C. Cybele Raver
Professor of Applied Psychology
C. Cybele Raver serves as Vice Provost of Academic, Faculty and Research Affairs at NYU. She also maintains an active program of research, examining the mechanisms that support children's self-regulation in the contexts of poverty and social policy. Raver and her research team currently conduct CSRP, a federally-funded RCT intervention and she regularly advises local and federal government agencies and foundations on promoting school readiness among low-income children. See our new articles in American Psychologist downloadable from the list, below. Raver has received several prestigious awards from organizations such as the American Psychological Association and the William T. Grant Foundation as well as support from the Spencer Foundation, the MacArthur Foundation, the National Institutes of Health, and the National Science Foundation. Raver earned her Ph.D. in developmental psychology from Yale University.
- Morris, P., Lloyd, C. M., Millenky, M., Leacock, N., Raver, C. C., & Bangser, M. (2013). Using classroom management to improve preschoolers’ social and emotional skills: Final impact and implementation findings from the Foundations of Learning Demonstration in Newark and Chicago. New York, NY: MDRC. (link)
- Aber, L., Morris, P., & Raver, C. C. (2012). Children, families, and poverty: Definitions, trends, emerging science and implications for policy. Society for Research in Child Development Social Policy Report, 26(3), 3-19. (link)
- Blair, C. & Raver, C. C. (2012). Child development in the context of adversity: Experiential canalization of brain and behavior. American Psychologist, 67(4), 309-318. doi: 10.1037/a0027493 (view)
- Raver, C. C. (2012). Low-income children’s self-regulation in the classroom: Scientific inquiry for social change. American Psychologist, 67(8), 681-689. doi: 10.1037/a0030085 (view)
- Sharkey, P., Tirado-Strayer, N., Papachristos, A. & Raver, C. C. (2012). The effect of local violence on children’s attention and impulse control. American Journal of Public Health, 102(12), 2287-2293. (link)
- Raver, C. C. , Jones, S. M., Li-Grining, C. P., Zhai, F., Bub, K, & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development, 82(1), 362–378. (view)
- Zhai, F., Raver, C. C.,, Jones, S., Li-Grining, C. et al. (2010). Dosage effects on school readiness: Evidence from a randomized classroom-based intervention. The Social Service Review, 84,615-655. (link)
- Morris, P., Raver, C. C. , Millenky, M., Jones, S. M., & Lloyd, C. (2010). Making preschool more productive: How classroom management training can help teachers. New York, NY: MDRC. (view)
- Li-Grining, C., Raver, C. C. , Champion, K., Sardin, L., Metzger, M. W., & Jones, S. M. (2010). Understanding and improving classroom emotional climate in the “real world”: The role of teachers’ psychosocial stressors. Early Education and Development, 21(1), 65–94. (view)
- Raver, C. C., Jones, S. M., Li-Grining, C. P., Zhai, F., Metzger, M. W., & Solomon, B. (2009). Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology, 77(2), 302-316. (view)
- Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Smallwood, K., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23(1), 10-26. (view)
- Gershoff, E. T., Aber, J. L., Raver, C. C., & Lennon, M. C. (2007). Income is not enough: Incorporating material hardship into models of income associations with parent mediators and child outcomes. Child Development, 78(1), 70-95. (view)
- Raver, C. C., Gershoff, E. T., & Aber, J. L. (2007). Testing equivalence of mediating models of income, parenting, and school readiness for White, Black, and Hispanic children in a national sample. Child Development, 78(1), 96-115. (view)
- Raver, C. C., Garner, P., & Smith-Donald, R. (2007). The roles of emotion regulation and emotion knowledge for children's academic readiness: Are the links causal? In B. Pianta, K. Snow & M. Cox (Eds.), Kindergarten transition and early school success (pp. 121-148). Baltimore: Brookes Publishing.
- Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-Regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173-187. (view)
- Aber, J. L., Jones, S. M., & Raver, C. C. (2006). Poverty and child development: New perspectives on a defining issue. In J. L. Aber, S. Bishop-Josef, S. Jones, K. McLearn & D. Phillips (Eds.), Child development and social policy: Knowledge for action. (view)
- Raver, C. C. (2004a). Child care as a work support, a child-focused intervention, and as a job. In A. C. Crouter & A. Booth (Eds.), Work-family challenges for low-income parents and their children. Hillsdale, NJ: LEA.
- Raver, C. C. (2004b). Placing emotional self-regulation in sociocultural and socioeconomic contexts. Child Development, 75(2), 346-353. (view)
- Gershoff, E., Aber, J. L., & Raver, C. C. (2003). Child poverty in the U.S.: An evidence-based framework for programs and policies. In R. M. Lerner, F. Jacobs & D. Wertlieb (Eds.), Promoting positive child, adolescent and family development: A handbook of program and policy innovations (pp. 81-136). Thousand Oaks, CA: Sage Publications.
- Raver, C. C. (2003). Does work pay, psychologically as well as economically? The effects of employment on depressive symptoms and parenting among low-income families. Child Development, 74(6), 1720-1736. (view)