[Person photo]

Department web site

Elizabeth Votruba-Drzal

Professor, University of Pittsburgh Department of Psychology

Senior Scientist, Learning Research & Development Center

Research Interests

Impact of key contexts that support learning and socioemotional development during the transition to school and the elementary school years.

Miller, P., Betancur, L., Whitfield, K., & Votruba-Drzal, E. (2020). Examining income dynamics and externalizing and internalizing trajectories through a developmental psychopathology lens: A nationally representative study. Development and Psychopathology, 1-17.

Miller, P., Betancur, L., Whitfield, K., & Votruba-Drzal, E. (2020). Examining income dynamics and externalizing and internalizing trajectories through a developmental psychopathology lens: A nationally representative study. Development and Psychopathology, 1-17.

Heatly, M.C. & Votruba-Drzal, E. (2019). Developmental precursors of engagement and motivation in fifth grade: linkages with parent- and teacher-child relationships. Journal of Applied Developmental Psychology, 60, 144 - 156.

Marsland, A., Gentile, D., Hinze-Crout, A., von Stauffenberg, C., Rosen, R., Tavares, A., Votruba-Drzal, E., Cohen, S., McQuaid, E., & Ewing, L. (2019). A randomized pilot trial of a school-based psychoeducational intervention for children with asthma. Clinical and Experimental Allergy.

Miller, P., Votruba-Drzal, E., & Coley, R.L. (2019). Examining administrative data on community context to explain variability in poor children’s achievement across urbanicity. The Russell Sage Foundation Journal of the Social Sciences, 5, 106-122.

Henry, D., Miller, P., Votruba-Drzal, E., & Parr, A. (2019). Chapter nine- safe and sound? Exploring parents' perceptions of neighborhood safety at the nexus of race and socioeconomic status. Science Direct.

Coley, R.L., Sims, J., Votruba-Drzal, E. & Thomson, D. (2019). The Intergenerational Transmission of Socioeconomic Inequality through School and Neighborhood Processes. Journal of Children and Poverty, 25, 79 – 100.

Duncan, G., Magnuson, K., Murnane, R., & Votruba-Drzal, E. (2019). Income Inequality and the Well-Being of American Families. Family Relations, 68, 313 – 325.

Miller, P., Votruba-Drzal, E., Coley, R.L. (2019). Poverty and Academic Achievement Across the Urban to Rural Landscape: Associations with Community Resources and Stressors. RSF: The Russell Sage Foundation Journal of Social Sciences, 49(8).

Henry, D. A., Miller, P., & Votruba-Drzal, E. (2019). Child development at the intersection of race and SES: An Overview. In D. A. Henry, P. Miller, & E. Votruba-Drzal (Eds.) Advances in child development and behavior: Child development at the intersection of race and SES, Vol. 57 (pp.1-25). Series Editor: J. B. Benson. Elsevier: Cambridge, MA.

Betancur, L., Rottman, B. M., Votruba-Drzal, E., & Schunn, C. (2019). Analytical assessment of course sequencing: The case of methodological courses in psychology. Journal of Educational Psychology. 111,91-103.

Henry, D. A., Miller, P., & Votruba-Drzal, E. (2019). Complex inequality: How race and socioeconomic status jointly configure children’s neighborhood contexts. In D. A. Henry, P. Miller, & E. Votruba-Drzal (Eds.) Advances in child development and behavior: Child development at the intersection of race and SES, Vol. 57 (pp. 281 – 313). Series Editor: J. B. Benson. Elsevier: Cambridge, MA.

Betancur, L., Vortuba-Drzal, E., & Schunn, C. (2018). Socioeconomic gaps in science achievement. International Journal of STEM Education 5(38), 1-25.

Votruba-Drzal, E., Dearing, E. (2017). Handbook of Early Childhood Development Programs, Practices, and Policies. Wiley-Blackwell.

Cannady, M. A., Moore, D., Votruba-Drzal, Greenwald, E., Stites, R., & Schunn, C. (2017). How personal, behavioral, and environmental factors predict working in STEMM and non-STEMM middle-skill careers. International Journal of STEM Education, 4(22).

Miller, P. & Votruba-Drzal, E. (2017). The role of family income dynamics in predicting trajectories of internalizing and externalizing problems. Journal of Abnormal Child Psychology, 45(3), 543-556. doi: 10.1007/s10802-016-0181-5

Heatly, M. C. & Votruba-Drzal, E. (2017). Parent-child relationships and engagement in early elementary school: Mediating and interactive processes. Developmental Psychology, 53(6), 1042-1062.

Miller, P., Votruba-Drzal, E., McQuiggan, M., & Shaw, A. (2017). Pre-K classroom-economic composition and children’s early academic development. Journal of Educational Psychology, 109(2), 149-165.

Duncan, G. J., Magnuson, K., & Votruba-Drzal, E. (2017). Moving beyond correlation in assessing the consequences of poverty. Annual Review of Psychology, 68, 413-434.

Coley, R. L., Votruba-Drzal, E., Miller, P., & Koury, A. (2013). Timing, extent, and type of child care and children's behavioral functioning in kindergarten. Developmental Psychology, 49(10), 1859-1873. doi: 10.1037/a0031251

Votruba-Drzal, E., Coley, R.L., Koury, A., Miller, P. (2013). Center-based child care and academic skills development: Importance of timing and risk status. Journal of Educational Psychology, 105(3), 821-838.  doi: 10.1037/a0032951

Koury, A. S., & Votruba-Drzal, E. (2013). School readiness of children of immigrants: Contributions of early environments. Journal of Educational Psychology. doi: 10.1037/a0034374