Kevin Cokley's research can be broadly categorized in the area of African American psychology, with a focus on racial and ethnic identity development, academic motivation and academic achievement. A theme of much of his research is understanding the psychological and environmental factors that impact African American student achievement. Cokley's research and scholarship have led him to challenge the notion that African American students are anti-intellectual, and to critically re-examine the impact of racial and ethnic identity and gender on academic achievement. Recently Cokley has started exploring the impostor phenomenon and its relationship to mental health and academic outcomes among ethnic minority students.
Cokley's publications have appeared in professional journals such as the Journal of Counseling Psychology, Journal of Black Psychology, Cultural Diversity and Ethnic Minority Psychology, Individual Differences and Personality, Measurement and Evaluation in Counseling and Development, the Journal of Multicultural Counseling and Development, Educational and Psychological Measurement, and the Harvard Educational Review.
Cokley has a joint appointment in the College of Education's Department of Educational Psychology and the College of Liberal Arts' Department of African and African Diaspora Studies. He is the Past Editor-in-Chief of the Journal of Black Psychology and the Director of the Institute for Urban Policy Research & Analysis.
He has written several Op-Eds in major media outlets including the St. Louis Post Dispatch, Dallas Morning News, San Antonio Express, The American Prospect, The Huffington Post, The Conversation and The Hill on topics such as Blacks' rational mistrust of police, police shootings of Blacks, the aftermath of Ferguson, the use of school vouchers, racial disparities in school discipline, and Black students' graduation rates.
Ph.D. in Counseling Psychology, Georgia State University, 1998
M.S.Ed. in Counselor Education, University of North Carolina, Greensboro, 1993
B.A. in Wake Forest University, Psychology, 1991
Researches themes related to understanding the psychological and environmental factors that impact African American student achievement, and the impact of the impostor phenomenon in academic and mental health outcomes.
Member, College of Education Promotion and Tenure Committee, (2018 - Present)
Member, Search Committee: Senior Vice-President of Enrollment Management, University of Texas at Austin(2016 - 2017)
Member, Committee on Racial and Ethnic Equity and Diversity, University of Texas at Austin(2016 - Present)
Member, Faculty Committee on Committees, University of Texas at Austin(2016 - Present)
Member, Task Force on Race and Ethnicity, American Psychological Association(2015 - Present)
Member, Fellows Committee, Society of Counseling Psychology, American Psychological Association(2015 - Present)
Member, College of Liberal Arts Promotion and Tenure Committee, (2013 - 2018)
Stone, S., Saucer, C., Bailey, M., Garba, R., Hurst, A., Jackson, S., Krueger, N. & Cokley, K. (2018). Learning while Black: A culturally informed model of the impostor phenomenon for Black graduate students. Journal of Black Psychology.
Cokley, K., Stone, S., Krueger, N., Bailey, M., Garba, R. & Hurst, A. (2018). Self-esteem as a mediator of the link between perfectionism and the impostor phenomenon. Personality and Individual Differences, 292–297.
Hargons, C.., Mosley, D.., Falconer, J.., Faloughi, R.., Singh, A.., Stevens-Watkins, D.. & Cokley, K.. (2017). Black Lives Matter: A Call to Action for Counseling Psychology Leaders. The Counseling Psychologist, 45(6), 873–901.
Cokley, K., Smith, L., Bernard, D., Hurst, A., Jackson, S., Stone, S., Awosogba, O., Saucer, C., Bailey, M. & Roberts, D. (2017). Impostor feelings as a moderator and mediator of the relationship between perceived discrimination and mental health among racial/ethnic minority college students. Journal of Counseling Psychology, 64(2), 141–154. doi:10.1037/cou0000198.
McClain, S. & Cokley, K. (2017). Academic disidentification in Black college students: The role of teacher trust and gender. Cultural Diversity And Ethnic Minority Psychology. Cultural Diversity and Ethnic Minority Psychology, 23(1), 125–133. doi:0.1037/cdp0000094.
Cokley, K. (2015). A confirmatory factor analysis of the Academic Motivation Scale with Black college students. Measurement and Evaluation in Counseling and Development, 48(2), 124–139. doi:10.1177/0748175614563316.
Cokley, K., Awad, G., Smith, L., Jackson, S., Awosogba, O., Hurst, A., Stone, S., Blondeau, L. & Roberts, D. (2015). The roles of gender stigma consciousness, impostor phenomenon and academic self-concept in the academic outcomes of women and men. Sex Roles, 73(9-10), 414–426. doi:10.1037/cou0000198.
Distinguished Psychologist, Association of Black Psychologists (2018)
UT System Academy of Distinguished Teachers, University of Texas System (2017)
Innovators and Trailblazers Scholar, Graduate Mentoring Center for Indiana University (2017 - 2017)
Oscar and Anne Mauzy Regents Professorship for Educational Research and Development, College of Education (2017)
Fred Williams African American Studies Visiting Research Scholar, Indiana University (2016 - 2016)
Regents' Outstanding Teacher Award, University of Texas at Austin (2014)
Fellow, Chair in African and African Diaspora Studies (2013)
Louis Spence Griffeth Fellowship for Excellence, University of Texas at Austin (2013)
Elizabeth Glenadine Gibb Teaching Fellowship in Education, University of Texas at Austin (2012)
Fellow, American Psychological Association Division 17 (Counseling Psychology) (2011)
Fellow, American Psychological Association Division 45 (Culture, Ethnicity, & Race) (2011)
The Myth of Black Anti-Intellectualism: The True Psychology of African American Students, Black Student Union, San Francisco State University (2018)
Emerging Data on the Role of the Impostor Phenomenon in Mental Health and Academic Outcomes, Psychology Department P≻ and Diversity Committee Colloquium, University of Michigan, Ann Arbor (2018)
The role of the Impostor Phenomenon in Mental Health and Academic Outcomes, Department of Psychological Sciences, Winston-Salem State University (2018)
| Year | Semester | Course |
|---|
| 2018 | Spring | EDP 381C: 10-Issues: Multicultural Rsch |
| 2017 | Fall | EDP 384C: 18-Multicultural Counseling |
| 2017 | Spring | EDP 362: 9-Psychol Afr Amer Experience |
| 2016 | Spring | EDP 362: 9-Psychol Afr Amer Experience |
| 2015 | Fall | EDP 384C: 18-Multicultural Counseling |
| 2015 | Spring | EDP 384: 17-Issues In Multicul Research |
| 2014 | Fall | EDP 381: 26-Multicultural Counseling |
| 2014 | Spring | EDP 362: Psychol Of Afr Amer Experience |
| 2014 | Spring | EDP 381: 26-Multicultural Counseling |
