Tamika P. La Salle
Associate Professor, School Psychology Program
Research Scientist, Center for Behavioral Educational Research (CBER)
Ph.D. School Psychology, Georgia State University
Ed.S. School Psychology, Georgia State University
M.Ed. School Psychology, Georgia State University
Culturally Responsive Educational Practices
Dr. La Salle is an Associate Professor at the University of Connecticut. She received her Ph.D. in School Psychology from Georgia State University. Her primary areas of research interests include culturally responsive education practices, school climate and the interrelationships cultural and ecological variables including the community, family, and school on student outcomes. She Is particularly interested in the impact of culture on students’ educational experiences and on developing and maintaining culturally responsive school environments that are equitable, safe, and positive for students, teachers, and families. Currently, Dr. La Salle serves as a member of the National Association of School Psychology Minority Scholarship Board, co-chair of the International School Psychology Association Research committee, and as an ex-officio on the Association of Positive Behavior Support Board in the Equity seat. Dr. La Salle also serves as a consultant to the Georgia Department of Education has worked to develop the Georgia School Climate Surveys for students, school personnel, and parents that are used nationally and internationally. She is also engaged in research examining the impact of Positive Behavioral Interventions & Supports on perceptions of school climate. Dr. La Salle is currently working on a cross-cultural school climate validation study in 9 countries.
La Salle, T. P., *Rocha Neves, J., Freeman, J., & Sugai, G. , (2019). Perceptions of school climate among students that self-identify as heterosexual and lesbian, gay, or bisexual. Remedial and Special Education. 40(2), 74-82. doi.org/10.1177/0741932518800795
Wang, C., La Salle, T. P., Do, K. A., Wu, C., & Sullivan, K. E. (2019). Does parental involvement matter for students’ mental health in middle school? School Psychology Quarterly. 34(2), 222-232. doi.org/10.1037/spq0000300
Wang, C., La Salle, T., Wu, C., Do, K. A., & Sullivan K. E. (2018). Victimization, school climate, and parental involvement as predictors for suicidal thoughts and behavior for Asian American middle school students. Asian American Journal of Psychology, 9 (4), 296-307. doi.org/10.1037/aap0000138
La Salle, T.P. (2018). Introduction to a special issue: International perspectives of school climate. School Psychology International, 39 (6), p.559-567. doi.org/10.1177/0143034318808336
Parris, L., La Salle, T. P., Varjas, K., Meyers, J. (2016). Introduction to the special issue: Improving student outcomes: Research on school climate and violence prevention and intervention. School Psychology Forum, 10(1), 1-3.
La Salle, T.P. & Sanetti, L. (2016). Implications of student health problems on achievement and engagement. International Journal of School & Educational Psychology, 4(1), 10-15.
La Salle, T. P., Parris, L., & Morin, M. (2016). Deconstructing peer victimization: Relationships with connectedness, gender, grade, and race. School Psychology Forum, 10(1), 41-54.
La Salle, T. P., Zabeck, F., & Meyers, J. (2016). Elementary student perceptions of school climate and associations with student and school factors. School Psychology Forum, 10(1), 55-65.
Georgia Department of Education, La Salle, T.P., Meyers, J.P. (2014) The Georgia Student Health Survey 2.0. Atlanta, GA: Georgia Department of Education
Georgia Department of Education, La Salle, T.P., Meyers, J.P. (2014) The Georgia School Personnel Survey. Atlanta, GA: Georgia Department of Education
Georgia Department of Education, La Salle, T.P., Meyers, J.P. (2014) The Georgia Parent School Climate Survey. Atlanta, GA: Georgia Department of Education
Georgia Department of Education, La Salle, T.P., Meyers, J.P. (2014) The Georgia Elementary School Climate Survey. Atlanta, GA: Georgia Department of Education
La Salle, T. P., Rocha Neves, J., Di Sano, S., Majercakova Albertova, S., Brown-Earle, O. (2018, July). International perspectives of school climate. Symposium presented at the 40th Annual Conference of the International School Psychology Association, Tokyo, Japan.
La Salle, T. P., & Rocha Neves, J., (2017, July). Cross-cultural school climate validation study. Sponsored by the ISPA Research Committee. Symposium presented at the 39th Annual Conference of the International School Psychology Association, Manchester, United Kingdom.
Rocha Neves, J., La Salle, T.P. (2019, March). Development of a school climate walkthrough assessment tool. Paper presented at the National Association of School Psychologists Annual Convention, Atlanta, GA.
*Luh, Hao-Jan. La Salle, T.P. (2019, February), International students in school psychology. Practitioner/Graduate student Conversation presented at the National Association of School Psychologists Annual Convention, Atlanta, GA.
*Scogin, C., La Salle, T.P., *Williams, B. (2019, February). Evaluating Academic and Social-Emotional Growth Among a Diverse Prekindergarten Sample
McDaniel, S., Cohen, D., & La Salle, T.P. (2019, February).Not Separate but not equal: A blueprint for improving equity in discipline. Paper presented at the 16th International Conference on Behavior Support. Washington DC
2018 UCONN AAUP Excellence in Research and Creativity: Early Career
2015 School Psychology Research Collaboration Conference Early Career Scholar.
2012 Southern Regional Education Board (SREB)-State Doctoral Scholar Dissertation Fellowship
2011 Georgia State University, Outstanding Doctoral Student Award
2009 National Association of School Psychologists-ERT Minority Scholarship Program.
National Association of School Psychologists, Minority Scholarship Committee Board Member.
International School Psychology Association. Research Committee Member.