Tina Durand

Wheelock College Associate Professor of Human Development Tina DurandChair and Associate Professor Psychology and Human Development Department
School of Arts and Sciences
Email: tdurand@wheelock.edu
Phone: 617-879-2254
Office: Activities East 225A

Educational Degrees

B.A. (Early Childhood) 1990, Boston College
M.Ed. (Curriculum and Instruction) 1999, Lesley University
Ph.D. (Applied Developmental and Educational Psychology) 2005, Boston College

Dr. Tina Durand is a developmental psychologist with a background in community-based programming for families, and elementary classroom teaching. Her research has examined the school transition experiences of ethnic minority children, with a particular focus on the nature of Latino parent involvement in children's schooling, Latino parents' cultural beliefs about education, facilitating effective partnerships between schools and Latino families, and culturally relevant pedagogy. Her work has employed both quantitative (e.g. correlational studies of large and small-scale sets of secondary data) and qualitative (e.g., interview, observation, focus group, and participatory action) methods, and has included children, parents/families, teachers, community members, and school administrators.

Her newest line of research examines dimensions of school context, such as ethnic climate and sense of belonging, associated with school success among adolescent students of color during the middle school transition. She has developed and co-lead four service learning trips to the island of Puerto Rico with both graduate and undergraduate students, and is the Coordinator of the Wheelock Honors Program. During her tenure at Wheelock, she has been a recipient of both the Gordon Marshall Fellowship for scholarship and the Cynthia Longfellow Teaching Award for excellence in teaching.

Selected Publications

(student co-authors italicized)

  • Durand, T. M., & Secakusuma, M. (in press). Negotiating the boundaries of parental school engagement: The role of social space and symbolic capital in urban teachers' perspectives. Teachers College Record.
  • Durand, T. M. (forthcoming). Intersectionality as a framework for understanding early education and advocacy beliefs of Latino families of young children. In B. Sawyer & S. Sonnenschein (Eds.), Academic socialization of young Black and Latino children: Building on family strengths. NY: Springer.
  • Durand, T. M. (2015). Home-school connections with Latino families. In W. G. Scarlett (Ed.). The SAGE encyclopedia of classroom management (pp. 382-385). Thousand Oaks, CA: Sage Publications.
  • Durand, T. M., & Perez, N.A. (2013). Continuity and variability in the parental involvement and advocacy beliefs of Latino families of young children: Finding the potential for a collective voice. School Community Journal, 23(1), 49-79.
  • Durand, T. M. (2011). Latino parental involvement in kindergarten: Findings from the Early Childhood Longitudinal Study. Hispanic Journal of Behavioral Sciences, 33(4), 469-489.
  • Durand, T. M. (2011). Latina mothers' cultural beliefs about their children, parental roles, and education: Implications for effective and empowering home-school partnerships. The Urban Review, 43(2), 255-278.
  • Durand, T. M. (2010). Celebrating diversity in early care and education settings: Moving beyond the margins. Early Child Development and Care, 180(7), 835-848.

Selected Presentations

(student co-authors italicized)

  • Durand, T.M. (2017, April). "It gives us a chance to master our dreams." Adolescents' perspectives on ethnic  climate and racial diversity in middle school. Paper presented at the biennial meeting of the Society for Research in Child Development, Austin, TX.
  • Durand, T. M., & Evans Josselyn, T. (2016, October). Narratives of Puerto Rican middle school boys regarding salient dimensions of school context: Contradictions and possibilities. Poster session presented at the Society for Research in Child Development Special Topic Meeting: Babies, Boys, and Men of Color, Tampa, FL.
  • Durand, T.M. (2015, March). Negotiating the boundaries of parental engagement and empowerment in schools: A qualitative study of urban teachers' perspectives. Paper presented at the 2015 biennial meeting of the Society for Research in Child Development, Philadelphia, PA.
  • Durand, T. M. (2014, April). Engagement as process: A participatory action partnership between schools, families, and a higher education setting. Roundtable paper discussion presented at the 17th International Roundtable on School, Family, and Community Partnerships, Philadelphia, PA.

Courses Taught

  • The Psychology of Race
  • Research Methods Across the Disciplines- Honors
  • Human Growth & Development- Honors
  • Puerto Rico Cross-Cultural Inquiry
  • Cross-Cultural Perspectives in Child Care

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