Hi, I'm Jackie.

I'm an Assistant Professor of Psychology at Illinois State University.

As a former high school teacher, I value the lived experiences of students and educators, which is why my interdisciplinary (developmental and educational) research is grounded in community-engaged approaches.

My research aims to understand and promote critical consciousness development, which involves peoples' understanding of systemic oppression and their action to dismantle it. I am especially interested in how schools can foster critical consciousness in students and adults. I also work with high school Psychology teachers to design and implement the Ready Through Research program, which positions high school students to be competent researchers within their school community.

I received a PhD in Psychology from NC State University in May 2024, where I was a proud advocate for pregnant and parenting students.

Get in touch at jmcerda@ilstu.edu

@JCerdaSmith

https://www.linkedin.com/in/jacqueline-cerda-smith/

CV & Publications

Publications

Google Scholar: https://scholar.google.com/citations?user=xsGXvRcAAAAJ&hl=en

Cerda-Smith, J., Yust, P. K. S., Weeks, M. S., Asher, S. R., & Mulvey, K. L. (2024). A novel approach for evaluating a schoolwide antiracist curriculum intervention. AERA Open, 10, 23328584231223476. https://doi.org/10.1177/23328584231223476

Cerda-Smith, J., Joy, A., Mathews, C., Knox, J., & Mulvey, K.L. (2023). STEM‐related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis. Science Education, 1–26. https://doi.org/10.1002/sce.21784

Winter, K. & Cerda-Smith, J. (2023). How to get students “Ready Through Research”. In H. Scherschel & D. S. Rudmann (Eds.) Teaching tips: A compendium of conference presentations on teaching, 2022-23. (pp. 60-64). Society for the Teaching of Psychology. https://teachpsych.org/ebooks/teachingtips8

Mulvey, K.L., Cerda-Smith, J., Joy, A., Mathews, C., Ozturk, E. (2023). Factors that predict adolescents’ engagement with STEM in and out of school. Psychology in the Schools, 60, 3648–3665. https://doi.org/10.1002/pits.22946

Joy, A., Mathews, C. J., Cerda-Smith, J., Knox, J. L., & Mulvey, K. L. (2023). The roles of school racial climate and science, technology, engineering, and mathematics classroom climate in adolescents’ gender and racial peer inclusion and attribution decisions. Journal of Experimental Child Psychology, 226, 105573. https://doi.org/10.1016/j.jecp.2022.105573

Knox, J.L., Cryer-Coupet, Q., Golden, A.R., Cerda-Smith, J. (2023). Correlates of adverse childhood experiences and secondary traumatic stress in school personnel. School Psychology. https://doi.org/10.1037/spq0000604

Cerda-Smith, J., Gönültaş, S., & Mulvey, K. L. (2022). Adolescent peer aggression judgments and expected bystander intervention in teen dating violence. Journal of Applied Developmental Psychology, 79. https://doi.org/https://doi.org/10.1016/j.appdev.2022.101389

Mulvey, K.L., Mathews, C., Knox, J., Joy, A., & Cerda-Smith, J. (2022). The role of inclusion, discrimination and belonging for adolescent STEM engagement in and out of school. Journal of Research Science in Teaching. http://doi.org/10.1002/tea.21762

Jacqueline Cerda-Smith CV Jan 2025.pdf

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