Contact Information
Research Areas
Research Interests
The central question guiding Dr. Pomerantz's research is that of how to facilitate children's motivation and achievement in school. Dr. Pomerantz's research group focuses primarily on the role of parents, with a current study on how to support parents in optimizing children's learning in the area of math. A key theme of Dr. Pomerantz's research is understanding how the cultural context in which children and parents reside shapes children's motivation and achievement; to date, the focus has been on the United States and China.
Education
Ph.D. from New York University
Additional Campus Affiliations
Director, Center for Social & Behavioral Science
Affiliate, Center for Social & Behavioral Science
Professor, Gender and Women's Studies
External Links
Recent Publications
Chen, X., McElwain, N. L., Pomerantz, E. M., & Wang, M. (2024). Maternal autonomy support and intrusive control in the United States and China: Moment-to-moment associations with preschoolers’ agency and defeat. Developmental psychology, 60(6), 1016-1027. https://doi.org/10.1037/dev0001723
MacDonald, C., Oh, D., Barger, M. M., Cimpian, A., & Pomerantz, E. M. (2024). Does Inducing Growth-Oriented Mindsets About Math Ability in Parents Enhance Children’s Math Mindsets, Affect, and Achievement? Developmental psychology, 60(12), 2396-2408. https://doi.org/10.1037/dev0001768
Wu, J., Oh, D. D., Hyde, D. C., & Pomerantz, E. M. (2024). Cognitive and Motivational Numeracy Parenting Practices: Implications for Children’s Numeracy Engagement During Early Elementary School. Developmental psychology, 60(4), 680-692. https://doi.org/10.1037/dev0001706
Barger, M. M., Wu, J., Xiong, Y., Oh, D. D., Cimpian, A., & Pomerantz, E. M. (2022). Parents' responses to children's math performance in early elementary school: Links with parents' math beliefs and children's math adjustment. Child development, 93(6), e639-e655. https://doi.org/10.1111/cdev.13834
Grolnick, W. S., & Pomerantz, E. M. (2022). Should parents be involved in their children’s schooling? Theory Into Practice, 61(3), 325-335. https://doi.org/10.1080/00405841.2022.2096382
