Eva M. Pomerantz
Professor of Psychology
The key question guiding Dr. Pomerantz's research is that of how to facilitate children's motivation and achievement in school, without undermining their emotional adjustment. To this end, the major emphasis is on the power of children's environment in the development of their academic and emotional functioning. Dr. Pomerantz's research group focuses primarily on the contribution of parents to these two types of functioning. Of particular interest, is how the role of parents is shaped by the cultural context in which children and parents reside. To date, the focus has been on the United States and China.
- Ph.D. from New York University
- Child Development
- Parental Socialization
- Social and Personality Development
Ng, F. F., Pomerantz, E. M., & Lam, S. (2007). European American and Chinese parents' responses to children's success and failure: Implications for children's responses. Developmental Psychology, 43, 1239-1255.
Pomerantz, E. M., & Dong, W. (2006). Effects of mothers' perceptions of children's competence: The moderating role of mothers' theories of competence. Developmental Psychology, 42, 950-961.
Pomerantz, E. M., & Wang, Q. (2009). The role of parents' control in children's development in Western and East Asian countries. Current Directions in Psychological Science, 18, 285-289.
Qin, L., Pomerantz, E. M., & Wang, Q. (2009). Are gains in decision-making autonomy during early adolescence beneficial for emotional functioning? The case of the United States and China. Child Development, 80, 1705-1721.
Wang, Q., Pomerantz, E. M., & Chen, H. (2007). The role of parents' control in early adolescents' psychological functioning: A longitudinal investigation in the United States and China. Child Development, 78, 1592-1610.
The project in the west basement corridor is to upgrade the accessibility to Room 23 with powered doors to allow proper ADA access. The next goal is to upgrade the accessibility to the Atrium and Room 142!