Room: 3232 Benjamin Building
Phone: (301) 405-2871
Kimberly Griffin (Ph.D., University of California, Los Angeles)
Associate Professor, Student Affairs; HESI
Counseling, Higher Education, and Special Education (CHSE)
_______________________________________________Research Interests | Bio | Fellowships | Honors & Awards | Grants & Projects | Publications | Curriculum Vitae |
Access and retention within graduate education and the professoriate; African American students and faculty; the nature and influence of faculty-student relationships and mentoring; access and college experiences of Black immigrants; campus racial climate; affirmative action policy; mixed-methods research; intersectionality.
Dr. Kimberly Griffin is an Associate Professor in the Higher Education, Student Affairs, and International Education Policy Program (Student Affairs Area of Specialization). Dr. Griffin earned her doctoral degree in Higher Education and Organizational Change from the University of California, Los Angeles, her Master's degree in Education Policy and Leadership at the University of Maryland, College Park, and her Bachelorss degree from Stanford University in Psychology. Prior to completing her doctoral work, Dr. Griffin worked in higher education administration, primarily focusing in the areas of diversity recruitment, admissions, and retention at the graduate and undergraduate levels.
Dr. Griffin's research interests are primarily focused in three areas: the access, experiences, and outcomes of underrepresented communities in higher education; diversity within the Black higher education community; and the influence of relationships on outcomes at critical time points. These interests have led her to conduct work on a variety of topics, including mentoring relationships in academe, diversity in the professoriate and career development of Ph.D. completers in science, Black professors and their engagement in student interaction, the experiences of Black immigrant college students, diversity recruitment in graduate education, and campus racial climate.
Dr. Griffin's diverse interests and background have provided the opportunity to become skilled in advanced quantitative and qualitative methods, as well as the integration of these strategies in mixed methods research. She is co-PI on a grant from the Burroughs Welcome Fund, supporting a study of Ph.D. completers in biomedical science from diverse backgrounds, exploring their career development and changes in interest in academic careers. She is also the evaluator on an NIH Bridges to the Doctorate grant, examining the influence and effectiveness of a pipeline program between Alcorn State University's (a historically Black college) Master's program and Pennsylvania State University's doctoral program in the sciences.
2004-2008 - Eugene Cota-Robles Graduate Fellowship ,University of California, Los Angeles, California
2005-2007 - National Science Foundation (NSF) Interdisciplinary Graduate
2005-2007 - Education Research and Training (IGERT) Predoctoral Fellowship, Interdisciplinary Relationship Science Program, University of California, Los Angeles, California
2001 Omicron Delta Kappa: Leadership Honors Society
1999 Graduate Fellowship, University of Maryland, College Park, Maryland
Early Career Award, Association for the Study of Higher Education (ASHE), 2013
Distinguished Alumni Scholar, Stanford University, 2013
Emerging Scholar Award, ACPA - College Student Educators International, 2010
Fellow, Association for the Study of Higher Education (ASHE) Institute on Scholarship and Publishing from an Equity Perspective, 2009
Outstanding Dissertation Award, Department of Education, College of Education and Information Studies, University of California, Los Angeles, California, 2008
Co-Principal Investigator, Assessing the Determinants of Career Choice in Recent Ph.D. Biomedical Scientists from Underrepresented Minority (URM) Backgrounds
Sponsored by the Burroughs Welcome Fund (BWF) to conduct a mixed methods study of the factors, forces, and structures related to the career choices of PhD biomedical scientists, with an emphasis on understanding the factors that promote successful transitions into and through postdoctoral appointments to independent research careers.
Principal Investigator, Exploring the Educational Experiences of Black Immigrant College Students, 2011-2012
Sponsored by the Pennsylvania State University Africana Research Center and Social Science Research Institute to study the educational experiences of Black immigrant college students and prepare for writing a large grant to support a national study of this population.
Evaluator, Alcorn State University: Pennsylvania State University NIH Bridges to the Doctorate Program (Principal Investigator: Pamela Hankey), 2010-2015
Sponsored by the National Institutes of Health to evaluate the effectiveness and outcomes associated with pipeline program focused on increasing access to doctoral education in the sciences for underrepresented students attending a historically Black university
Co-Principal Investigator, Opening the gates to graduate diversity: An exploratory study of graduate diversity officers' work and experiences at major research universities. (Conducted with Marcela Muniz and Lorelle Espinosa), 2008-2009
Sponsored by the National Association of Student Personnel Administrators (NASPA) Foundation to study the work of graduate diversity officers (GDOs), specifically the ways they develop recruitment strategies and respond to institutional and external pressures which impact their effectiveness in reaching diversity goals
Griffin, K. A., & Museus, S. (Eds.). (2011). Using mixed-methods to study intersectionality in higher education. New Directions in Institutional Research (no. 151). San Francisco, CA: Jossey-Bass.
Allen, W. R., Kimura-Walsh, E., & Griffin, K. A. (Eds.). (2009). Towards a brighter tomorrow: College barriers, hopes and plans of Black, Latina/o and Asian American students in California. Charlotte, NC: Information Age Publishing, Inc.
Articles published - refereed journals
Benjamin, M., & Griffin, K.A. (2013). "Pleasantly unexpected": The nature and impact of Resident Advisors' (RAs') functional relationships with faculty. Journal of Student Affairs Research and Practice, 20(1), 56-71.
Gibbs, K.D., Jr. & Griffin, K.A. (2013). What do I want to be with my Ph.D.? The roles of personal values and structural dynamics in shaping the career interests of recent biomedical science Ph.D. graduates. CBE Life Sciences Educaiton, 12, 1-13.
Griffin, K.A. (2013). Voices of the "Othermothers": Reconsidering Black professors' relationships with Black students as a form of social exchange. Journal of Negro Education, 82(2), 169-183.
