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C. Cybele Raver

Deputy Provost, Professor of Applied Psychology

Applied Psychology

(212) 998-2274

C. Cybele Raver serves as the Deputy Provost for 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 PLOS ONE. Raver has also worked with her colleagues Pamela Morris, Elise Cappella, LaRue Allen and city leaders on program evaluation and technical support for the historic 2016-2018 PreK for All expansion in New York City. 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 PhD in developmental psychology from Yale University.

Selected Publications

  • Roy, A.L., Raver, C.C., Masucci, M.D. & DeJoseph, M.L. (2019). If they focus on giving us a chance in life we can actually do something with the world: Poverty, inequality, and youths' sociopolitical engagement. Developmental Psychology.
  • Hurwich-Reiss, E. & Watamura, S. & Raver, C. C. (2019). Beyond Income: Expanding our empirical toolkit to better predict caregiver well-being. Journal of Child and Family Studies. 10.1007/s10826-018-01304-5.
  • McCoy, D. C., Jones, S., Roy, A., & Raver, C. C. (2018). Classifying trajectories of social–emotional difficulties through elementary school: Impacts of the Chicago School Readiness Project. Developmental Psychology, 54(4), 772-787. http://dx.doi.org/10.1037/dev0000457
  • D. McKinnon, R., Friedman-Krauss, Al., Roy, A. & Raver, C. (2018). Teacher–child relationships in the context of poverty: the role of frequent school mobility. Journal of Children and Poverty. 24. 1-22. 10.1080/10796126.2018.1434761.
  • Watts, T. W., Gandhi, J., Ibrahim, D., Masucci, M., Raver, C. C. The Chicago School Readiness Project: Examining the long-term impacts of an early childhood intervention." PLoS One, vol. 13, no. 7, 2018. ProQuest, http://proxy.library.nyu.edu/login?url=https://search.proquest.com/docv…, doi:http://dx.doi.org/10.1371/journal.pone.0200144.
  • Perry, R. E., Finegood, E. D., Braren, S. H., DeJoseph, M. L., Putrino, D. F., Wilson, D. A., Sulivan, R.M., Raver, C.C., Blair, C.B., & Family Life Project Key Investigators. (2018). Developing a neurobehavioral animal model of poverty: Drawing cross-species connections between environments of scarcity-adversity, parenting quality, and infant outcome. Development and Psychopathology, 1-20
  • Finegood, E. D., Raver, C. C., DeJoseph, M. L., & Blair, C. (2017). Parenting in poverty: Attention bias and anxiety interact to predict parents' perceptions of daily parenting hassles. Journal of Family Psychology31(1), 51-60. DOI: 10.1037/fam0000291
  • Daneri, M. P., Sulik, M. J., Raver, C. C., & Morris, P. A. (2016). Observers' reports of self-regulation: Measurement invariance across sex, low-income status, and race/ethnicity. Journal of Applied Developmental Psychology. DOI: 10.1016/j.appdev.2017.02.001
  • Raver, C., & Blair, C. (2016). Neuroscientific insights: Attention, working memory, and inhibitory control. Future of Children26(2), 95-118.
  • Blair, C., & Raver, C. C. (2016). Poverty, stress, and brain development: New directions for prevention and intervention. Academic Pediatrics16(3), S30-S36. DOI: 10.1016/j.acap.2016.01.010
  • Mccoy, D. C., Roy, A. L., & Raver, C. C. (2016). Neighborhood crime as a predictor of individual differences in emotional processing and regulation. Developmental Science19(1), 164-174. DOI: 10.1111/desc.12287
  • Blair, C., Raver, C. C., & Finegood, E. (2016). Self-regulation and developmental psychopathology: Experiential canalization of brain and behavior. In D. Cicchetti (Ed.), Developmental psychopathology (3 ed., Vol. 2). (in press). Wiley.
  • Pressler, E., Raver, C. C., & Masucci, M. D. (2016). Increasing low-income mothers' educational attainment: Implications for anti-poverty programs & policy. Journal of Applied Research on Children7(1), [12].

Programs

Developmental Psychology

Prepare for a career as a professor, researcher, or human services professional, or a director or evaluator of mental health and health promotion programs.