp.). Thousand Oaks, CA: Sage Publications.


  • Undergraduate courses
    Educational Psychology
    Adolescent Development

  • Graduate Seminars
    Self and Identity
    Motivation: Theory and Application
    Cultural Perspectives in Learning and Development


  • American Psychological Association (APA)
  • Educational Psychology (Div. 15), APA
  • Society for the Psychological Study of Culture, Ethnicity and Race,(Div. 45), APA
  • American Educational Research Association (AERA)
  • Motivation Special Interest Group, AERA
  • Society for Research on Adolescence
  • Self and Identity
  • International Association for Cross-Cultural Psychology


Last Updated: 4/1/20