Publications:

Refereed Research Publications:

Giraldo-Garcia, R., Fogarty, L., Voight, A., & Sanders, S. (In press). Urban secondary students¿ explanations for the school climate-achievement association. Psychology in the Schools.

Golden, A. R., Gibson, S. O., Fike, K., Wilkerson, E., Voight, A. (In press). You have to look at the whole picture: A qualitative examination of critical social analysis among racially minoritized urban adolescents. Journal of Adolescent Research.

Shaw, J., Bailey, C., Danylkiv, A., Kashyap, M., Chávez, N. R., & Voight, A. (In press). The work experiences and needs of lone community psychologists: Exploring diversity of settings and identities. Journal of Community Psychology.

Voight, A., Giraldo-Garcia, R., Fogarty, L., Sanders, S., Golden, A., Linick, M., & Davis, E. (In press). Directional links between students¿ perception of school climate and academic performance in urban schools. Journal of Research on Educational Effectiveness.

Mansour, K. H., Jackson, D. K., Bievenue, L., Voight, A., & Sridhar, N. (2023). Understanding the impact of peer instruction in CS principles teacher professional development. ACM Transactions on Computing Education, 23(2), 1-21.  

Diemer, M. A., Frisby, M. B., Pinedo, A., Bardelli, E., Elliot, E., Harris, E., . . . Voight, A. (2022). Development of the Short Critical Consciousness Scale (ShoCCS). Applied Developmental Science, 26(3), 409-425.

Marchand, A., Frisby, M., Kraemer, M., Mathews, C. Diemer, M. A., & Voight, A. (2021). Sociopolitical participation among marginalized youth: Do political identification and ideology matter? Journal of Youth Development, 16(5), 41-63.

Voight, A., & King-White, D. (2021). School counselors¿ role in supporting student voice initiatives in secondary schools. Multicultural Learning and Teaching, 16(1), 63-79.

Cohen, A. K., Ozer, E. J., Abraczinskas, M., Voight, A., Kirshner, B., & Devinney, M. (2020). Opportunities for youth participatory action research to inform local educational authority decisions. Evidence and Policy, 16(2), 317-329.

Giraldo-García, R., Voight, A., & O¿Malley, M. (2020). Mandatory voice: Implementation of a district-led student voice program in urban high schools. Psychology in the Schools, 58(1), 51-68.

Ozer, E., Abraczinskas, M., Voight, A., Kirshner, B., Cohen, A. K., Zion, S., . . . Glende, J. R. (2020). Use of research evidence generated by youth: Conceptualization and application in diverse U.S. K-12 educational settings. American Journal of Community Psychology.

Voight, A., Giraldo-García, R., & Shinn, M. (2020). The effects of residential mobility on the educational outcomes of urban middle school students and the moderating potential of civic engagement. Urban Education, 55(4), 570-591.

Diemer, M. D., Voight, A., Marchard, A. D., & Bañales, J. (2019). Political identification, political ideology, and perceptions of inequality among marginalized youth. Developmental Psychology, 55(3), 538-549.

Huang, G. H. C., Gove, M. K., Abate, R. J., & Voight, A. (2019). School-wide teacher choice driven action research: An innovative professional development program. Journal of Education and Human Development, 8(1), 1-7.

Sanders, S., Anderson, B., Giraldo-García, R., Fogarty, L., Durbin, J., & Voight, A. (2018). Does a rising school climate lift all boats? Differential associations of perceived climate and achievement for students with disabilities and English language learners in the U.S. School Psychology International, 39(6), 646-662.

Voight, A., & Velez, V. (2018). Youth participatory action research in the high school curriculum: Education outcomes for student participants in a district-wide initiative. Journal of Research on Educational Effectiveness, 11(3), 433-451.

Voight, A., & Hanson, T. (2017). Middle school climate and academic performance: How are they related across schools and over time? Washington, DC: U.S. Department of Education, Institute for Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West.

Diemer, M. A., Rapa, L., Voight, A., & McWhirter, E. (2016). Critical consciousness: Unlocking agency and positive youth development among marginalized youth. Child Development Perspectives, 10(4), 216-221.

Karakos, H., Voight, A., Geller, J., Nation, M., & Nixon, C. (2016). Student civic engagement and school climate: Associations at multiple levels of the school ecology. Journal of Community Psychology, 44(2), 166-181.

Voight, A., & Nation, M. (2016). Practices for improving secondary school climate: A systematic review of the research literature. American Journal of Community Psychology, 58, 174-191.

Winkler, D., & Voight, A. (2016). Giftedness and overexcitability: Investigating the evidence. Gifted Child Quarterly, 60(4), 242-257.

O'Malley, M. D., Voight, A., Renshaw, T., & Eklund, K. (2015). School climate, family structure, and academic achievement: A study of moderation effects. School Psychology Quarterly, 30(1), 142-157.

Voight, A. (2015). Student voice for school-climate improvement: A case study of an urban middle school. Journal of Community and Applied Social Psychology, 25(4), 310-326.

Voight, A., Hanson, T., O'Malley, M., & Adekanye, L. (2015). The racial school climate gap: Within-school disparities in students¿ experiences of safety, support, and connectedness. American Journal of Community Psychology, 56, 252-267.

