Address: School of Social and Family Dynamics

2

VITA

March 2017

Name: Carol Lynn Martin

Address: School of Social and Family Dynamics

Arizona State University

Tempe, Arizona 85287-3701

Phone: (602) 9655861/6978

Email:

Academic Training

Child and Family Development, University of Georgia, Ph.D.

Educational Psychology, Rutgers University.

Psychology, Rutgers University, M.S.

Psychology (Honors and Distinction), University of Georgia, B.A.

Professional Employment Record

Cowden Distinguished Professor, Sanford School of Social and Family Dynamics, affiliate faculty in Women’s Studies, Arizona State University, 1996—present; affiliate faculty for Center for Social Complexity, 2005. Executive Director of the Lives and Girls and Boys Enterprise (2009) and Executive Director of the Sanford Harmony Program (2008-2015)), Director of Link Enterprise (2015-present).

Associate Professor, Department of Family Resources and Human Development, affiliate faculty in Women's Studies, Arizona State University, 19901996.

Assistant Professor, Department of Family Resources and Human Development, affiliate faculty in Women's Studies (as of 1989), Arizona State University, 19881990.

Assistant Professor, School of Family and Nutritional Sciences, University of British Columbia, 19841988.

Research Associate and Lecturer, School of Family and Nutritional Sciences and Department of Psychology, University of British Columbia, 19811984.

Publications (students indicated with *)

Martin, C. L., Andrews, N. C. Z.*, England, D.*, Zosuls, K., & Ruble, D. N. (2017). A dual identity

approach for conceptualizing and measuring children’s gender identity. Child Development, 88, 167-182.DOI: 10.1111/cdev.12568

Rogers, A. A.*, DeLay, D., & Martin, C. L. (2017). Masculinity during the middle school transition: Associations with depressive symptoms and academic engagement. Journal of Youth and Adolescence, 46, 709-724. doi: 10.1007/s10964-016-0545-8. Impact (5 yr) = 3.82.

Andrews, N. C. Z.*, Martin, C. L., Field, R. D.*, Cook, R. E.*, & Lee, J. (in press). Development of expectancies about own- and other-gender group interactions and their school-related consequences. Child Development.

DeLay, D., Hanish, L. D., Zhang, L.*, Martin, C. L. (in press). Assessing the impact of homophobic name calling on early adolescent mental health: A longitudinal social network analysis of competing peer influence effects. Journal of Youth and Adolescence. doi: 10.1007/s10964-016-0598-8. Impact (5 yr) = 3.62.

Field, R. D.*, & Martin, C. L. (in press). The development of other-gender interactions: Behavioral,

biological, cognitive, and contextual influences. In T. Roberts & N. Curtin (Eds), Building a Better Psychology of Gender: Best Practices in Feminist Psychological Science. APA/Springer.

Goble, P., Eggum-Wilkens, N. D., Bryce, C. I, Foster, S. A., Hanish, L. D., Martin, C. L., & Fabes, R. A. (2017). The transition from preschool to first grade: A transactional model of development. Journal of Applied Developmental Psychology, 49, 55-67. DOI: 10.1016/j.appdev.2017.01.007

Martin, C. L., Fabes, R. A., Hanish, L. D., Gaertner, B., Miller, C. F., Foster, S., & Updegraff, K. A.

(in press). Using an intergroup contact approach to improve gender relationships: A case study of a classroom-based intervention. In A. Rutland, D. Nesdale, & C. Brown (Eds), Handbook of Group Processes in Children and Adolescents. Wiley-Blackwell Publisher.

Martin, C. L., & Cook, R.* (in press). Cognitive perspectives on children’s toy choices and play styles. In

E. Weigram and L. Dinella (Eds)., Gender-typing of children’s toys. Washington, D. C.; American

Psychological Association.

Martin, C. L., Cook, R.*, & Andrews, N. C. Z.* (in press). Reviving androgyny: A modern day

perspective on flexibility of gender identity and behavior. Sex Roles.

DOI: 10.1007/s11199-016-0602-5

Martin, C. L., Fabes, R. A., & Hanish, L. D. (in press). Differences and similarities: The dynamics of same- and other-sex peer relationships. In W. Bukowski, B. Laursen, & K. Rubin (Eds), Handbook of Peer interactions, relationships, and groups.

Miller, C. F., Kochel, K. P., Wheeler, L. A., Updegraff, K. A., Fabes, R. A., Martin, C. L., & Hanish, L.

