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Margaret Rogers

Margaret Rogers

Professor

School Psychology

Office: Chafee 419
Phone: 401-874-7999
Email: mrogers@uri.edu

Educational Background

Ph.D. 1989, University of Nebraska-Lincoln
M.S. 1985, University of New York at Albany
C.A.S. 1984, University of New York at Albany
B.A. 1981, University of New York at Albany

Research Interests

Dr. Rogers' research focuses on multicultural training in psychology, cross-cultural competencies of school psychologists, advocacy in psychology and school psychology, and equity issues in education and psychology.

Honors and Awards

Graduate Mentoring Award, University of Rhode Island College of Arts and Sciences, 2013

Diversity Award for Faculty Excellence in Leadership and Service, University of Rhode Island Multicultural Center, 2009

Selected Publications

Maton, K. I., Wimms, H. E., Grant, S. K., Wittig, M. A., Rogers, M. R., & Vasquez, M. J. T. (2011). Experiences and perspectives of African American, Latino/a, Asian American, and European American psychology graduate students: A national study. Cultural Diversity and Ethnic Minority Psychology, 17,68-78.

O’Bryon, E. C., & Rogers, M. R. (2010). Bilingual school psychologists’ assessment practices with English language learners. Psychology in the Schools. 47, 1018-1034.

Ernst, C., & Rogers, M. R. (2009). Development of the inclusion attitude scale for high school teachers. Journal of Applied School Psychology, 25, 305-322.

Rogers, M. R., & O'Bryon, E. C. (2008). Advocating for social justice: The context for change in school psychology. School Psychology Review, 37, 493-498.

Rogers, M. R., & Molina, L. (2006). Recruiting and retaining graduate students of color: Exemplary efforts in psychology. American Psychologist, 61, 143-156.

Lott, B. & Rogers, M. R. (2005). School consultants working for equity with families, teachers, and administrators. Journal of Educational and Psychological Consultation. 16, 1-16.

Rogers, M. R., & Lopez, E. (2002). Identifying critical cross-cultural school psychology competencies. Journal of School Psychology. 40, 115-141.

Graduate Student Research

O'Bryon, E. C. (2011). Bilingual school psychologists' experiences consulting with teachers to support English language learners. Unpublished doctoral dissertation, University of Rhode Island.

Hill Perry, K. (2010). School psychologists' attitude toward bullying and homosexuality. Unpublished doctoral dissertation, University of Rhode Island.

Frost, M. (2009). A stereotype threat intervention which examines causal attributions, self-efficacy, and perceived faculty support. Unpublished doctoral dissertation, University of Rhode Island.

O'Bryon, E. (2009). Assessing English language learners: An examination of the current practices of bilingual school psychologists. Unpublished masters thesis, University of Rhode Island.

O'Reilly Foran, M. (2007). Representational status of minority students in special education in the state of Rhode Island. Unpublished doctoral dissertation, University of Rhode Island.

Ernst, C. (2006). High school teachers' attitudes toward inclusion of students with special needs. Unpublished doctoral dissertation, University of Rhode Island.