Barrat, V. X., Berliner, B., Voight, A., Tran, L., Huang, C., Yu, A., & Chen-Gaddini, M. (2014). School mobility, dropout, and graduation rates across student disability categories in Utah. Washington, DC: U.S. Department of Education, Institute for Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Retrieved from http://ies.ed.gov/ncee/edlabs.

Hanson, T., & Voight, A. (2014). The appropriateness of a California student and staff school climate survey for measuring middle school climate (REL 2014-039). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Retrieved from http://ies.ed.gov/ncee/edlabs.

Lenzi, M., Vieno, A., Santinello, M., Nation, M., & Voight, A. (2014). The role played by the family in shaping early and middle adolescent civic responsibility. Journal of Early Adolescence, 34(2), 251-278.

Voight, A., Geller, J., & Nation, M. (2014). Contextualizing the 'behavior gap': Student prosocial behavior and racial composition in urban middle schools. Journal of Early Adolescence, 34(2), 157-177.

Geller, J., Voight, A., Wegman, H., & Nation, M. (2013). How do varying types of youth civic engagement predict perceptions of school climate? Applied Developmental Science, 17(3), 135-147.

Voight, A., & Torney-Purta, J. (2013). A typology of youth civic engagement in urban middle schools. Applied Developmental Science, 17(4), 198-212.

Voight, A., Shinn, M., & Nation, M. (2012). The longitudinal effects of residential mobility on the academic achievement of urban elementary and middle school students. Educational Researcher, 41(9), 385-392.

Nation, M., Bess, K., Voight, A., Perkins, D.D., & Juarez, P. (2011). Levels of community engagement in youth violence prevention: The role of power in sustaining successful university-community partnerships. American Journal of Community Psychology, 48(1-2), 89-96.

Watts, R. J., Diemer, M. D., & Voight, A. (2011). Critical consciousness: Current status and future directions. New Directions in Child and Adolescent Development, 134, 43-57.  

Diemer, M. A., Wang, Q., Moore, T., Gregory, S., Hatcher, K. & Voight, A. (2010). Sociopolitical development, work salience, and vocational expectations among low socioeconomic status African American, Latin American, and Asian American Youth. Developmental Psychology, 46(3), 619-635.

Book Chapters:

Davis, E., Voight, A., & Linick, M. (In press). The relationship between school safety and learning outcomes. In D. Osher, K. Kendziora, M. Mayer & L. Wood (Eds.), Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook for Education, Safety, and Justice Professionals, Families, and Communities. New York: Praeger.

Nation, M., Splett, J., Voight, A., & Weist, M. (2019). Promoting collaboration among all stakeholders to enhance school safety. In M. J. Mayer & S. R. Jimerson (Eds.), School safety and violence prevention: Science, practice, and policy driving change. Washington: American Psychological Association.

Perry, J. C., & Voight, A. (2018). Applied research in diverse communities: Ethical issues and considerations. In M. M. Leach & E. R. Welfel (Eds.), Cambridge handbook of applied psychological ethics (pp. 340-365). New York: Cambridge University Press.

O'Malley, M. D., Voight, A., & Izu, J. (2014). Engaging students in school climate improvement: A student voice strategy. In M. Furlong, R. Gilman, & E. S. Huebner (Eds.), The handbook of positive psychology in the schools 2nd Ed (pp. 329-346). New York: Routledge.

Diemer, M., Voight, A., & Mark, C. (2010). Youth development in traditional and transformational service learning programs. In T. Stewart & N. Webster (Eds.), Problematizing service-learning: Critical reflections for development and action. Charlotte, NC: Information Age.

Diemer, M. A., & Voight, A. (2008). White racial identity development. In F.T.L. Leong (Ed.), Encyclopedia of Counseling. Thousand Oaks, CA: Sage.

Voight, A., & Diemer, M. A. (2008). Black racial identity development. In F.T.L. Leong (Ed.), Encyclopedia of Counseling. Thousand Oaks, CA: Sage.

Selected Technical Reports:

Voight, A., Giraldo-Garcia, R., Sanders, S., & Fogarty, L. (2019). Student challenge research brief. School climate research brief, 3. Cleveland, OH: Cleveland Alliance for Education Research.

Voight, A., Giraldo-Garcia, R., Sanders, S., & Fogarty, L. (2019). Student support research brief. School climate research brief, 2. Cleveland, OH: Cleveland Alliance for Education Research.

Voight, A., Giraldo-Garcia, R., Sanders, S., & Fogarty, L. (2018). School safety research brief. School climate research brief, 1. Cleveland, OH: Cleveland Alliance for Education Research.

Voight, A., & Coats, T. (2016). Evaluation of a grades 2 and 3 reading tutoring intervention in Youngstown. Issue Area Centered Report. Columbus, OH: Ohio Education Research Center.

Voight, A. (2016). Using data to improve student mental health. Now Is the Time Technical Assistance Center Issue Brief. Rockville, MD: Substance Abuse and Mental Health Services Administration. Available online at http://www.samhsa.gov/nitt-ta.

Voight, A., Perry, J. Spielvogel, J., & Youngless, A. (2015). Cleveland Metropolitan School District performance in the first year of the Cleveland Plan. Research report prepared for the Cleveland Metropolitan School District, Cleveland, OH. Available online at http://www.clevelandmetroschools.org.  

Voight, A., Austin, G., & Hanson, T. (2013). A climate for academic success: How school climate distinguishes schools that are beating the achievement odds. San Francisco: WestEd.