Tabbye Maria Chavous is a Professor of Education and Psychology and Director of UM's National Center for Institutional Diversity. She received her Ph.D. in community psychology from the University of Virginia.
Tabbye Chavous's research interests and projects center around (1) racial and gender identity development among African American adolescents and young adults and its relationship with students' academic identities, as well as implications for academic and psychological adjustment outcomes; (2) transitions to secondary schooling and higher education among ethnic minority students; and (3) racial and multicultural climates within secondary and higher education settings and implications for students' social and academic outcomes.
Leath, S., & Chavous, T.M. (2017, in press). Black college women's experiences of campus racial climate and stigma as they pursue STEM degrees at predominantly White institutions: Insights from a within-group and comparative approach. Manuscript accepted for publication in the Journal of Negro Education.
Chavous, T., Drotar, S., Fonseca-Bolorin, G., Leath, S., Lyons, D., & Mustafaa, F. (2016). Identity, motivation, and resilience: The example of Black college students in science, technology, engineering, and mathematics. In J. DeCuir-Gunby and P. Schutz (Eds.) Researching Race and Ethnicity in the Study of Learning and Motivation in Social and Cultural Contexts, (pp. 3-15). New York: Routledge.
Hope, E., Chavous, T.M., Jagers, R.J., & Sellers, R.M. (2013). Connecting self-esteem and achievement: Diversity in academic identification and dis-identification patterns among Black college students. American Educational Research Journal, 50(5), 1122-1151.
Byrd, C.M., & Chavous, T.M. (2012). The congruence between African American students’ racial identity beliefs and their academic climates: Implications for academic motivation and achievement. In (J. Sullivan and E. Ismail, Eds.) African American racial identity: Racial and cultural dimensions of the Black experience (pp. 345-370). Lanham, MD: Lexington Books.
Byrd, C.M. & Chavous, T.M. (2011). Racial identity, school racial climate, and school intrinsic motivation among African American adolescents: The importance of person-context congruence. Journal of Research on Adolescence 21(4), 849-860.
Chavous, T.M., Rivas-Drake, D., Smalls, C., Griffin, T., & Cogburn, C. (2008). Gender matters too: School-based racial discrimination experiences and racial identity as predictors of academic adjustment among African American adolescents. Developmental Psychology, 44(3), 637-654.
Chavous, T. & Cogburn, C. (2007). The superinvisible woman: The study of Black women in education. Black Women, Gender, & Families, 1(2), 24-51.
Chavous, T.M. (2005). An intergroup contact-theory framework for evaluating the psychological impact of racial climate on predominantly White college campuses. American Journal of Community Psychology, 36, 3/4, 239-257.