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.
Corprew, C. S., & Cunningham, M. (2011). Educating tomorrow’s men: Associations between negative youth experiences, peer support, and academic achievement in high achieving adolescent African Americans. Education and Urban Society. doi: 10.1177/0013124511406534
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
Aldwin, C., & Cunningham, M. (in press). Editors of special issue of Research on Human Development.
Trask-Tate, A., & Cunningham, M. (in press). 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.
Trask-Tate, A., Cunningham, M., & Lang-DeGrange, L. (in press). 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.
Hayes, D., & Cunningham, M. (in press). Parental monitoring as a protective factor for African American adolescents. Urban Education.
Cunningham, M., & Swanson, D. P. (in press). Educational resilience in African American adolescents. Journal of Negro Education.
Cunningham, M., Corprew, C. S., & Becker, J. E. (2009). Understanding the role of future expectations in high-achieving African American adolescents living in urban neighborhoods. Urban Education, 44, 280-296.
Hayes, D., Cunningham, M., & Coursealt, J. (2006). Race related barriers for African American males pursuing higher education: Implications for psychology. Race, Class and Gender: A potpourri in Psychology, 13, 124-132.
Cunningham, M., & Meunier, L. N. (2004). The influence of peer experiences on bravado attitudes among African American males. In N. Way, & J. Chu (Eds.) Adolescent boys in context: Exploring diverse cultures of boyhood (pp. 219-234). NY: New York University Press.
Cunningham, M., Swanson, D. P., Spencer, M. B., & Dupree, D. (2003). The association of physical maturation with family hassles in African American males. Cultural Diversity and Ethnic Minority Psychology, 9, 274-276.
Mercer, S., & Cunningham, M. (2003). Racial identity in White American college students: Issues of conceptualization and measurement. Journal of College Student Development, 44, 217-230.
Spencer, M. B., Dupree, D., Cunningham, M., Harpalani, V., & Munoz-Miller, M. (2003). Vulnerability to violence: A contextually-sensitive, developmental perspective on African American adolescents. Journal of Social Issues, 59, 33-49.
Foney, D., & Cunningham, M. (2002). Why do good kids do bad things? Considering multiple contexts in the study of antisocial fighting behaviors in African American urban youth. Journal of Negro Education, 71, 143-157.
Cunningham, M., Hurley, M., Foney, D., & Hayes, D. (2002). The influence of perceived contextual stress on self-esteem and academic outcomes in African American adolescents. Journal of Black Psychology, 28, 215-233.
Department of Psychology • 2007 Percival Stern Hall • New Orleans, LA 70118 • Phone: 504-865-5331 • email@example.com