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As part of the PROMoting Inclusive and Safe Environment (PROMISE) Project, The Better Together Challenge (BTC) was developed to support students, educators, parents, organizations and communities in their effort to create environments that are inclusive, safe, and equitable. We are dedicated to work with community members to advance evidence-informed practices that promote the health and well-being of all children, youth, and families, no exceptions.
Dr. Fabes is a professor and school director in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University and is the lead scientist directing the BTC. His research interests include children's adjustment to school, emotional development, peer relationships, temperament, and gender and adjustment. His teaching activities emphasize social-emotional development, peer relationships, and the translation of research for positive outcomes. His work has been funded by NICHD, National Science Foundation, Department of Education, and the T. Denny Sanford Foundation.
Dr. Miller is an Assistant Research Professor in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University and co-directs the BTC. She is a licensed psychologist and a nationally certified school psychologist. Her research seeks to understand the development of and the consequences associated with children's social (e.g., gender stereotypes) and academic (e.g., growth mindset) cognitions. Her work has involved developing and implementing school-based interventions to promote positive peer relationships, inclusive school communities, and academic success. She is currently the Principal Investigator on a NSF-funded project designed to understand and promote engineering engagement in underrepresented children.
Dr. Hanish is a Professor and Deputy Director in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. Her research focuses on how youth can develop harmonious peer relationships that are free from aggression, bullying, bias, and harassment. Key themes in her research agenda include peer relationships, gender and diversity, and school-related contexts and outcomes. Her translational work is focused on applying research to develop practical methods to build strong and positive relationships within schools. Her work has been funded by NICHD, National Science Foundation, Department of Education, and the T. Denny Sanford Foundation.
Dr. Martin is Cowden Distinguished Professor of Child Development in the T. Denny Sanford School of Social and Family Dynamics at ASU. She has expertise related to gender development, gender segregation and integration, peer influence and relationships, and how gender relates to academic outcomes. Her work has been funded by NICHD, National Science Foundation, Department of Education, and the T. Denny Sanford Foundation. Dr. Martin also has expertise in the translation of scientific findings related to peer relationships and classroom functioning to schools.
Janniqua Dawkins is the Program Manager for the Center for Child and Family Success in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. She received her Honors Bachelor of Arts in Psychology from Western Kentucky University in 2015 and her Masters in Mental Health Counseling in 2017. Before returning to ASU in 2019, Janniqua dedicated her professional career as a mental health professional to enhancing the lives of underserved populations, specifically youth and families, racial and ethnic minorities, and people within the LGBTQIA community. Janniqua's commitment to diversity and inclusion is to enhance communities' well-being via equity, empowerment, and promoting access to higher education for underrepresented students.
Dr. Morris is a Diversity and Inclusion Science postdoctoral research fellow in the T. Denny Sanford School of Social and Family Dynamics. She received her Ph.D. in developmental psychology from Boston College in 2018. She researches adolescents who contribute to their communities (prosocial behavior) and how youth understand structural inequities in society (critical consciousness). She is interested in the role social identities (such as gender) play in youth opportunities and barriers to engaging in society.
Jayley is a second-year graduate student in the Family and Human Development PhD program. Generally, her research interests focus on inclusion and equity in educational contexts. She is specifically interested in students' gendered and racialized experiences with peers, teachers, and school staff. Because of her research interests and her own experience with educational tracking, Jayley is committed to DISI's efforts to empower underrepresented groups and promote educational equity across disciplines.
Diana is a first year graduate student in the Family and Human Development PhD program. She received her Masters degree in Psychology in 2018 at Arizona State University focusing on gender in the family context (e.g., parental influence and divorce). Her current research interests surround gender more generally during adolescent and young adulthood transitions, sexuality, and personal relationships.