Griffin, K.A. (2013). The calculus of yes and no: How one professor makes decisions about academic service. Thought and Action, 29, 35-44.
Griffin, K.A., Bennett, J.C., & Harris, J. (2013). Marginalizing merit?: An analysis of gender differences in Black faculty D/discourses on tenure, advancement, and professional success. The Reveiw of Higher Education, 36(4), 489-512.
Griffin, K.A. (2012). Black professors managing mentorship: Implications of applying social exchange frameworks to our understanding of the influence of student interaction on scholarly productivity. Teachers College Record, 114(5), 1-37.
Griffin, K. A. (2012). Learning to mentor: A mixed methods study of the nature and influence of Black professors’ socialization into their roles as mentors. Journal of the Professoriate, 6(2), 27-58.
Griffin, K. A., del Pilar, W., McIntosh, K., & Griffin, A. (2012). "Oh, of course I’m going to go to college": Understanding the role of habitus in the college choice process of Black immigrant college students. Journal of Diversity in Higher Education, 5(2), 96-111.
Griffin, K. A., Muniz, M., & Espinosa, L. (2012). Beyond institutional commitment: Understanding the influence of campus racial climate on efforts to promote diversity in graduate education. The Review of Higher Education, 35(4) 535-566.
Reddick, R. J., Griffin, K. A., Cherwitz, R. A., Cerda-Prazak, A. A., & Bunch, N. (2012). What you get when you give: An analysis of how graduate students benefit from serving as mentors. Journal of Faculty Development, 26(1), 37-48.
Deo, M. D. & Griffin, K. A. (2011). More than friends: The social capital benefits of peer mentoring relationships in law school. Ohio Northern University Law Review, 38, 306-332.
Harper, S. R. & Griffin, K. A. (2011). Opportunity beyond affirmative action: How low-income and working class Black male achievers access highly-selective, high-cost colleges and universities. Harvard Journal of African American Public Policy, 17, 43-60.
Griffin, K. A. & Muniz, M. (2011). The strategies, struggles, and successes of graduate diversity officers (GDOs) in the recruitment of students of color. Equity and Excellence in Education, 44(1), 57-76.
Griffin, K. A., Pifer, M. J., Humphrey, J. R., Hazelwood, A. M. (2011). (Re)Defining departure: Exploring Black professors’ experiences with and responses to racism and racial climate. American Journal of Education, 117(4), 495-526.
Griffin, K. A., & Reddick, R. J. (2011). Surveillance and sacrifice: Gender differences in the mentoring and advising patterns of Black professors. American Educational Research Journal, 48(5), 1032 - 1057.
Griffin, K. A., Jayakumar, U. M., Jones, M. M. & Allen, W. R. (2010). Ebony in the Ivory Tower: Trends in the socioeconomic status, achievement, and self-concept of Black male freshmen between 1971 and 2000. Equity and Excellence in Education, 43(2), 232-248.
Kimura-Walsh, E., Yamamura, E. K., Griffin, K. A., & Allen, W. R. (2009). Achieving the college dream?: Examining disparities in access to college information among high-achieving and non high-achieving Latinas. Journal of Hispanic Higher Education, 8(3), 298-315.
Palmer, R. T. & Griffin, K. A. (2009). An analysis of desegregation policy and disparities in faculty salary and workload at historically Black and predominantly White institutions in Maryland. Negro Educational Review, 60(1-4), 7-21.
Hurtado, S., Griffin, K. A., Arellano, L., & Cuellar, M. (2008). Assessing the value of climate assessments: Progress and future directions. Journal of Diversity in Higher Education, 1(4), 204-221.
Allen, W. R., Jewell, J. O., Griffin, K. A., & Wolf, D. (2007). Historically Black colleges and universities: Honoring the past, engaging the present, touching the future. Journal of Negro Education, 76(3), 263-280.
Fries-Britt, S. & Griffin, K. A. (2007). The Black Box: How high achieving Blacks resist stereotypes about African Americans. Journal of College Student Development, 48(5), 509-524.
Griffin, K. A., Yamamura, E., Kimura-Walsh, E. F., & Allen, W. R. (2007). Those who left, those who stayed: The educational opportunities of high-achieving Black and Latina/o students in magnet and non-magnet Los Angeles high schools. Educational Studies, 42(3), 229-247.
Griffin, K. A. (2006). Striving for success: A qualitative exploration of competing theories of high-achieving Black college students’ academic motivation. Journal of College Student Development, 47(4), 384-399.
Griffin, K. A. & Allen, W. R. (2006). Mo' money, mo' problems?: High achieving Black high school students’ experiences with resources, racial climate, and resilience. Journal of Negro Education, 75(3), 478-494.
Monographs, Reports and Extension Publications.
Griffin, K.A., & Gilbert, C. (2012). Easing the transition from combat to classroom: Preserving America’s investment in higher education for military veterans through institutional assessment. Washington, DC: Center for American Progress.
Heller, D. E., Hendrickson, R., Griffin, K., Timmerman, T., Gilbert, C. (2011). Veterans Education in Science and Engineering: Evaluation Design prepared for the National Science Foundation, Arlington, VA.
Allen, W. R., Griffin, K. A., Wolf, D. (2006). The Freshwomen of Spelman: 25 Years of Trends in Achievement, Values, and Aspirations prepared for the Board of Trustees of Spelman College, Atlanta, Georgia.
Allen, W. R., Jayakumar, U. M., Griffin, K. A., Korn, W., Hurtado, S. (2005). Black undergraduates from Bakke to Grutter: Freshmen status, trends and prospects, 1971- 2004. Los Angeles, CA: Higher Education Research Institute.