- Ph.D., Child Development and Family Relationships, University of Texas-Austin 1999
- M.S., Experimental Psychology, San Jose State University 1992
- B.S., Psychology, San Jose State University 1989
Teaching and Research Interests
Consequences of poverty and economic stress on child and family well-being.
Young children's reasoning about social class and economic inequality.
Children's social identity development.
EDUC217A: Social Development & Education
EDUC256B: Poverty & Child Development
EDUC256B: Children's Understanding and Experience of Social and Economic Inequality
ED200B: Survey Research Methods (with Prof. Felipe Martinez)
White, E. S., Mistry, R. S., & Chow, K. A. (online 2013). How do teachers talk about economic inequality? The complexity of teaching at a socioeconomically integrated elementary school. Analyses of Social Issues and Public Policy.
*Diemer, M., *Mistry, R. S., Wadsworth, M. E. Lopez, I., & Reimers, F. (online 2012). Best Practices in Conceptualizing and Measuring Social Class in Psychological Research. ASAP: Analyses of Social Issues and Public Policy. *Authorship is alphabetical and reflects equal contribution.
Chien, N. C., & Mistry, R. S. (2013). Geographic variations in cost of living: Associations with family and child well-being. Child Development, 84, 209-225.
Mistry, R. S., Brown, C. S., Chow, K. A., & Collins, G. (2012). Increasing the complexity of young adolescents’ beliefs about poverty and inequality: Results of an 8th grade social studies curriculum intervention. Journal of Youth and Adolescence. 41, 704–716.
Mistry, R. S., & Wadsworth, M. E. (2011). Family functioning and child development in the context of poverty. Prevention Researcher: Youth and Poverty, 18(4), 11-15.