D. (2017). The efficacy of a relationship building intervention in 5th grade. Journal of School

Psychology, 61, 75-88. DOI: 10.1016/j.jsp.2017.01.002.

Rogers, A. A.*, Updegraff, K.A., Santos, C.E., & Martin, C.L. (in press). Masculinity and school

adjustment in middle school. Psychology of Men and Masculinity. DOI: org/10.1037/men0000041

Zosuls, K., Andrews, N. C. Z.*, Martin, C. L., England, D. E., & Field, R. (in press). Developmental

changes in the link between gender typicality and peer victimization and exclusion. Sex Roles.

DOI 10.1007/s11199-016-0608-z

Andrews, N. C. Z.*, Martin, C. L., & Gallagher, A. M.* (2016). On the association between self-reported own- and other-gender similarity and the use of physical and relational aggression in sixth grade children. Archives of Sexual Behavior, 45, 1817-1826. doi: 10.1007/s10508-015-0685-z. Impact (5yr)= 3.44

Andrews, N. C. Z.*, Hanish, L. D., Updegraff, K. A., Martin, C. L., & Santos, C. E. (2016). Targeted victimization: Exploring linear and curvilinear associations between social network status and victimization. Journal of Youth and Adolescence, 45, 1772-1785. doi: 10.1007/s10964-016-0450-1. Impact (5 yr) = 3.82.

DeLay, D., Hanish, L. D., Martin, C. L., & Fabes, R. A. (2016). Peer effects on Head Start children’s

preschool competency. Developmental Psychology, 52, 58-70. doi: 10.1037/dev0000066. Impact

(5 yr) = 4.29.

DeLay, D., Zhang, L.*, Hanish, L. D., Miller, C., Fabes, R. A., Martin, C. L., Updegraff, K., & Kochel, K. P.(2016). Peer influence on academic performance: A social network analysis of social-emotional intervention effects. Prevention Science, 17, 903-913. doi: 10.1007/s11121-016-0678-8. Impact (5 yr) = 3.59.

Goble, P.*, Hanish, L. D., Martin, C.L., Eggum-Wilkens, N.D., Foster, S.A., & Fabes, R.A., (2016). Preschool Contexts and Teacher Interactions: Relations with School Readiness.Early Education and Development, 27, 623-641. doi: 10.1080/10409289.2016.1111674. Impact (5 yr) = 1.65.

Hanish, L. D., Martin, C. L., DeLay, D., Miller, C. F., Fabes, R. A., & Updegraff, K. (2016). Social harmony in schools. A framework for understanding peer experiences and their effects. In K. Wentzel and G. Ramani (Eds), Handbook on social-emotional, motivation, and cognitive outcomes in school contexts (pp. 48-62). New York, NY: Taylor & Francis/Routledge Publisher.

Kornienko, O., Santos, C. E., Martin, C. L., & Granger, K. L. (2016). Peer influence

on gender identity development in adolescence. Developmental Psychology, 52, 1578-1592.

http://dx.doi.org/10.1037/dev0000200. Impact (5 yr) = 4.29.

Fabes, R. A., Martin, C. L., Hanish, L. D., & Galligan, K.* (2015). Gender segregated schooling: A problem disguised as a solution. Educational Policy, 29, 431-447. Advance online publication (2013, June 26). doi: 10.1177/0895904813492382. Impact (5 yr) = .94.

Gasparini, C., Sette, S., Baumgartner, E., Martin, C. L., & Fabes, R. A. (2015). Gender-biased attitudes and attributions among young Italian children: Relation to peer dyadic interaction. Sex Roles. 73, 427-441. doi: 10.1007/s11199-015-0526-5. Impact (5 yr) = 2.27.

Andrews, N. C. Z.*, Hanish, L. D., Fabes, R. A., & Martin, C. L. (2014). With whom and where you play: Preschoolers’ social context predicts peer victimization. Social Development, 23, 357-375. Impact (5 yr) = 2.60.

DiDonato, M. D.*, Martin, C. L., & England, D*. (2014). Gendered interactions and their consequences: A dynamical perspective (pp. 20-42). In P. Leman & H. Tennebaum (Eds.), Gender and Development. Psychology Press.

Eggum-Wilkens, N. D., Fabes, R. A., Castle, S., Zhang, L.*, Hanish, L. D., & Martin, C. L. (2014).

