Ph.D., 1994, Emory University
Suzanne and Stephen Weiss Presidential Fellow
Associate Provost: Center for Engaged Learning and Teaching
Joint Appointment: African and African Diaspora Studies Program
Phone: (504) 862-3308
3016 Percival Stern Hall
Professor Cunningham 's primary research interests include examining adolescent development in diverse contexts. Specifically, he examines resilience and vulnerability in African American children and adolescents.
Cunningham, M., Swanson, D. P., & Hayes, D. (2013). School and community-based associations to hypermasculine attitudes in African American adolescent males. American Journal of Orthopsychiatry, 83, 244-251. Doi: 10:1111/ajop.12029.
Cunningham, M., Mars, D. E., & Burns, L. T. (2012). The relations of stressful events and future expectations in African American adolescents: Gender differences in parental monitoring. Journal of Negro Education, 81, 338-353.
Corprew, C.S., & Cunningham, M. (2012). Educating tomorrow’s men: Perceived school support, negative youth experiences and bravado attitudes in African American male adolescents. Education and Urban Society, 44, 571-589. Doi: 10.1177/0013124511406534.
Cunningham, M., Kim, A. W., & Papale, N. (2012). Personal characteristics: A situational filter for adolescent development (chapter 4). In G. Creasy, & P. Jarvis (Eds.), Handbook of Adolescent Development in Urban Communities: Resilience in the Neighborhood. In G. L. Creasey, & P. A. Jarvis (Eds.), Adolescent development and school achievement in urban communities: Resilience in the Neighborhood (pp. 38-50). New York: Routledge.
Mulser, R. M., Hucke, K., Trask-Tate, A. J., & Cunningham, M. (2012). When racial identity matters: Stressful events and mental health in rural African American adolescents. In J. Sullivan (Ed.), African American Racial Identity: An Interdisciplinary Exploration of the Racial and Cultural Dimensions of the Black Experience (pp. 171-188). Lanham, MD: Rowman & Littlefield Publishers, Inc.
Francois, S., Overstreet, S., & Cunningham, M. (2011). Where we live: The impact of neighborhood challenges and supports on African American adolescents’ academic resilience. Youth and Society. Doi:10.1177/0044118X11399109.
Cunningham, M., & Swanson, D. P. (2010). Educational resilience in African American adolescents. Journal of Negro Education, 79, 473-487.
Trask-Tate, A., & Cunningham, M. (2010). Planning ahead: Examining the relation between school support and parental involvement in the development of future academic expectations in resilient African American adolescents. Journal of Negro Education, 79, 137-150.
Trask-Tate, A., Cunningham, M., & Lang-DeGrange, L. (2010). The importance of family: How social support moderates the relation between negative life events and depressive symptoms in African American girls. Research on Human Development, 7,164-182.
Department of Psychology • 2007 Percival Stern Hall • New Orleans, LA 70118 • Phone: 504-865-5331 • email@example.com