Meeta Banerjee

Research Specialist, Achievement Research Lab, School of Education, University of California-Irvine.
National Institute of Child Health and Human Development   Postdoctoral Fellow, Institute for Social Research, University of Michigan.

Meeta Banerjee is an associate fellow of the Pathways to Adulthood program at the University of Michigan, USA. Prior to joining the Pathways to Adulthood program, Meeta received her Ph.D. in Ecological-Community Psychology from Michigan State University. Her dissertation investigated the moderating relationship between racial-ethnic socialization and exposure to community violence on the academic and psychosocial outcomes of African American college students. Her area of research focuses on parenting practices and their links to youth’s positive developmental outcomes. In particular, Dr. Banerjee investigates how racial-ethnic socialization is protective for ethnic minority youth in the United States with regards to different contexts (i.e., discrimination, violence, poverty). During the Pathways program, Dr. Banerjee has begun to work with data from the Maryland Adolescent Development in Contexts Study (MADICS) to examine how racial-ethnic socialization and racial discrimination is associated with psychosocial outcomes in African American families. Furthermore, Dr. Banerjee has begun to explore if there are parallels to her findings utilizing the Longitudinal Study of Young People in England (LSYPE).  Dr. Banerjee is a recipient of a National Institutes of Health Minority Training Grant, which was awarded for 2014 and will continue to December 2015.  In September 2014, Meeta joined University of California, Irvine as a research specialist in the School of Education. In January 2016, Dr. Banerjee will be joining California State University-Northridge as in a tenure-track Assistant Professor position in the Psychology department.

Publications
Peck, S., Brodish, A., Malanchuk, O., Banerjee, M. & .Eccles, J., (2014). Racial ethnic socialization and identity development in Black families: The role of parent and youth reports. Developmental Psychology, 50 (7), 1897-1909.

Matthews, J.S., Banerjee, M., & Lauermann, F. (2014) Academic identity among ethnic-minority youth: The role of the “self” between internal and external perceptions of identity. Child Development, 85(6):2355-73

Banerjee, M., Rowley, S.J. & Johnson, D.J. (2014). Community violence and racial socialization: Their influence on psychological well-being of African American college students. Journal of Black Psychology (published online before print) doi: 10.1177/0095798414539174

Banerjee, M., Meyer, R.M. & Rowley, S.J. (in press) Parental experiences with discrimination and depression: Predictors of academic efficacy in African American families. Journal of Family Issues

Doucet, F., Banerjee, M., & Parade, S. (revise & resubmit). What should young Black children know about race? Parents of preschoolers, preparation for bias, and promoting egalitarianism. 

Banerjee, M., Rivas-Drake, D., & Glover-Smalls, C., (revise & resubmit). Academic engagement as a mediator of cultural socialization and academic achievement.

Banerjee, M., Byrd, C.M. & Rowley, S.J. (in review). The relationships of school–based discrimination and racial socialization on African American adolescents’ achievement motivation.

Witherspoon, D., Rivas-Drake, D. & Banerjee, M. (in review). Early adolescent neighborhood perceptions predict high school academic adjustment among African American youth.

Williams, A.D., Banerjee, M., Lozada, F., Lambouths, D. & Rowley, S.J. (in review). African American mothers’ perceptions of the role of race in their children’s education.

Book Chapters
Banerjee, M. and Eccles, J.S. (forthcoming) Anticipated Racial Discrimination As a Context for Parenting in African Americans in the United States. In: I. Schoon & R. K. Silbereisen (Eds.).  Pathways to Adulthood: Social inequalities, structure and agency and social change.