Dr. Zewelanji Serpell
808 W Franklin, rm 308
Associate Professor (tenured)
PhD (2002), Howard University
Minority Fellow, American Psychological Association
My research focuses on understanding and optimizing the learning experiences of African American students in school. My work considers school a context for cognitive development and, examines sociocultural processes that promote or inhibit learning. I am specifically interested in harnessing advances in cognitive science to develop and test school-based programs that support executive functioning. With funding from the Department of Education, I am exploring whether cognitive activities associated with playing chess improve executive functions, and whether these improvements boost academic performance in elementary school. Supported by the National Science Foundation, I also study the efficacy of computer-based cognitive training, and adaptations to these programs to consider the social, affective, and motivational aspects of student learning. In addition, I have an overarching interest in school mental health, particularly for students with disruptive behavior problems. I have co-edited two seminal books on school mental health: Advances in School-Based Mental Health Interventions (2010) and, the Handbook of Culturally Responsive School Mental Health: Advancing Research, Training, Practice, and Policy (2013).
Serpell, Z. N., & Esposito, A. (2016). Development of executive functions: Implications for educational policy and practice. Policy Insights from the Behavioral and Brain Sciences. Advance online publication. doi: 10.1177/2372732216654718
Hill, O., Serpell, Z., & Faison, M. (2016). The efficacy of the LearningRx cognitive training program: Modality and transfer effects. Journal of Experimental Education, 84, 600- 620. doi: 10.1080/00220973.2015.1065218
Harris, T., Sideris, J., Serpell, Z., Burchinal, P., & Pickett, C. (2014). Domain specific cognitive stimulation and maternal sensitivity as predictors of early academic outcomes among low-income African American preschoolers. The Journal of Negro Education, 83, 15-28.
Whitehill, J., Serpell, Z. N., Lin, Y., Foster, A., & Movellan, J. (2014). The faces of engagement: Automatic recognition of student engagement from facial expressions. IEEE Transactions on Affective Computing, 5, 86-98.
Graves, S., & Serpell, Z. (2013). Racial differences in medication use in a national sample of children with ADHD enrolled in special education. School Mental Health, 5, 1- 8.
- Full publication list [PDF]
- Developmental Processes, graduate level