Tina M. Durand
Program Director, Counseling Psychology & Applied 人类发展 PhD
Clinical Associate Professor
Dr. Tina M. Durand is a clinical associate professor of applied human development at Boston University Wheelock College of Education & 人类发展. She is the program director of the PhD in Counseling Psychology & Applied 人类发展. Dr. Durand is a developmental psychologist with a background in community-based programming for families, and a former K–12 public school teacher. Her research and teaching address critically conscious teacher pedagogy, school contextual factors that promote student success in middle school, and the development of ethnic-racial consciousness and advocacy among adolescents.
Dr. Durand’s work has employed both quantitative and qualitative designs, and has included children, adolescents, families, teachers, community members, and school administrators. Her recent mixed methods study in a Boston metro-west community examined variability in early adolescents’ perspectives on dimensions of school climate in middle school, with a focus on the salience of ethnic-racial climate and identity, and their relation to students’ academic efficacy and socio-emotional well-being. As the 2024 co-recipient of the Faculty Large Research Award with Dr. Michael Medina, this work will be extended in a pilot study that will examine the interrelations of school and teacher diversity, ethnic-racial identity beliefs, and academic adjustment among students of diverse backgrounds.
Dr. Durand is a recipient of the Gordon L. Marshall Fellowship for Scholarship and the Cynthia Longfellow Teaching Award. She is an editorial board member of the Journal of Education, Education & Urban Society, and School Community Journal.
Pronouns: she/her
Recent News
- BU Wheelock Scholarly Accomplishments February 2025
- 6 Ways to Use a Master’s in Education (Other Than Being a Teacher)
- BU Wheelock Announces Fall Faculty Award Winners
In the Media
Education
PhD, Boston College, Applied Developmental & Educational Psychology
MEd, Lesley University, Curriculum & Instruction
BA, Boston College, Early Childhood Education
Courses
WED CE 809 History & Systems of Psychology
WED CE 342 Anti-Oppressive Practices: Education & Applied Psychology
WED HD 330 The Psychology of Race
WED HD 510 Positive Youth Development
WED CE 705 Lifespan Development
WED DS 502 Adolescent Development
Selected Publications
Durand, T. M. (2024). Making the case for race in middle school: Supporting adolescents and teachers in critical racial consciousness and advocacy. Rowman & Littlefield. https://rowman.com/ISBN/9781475858587
Durand, T.M., & Blackwell, R. (2024). “The world isn’t black and white”: Adolescent
youth of color reflect on school ethnic-racial climate, context, and identity in middle school. Psychology in the Schools. Advance online publication. http://doi.org/10.1002/pits.23355
Durand, T.M., Faszewski, E.E., Murphy, K.L., & Villegas-Reimers, E. (2024). “It wasn’t what I
expected”: Students’ perspectives and experiences on a higher education merger. The Journal of
Higher Education. Advance online publication. https://doi.org/10.1080/00221546.2024.2431465
Durand, T. M., Kim, G. S., & McDonough, K. (in press). Interrogating white fragility and white backlash: History, consequences, and strategies for change. In J. L. Chin, Y. E. Garcia, A. Blume (Eds.), The psychology of inequity (Vol. 3: Strategies and solutions). Praeger.
Durand, T. M., & Blackwell, R. (2022). Dimensions of belonging and “othering” in middle school: Voices of immigrant and island-born Puerto Rican adolescents. Journal of Education for Students Placed at Risk. Advance online publication. https://doi.org/10.1080/10824669.2022.2136179
Durand, T. M. & Skubel, A. (2022). Narratives of Puerto Rican middle school students regarding school context and identity: Contradictions and possibilities. Journal of Adolescent Research. Advance online publication. https://doi.org/10.1177/07435584221096446
Durand, T. M., & Tavaras, C. L. (2021). Countering complacency with radical reflection: Supporting White teachers in the enactment of critical multicultural praxis. Education & Urban Society, 53(2), 146-162. https://doi.org/10.1177/0013124520927680
Durand, T. M. (2020). Overcoming stereotypes to “master our dreams”: The salience of ethnic climate and racial diversity among students of color in middle school. Journal of Early Adolescence, 40(8), 1029-1060.doi: 10.1177/0272431619891241
Durand, T. M. (2019, September). “It’s not like family, it is family”: Reflections on a mentoring program for boys of color. Phi Delta Kappan, 101(2), 52-55. doi.org/10.1177/0031721719879156
Durand, T. M., & Secakusuma, M. (2019). Negotiating the boundaries of parental school engagement: The role of social space and symbolic capital in urban teachers’ perspectives. Teachers College Record, 121(2), 1-40. https://doi.org/10.1177/016146811912100205
Selected Presentations
Durand, T.M. & Skubel, A. (2024, April). White adolescents’ perceptions of ethnic-racial school climate and identity: Complexity in “seeing the world differently.” Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Durand, T. M. (2022, April). Let’s ban it: Navigating polarizing political climates and race critically. Discussant address presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Durand, T. M. (2021, April). Countering complacency with radical reflection: Critical multicultural praxis for White teachers. Roundtable paper presented at the Virtual Annual Meeting of the American Educational Research Association.
Skubel, A., & Durand, T. M. (2021, April). “What do good teachers do? Middle school youth of color conceptualize good teaching. In A. Skubel (Chair), Creating a culture of care: The importance of student-teacher relationships. Paper symposium presented at the Virtual Annual Meeting of the American Educational Research Association.
Durand, T. M. (2019, March). Immigrant students’ perceptions of school racial-ethnic climate: Variations by years of experience in US schools. In T. Durand (Chair), The salience of racial-ethnic climate in school for minority youth: Contributions to adolescent psychosocial outcomes. Paper symposium presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD.
Durand, T. M. (2018, October). “It’s not like family, it is family”: Salient aspects of an out-of-school mentoring program for early adolescent boys of color. Poster session presented at the Society for Research in Child Development special topic meeting, Promoting Character Development Among Diverse Children and Adolescents: The Roles of Families, Schools, and Out-of-School Time Youth Development Programs, Philadelphia, PA.
Durand, T. M. (2017, April). “It gives us a chance to master our dreams.” Adolescents’ perspectives on ethnic climate and racial diversity in middle school. Paper presented at the biennial meeting of the Society for Research in Child Development, Austin, TX.