Playing with others: Head Start children’s peer play and relations with kindergarten school

competence. Early Childhood Research Quarterly, 29(3), 345-356. Impact (5 yr) = 2.91. doi:10.1016/j.ecresq.2014.04.008.

Martin, C. L., Fabes, R. A., & Hanish, L. D. (2014). Gendered-peer relationships in educational contexts. In L. Liben & R. Bigler (Eds.), Advances in Child Development and Behavior, 47, Burlington: Academic Press, pp. 151-187. Impact (5 yr) = 1.49.

Pahlke, E., Bigler, R., & Martin, C. L. (2014). Can fostering sexism schemas among children to

improve critical analysis, internalization, and enactment of inclusive, egalitarian peer

relationships? Journal of Social Issues, 70, 115-133. doi: 10.1111/josi.12050 Impact (5 yr) = 2.40.

Palermo, F.*, Mikulski, A. M., Fabes, R. A., Hanish, L. D., Martin, C. L., & Stargel, L. E.* (2014). English exposure in the home and classroom: Predictions to Spanish-preschoolers’ English vocabulary development. Applied Psycholinguistics, 35, 1163-1187. doi:10.1017/S0142716412000732 Impact (5 yr) = 2.01.

Zosuls, K.M., Field, R.D.*, Martin, C.L., Andrews, N.C.Z.*, & England, D.E*. (2014). Gender-based

relationship efficacy: Children’s self-perceptions in intergroup contexts. Child Development, 85,

1663-1676. DOI:10.1111/cdev.12209. Impact (5 yr) = 5.81.

DiDonato, M. D.*, England, D.*, Martin, C. L., & Amazeen, P. G. (2013). Dynamical analyses for

developmental science: A primer for intrigued scientists. Human Development, 56, 59-75.

doi: 10.1159/000342936. Impact =1.25/1.75

Fabes, R. A., Martin, C. L., Hanish, L. D., & Pahlke, E. (2013). Gender segregated schooling and gender stereotyping. Educational Studies, 39, 315-319. doi: 10.1080/03055698.2012.760442. Impact =.49/.63

Martin, C. L., Kornienko, O., Schaefer, D., Hanish, L. Fabes, R. A., & Goble, P.* (2013). The role of

peers and gender-typed activities in young children’ peer affiliative networks: A longitudinal

analyses of selection and influence. Child Development, 84, 921-937. Impact= 4.92/5.69

Miller, C., Martin, C. L., Fabes, R., & Hanish, D. (2013). Bringing the cognitive and social together:

How gender detectives and gender enforcers shape children’s gender development. In M. Banaji

& S. Gelman (Eds.), Navigating the social world: a developmental perspective (pp. 306-313). Oxford: Oxford University Press.

Zosuls, K., Ruble, D., Tamis-LeMonda, C. S., & Martin, C. L. (2013). Does your infant say the words

“girl” and “boy”? How gender labels matter in early gender development (pp. 301-305). In M.

Banaji & S. Gelman (Eds.), Navigating the social world: a developmental perspective. Oxford: Oxford University Press.

DiDonato, M. D.*, Martin, C. L., Amazeen, P. G., Hessler, E. E., Hanish, L. D., & Fabes, R. A. (2012). Gender consistency and flexibility: Using dynamics to understand the relation between gender and adjustment. Nonlinear Dynamics, Psychology, and Life Sciences, 16, 159-184.

Fabes, R. A., Hanish, L. D., Martin, C. M., Moss, A.*, & Reesing, A. (2012). The effects of young children’s affiliations with prosocial peers on subsequent emotionality in peer interactions. British Journal of Developmental Psychology, 30, 569-585. doi: 10.1111/j.2044-835X.2011.02073.x. Impact =1.33/1.67

Goble, P.*, Martin, C.L., Hanish, L.D., & Fabes, R.A. (2012). Children’s gender-typed activity choices across social contexts. Sex Roles,67, 435-451. doi: 10.1007/s11199-012-0176-9 Impact = 1.53/1.80

Hanish, L. D., Sallquist, J., DiDonato, M.*, Fabes, R. A., & Martin, C. L. (2012). Aggression by whom-aggression toward whom: Testing a relationally-based social dominance model of aggression. Developmental Psychology, 48, 1450-1462. doi: 10.1037/a0027510. Impact = 3.21

Martin, C. L., Dinella, L. (2012). Congruence between gender stereotypes and activity preference in

self-identified tomboys and non-tomboys. Archives of Sexual Behavior, 41, 599-610. Impact =

3.53

Martin, C. L., DiDonato, M. D.*, Clary, L., Fabes, R. A., Kreiger, T.*, Palermo, F*. & Hanish, L. D.

