Associate Professor M. Monique McMillian

Title: 
Associate Professor
Office Location: 
Banneker Building, 211D
Phone: 
443-885-1985
Email: 
marciea.mcmillian@morgan.edu
Education:

Ph.D., Educational Psychology (Cognate: Development)

The University of North Carolina at Chapel Hill, Chapel Hill, NC

M.Ed., Higher Education Administration

The University of North Carolina at Greensboro, Greensboro, NC

B.A., Psychology

The University of North Carolina at Chapel Hill, Chapel Hill, NC

 


 

Education:

Ph.D., Educational Psychology (Cognate: Development)

The University of North Carolina at Chapel Hill, Chapel Hill, NC

M.Ed., Higher Education Administration

The University of North Carolina at Greensboro, Greensboro, NC

B.A., Psychology

The University of North Carolina at Chapel Hill, Chapel Hill, NC

 


 

My research focuses on academic engagement, at the student, family, and school levels. My early research analyzed student-level variables (e.g., race, gender, and self-perception measures); my current research explores a multilevel model of academic engagement. Most of this research to date has focused on African-American girls and boys; however, I am interested in deepening my understanding of Latino students as well. Ultimately, I would like to determine the factors that maximize academic engagement and achievement in these student populations. To accomplish this goal, quantitative methods, including correlations, multiple linear regression, structural equation modeling and multilevel analyses will be employed.

Dr. McMillan earned her Ph.D. in Educational Psychology (with a focus on Development) at The University of North Carolina at Chapel Hill, Chapel Hill, NC. Her research focuses on academic engagement, at the student, family, and school levels. Although her early research analyzed student-level variables (e.g., race, gender, and self-perception measures);, her current research explores a multilevel model of academic engagement. Most of this research to date has focused on both African-American and Latino girls and boys. Her research helps to identify the factors that maximize academic engagement and achievement in these student populations. She often relies upon quantitative methods, including correlations, multiple linear regression, structural equation modeling and multilevel analyses as a means of analysing her data.

Manuscripts In Progress
McMillian, M.M., Fuller, S.C., Hill, Z., Duch, K., & Darity, W. (2013).School racial composition and student achievement under Wake County's race-and income-based school assignment policies. Revise and Resubmit.
Munk, T. McMillian, M.M., & Lewis, N. (2013a). Compositional Effects, Segregation, and Test Scores: Evidence from the National Assessment of Educational Progress. Revise and Resubmit.
Munk, T., McMillian, M.M., & Lewis, N. (2013b). Full-school engagement as a mediator of ethnic and economic composition effects on grade 8 mathematics test scores: a two-level structural equation model. Manuscript in preparation.