(2012). Preschool children with gender normative and gender non-normative peer preferences:

psychosocial and environmental correlates. Archives of Sexual Behavior, 41, 831-847. Impact =

3.53

Sallquist, J., DiDonato, M.*, Hanish, L. D., Fabes, R. A., & Martin, C. L. (2012). The importance of mutual positive expressivity in social adjustment: Understanding the role of peers and gender. Emotion, 12, 304-313. Impact = 3.88

Halpern, D., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., Liben, L. S., & Martin, C. L. (2011, September 23). The pseudoscience of single-sex schooling. Science, 1706-1707. Impact Factor = 31.38, Rank: Top 15 All Scientific Journals.

Halpern, D., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., Liben, L. S., & Martin, C. L. (2012, January 12). Response to comments on the pseudoscience of single-sex schooling. Science, 166-168. Impact = 31.20 (in 2012)

Note: Bigler, Fabes, Hanish, Hyde, Liben, & Martin contributed equally and names are ordered alphabetically.

Martin, C. L., Fabes, R. A., Hanish, L. D., Leonard, S., & Dinella, L. (2011). Experienced and

expected similarity to same-gender peers: Moving toward a comprehensive model of gender

segregation. Sex Roles, 65, 421-434. DOI 10.1007/s11199-011-0029-y

Martin, C. L., Fabes, R. A., & Hanish, L. D. (2011). Gender and temperament in young children’s

social interactions. In A. D. Pellegrini (Ed.), Oxford Handbook of the Development of Play, (pp.

214-230). Oxford: Oxford University Press.

Zosuls, K. M., Miller, C. F., Ruble, D. N. Martin, C. L., & Fabes, R. A. (2011). Historical trends in

gender development research. Sex Roles, 64, 826-842.

Zosuls, K., Martin, C. L., Ruble, D. N., Miller, C. F., Gaertner, B., & England, D. E. (2011).“It’s not that

we hate you”: Understanding children’s gender attitudes and expectancies about peer

relationships. British Journal of Developmental Psychology, 29, 288-304.

Hanish, L. D., Hill, A., Gosney, S.*, Fabes, R. A., & Martin, C. L. (2011). Girls, boys, and bullying in

preschool: The role of gender in the development of bullying. In D. Espelage & S. Swearer

(Eds.), Bullying in North American Schools, (pp. 132-146). NewYork: NY. Routledge-Taylor

Francis.

Martin, C. L. & Ruble, D. H. (2009/2010). Patterns of gender development. In S. Fiske

(Ed.), Annual Review of Psychology, 61, 353-381. Online version available 2009; hardcopy 2010.

Schaefer, D. R., Light, J. M., Fabes, R. A., Hanish, L. D., & Martin, C. L. (2010). Fundamental

principles of network formation among preschool children. Social Networks, 32, 61-71.

Fabes, R. A., Martin, C. L., Hanish, L. D. (2009). Children's behaviors and interactions with peers. In K.

Rubin, W. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 45-62), New York, Guilford Press.

Martin, C. L., & Fabes, R. A. (2009). Discovering child development, 2nd ed. Houghton Mifflin.

Berenbaum, S. A., Martin, C. L., & Ruble, D. N. (2008) Gender development. In W. Damon & R.

Lerner (Eds.), Advanced Child and Adolescent Development (pp. 647- 696). New York: Wiley.

Berenbaum, S. A., Martin, C. L., Briggs, P.*, Fabes, R. A., & Hanish, L. D. (2008). Sex differences in

children’s play. In J. Becker, K. Berkley, N. Geary, E. Hampson, J. Herman, & E. Young (Eds.), Sex on the brain: from genes to behavior. (pp. 275-290). New York: Oxford University Press.

Hanish, L. D., Martin, C. L., Fabes, R. A., Barcelo, H. (2008). The breadth of peer relationships

among externalizing preschoolers: An application of the Q-connectivity method to externalizing behavior. Child Development, 79, 1119-1136.

Fabes, R. A., Hanish, L. D., & Martin, C. L. (2007). Peer interactions and the gendered social

ecology of preparing young children for school. Early Childhood Services, 1, 144-157.