Dr. Kalynda Smith
Assistant Professor of Psychology, North Carolina A&T State University
Phone: (336) 285-2283
Expertise: Social Psychology
Dr. Kalynda C. Smith is a Social Psychologist with a BA in Psychology and English from Truman State University in Kirkville, MO, and a MS and PhD in Social Psychology with a Minor in Developmental Psychology from Howard University in Washington D.C. Dr. Smith is currently an Assistant Professor of Psychology at North Carolina A&T State University.
In collaboration with Howard University Dr. Smith is the Co-PI of a $1.3 million NSF HBCU-UP-funded interdisciplinary study, Multiple Consciousnesses: Investigating the Identities (Academic, Gender, Race and Disability) Of Black Women Undergraduate Students in STEM and Their Impact on Persistence (Award #1505150). The primary goal of this study is to study the intersectionality of identity of Black, female, STEM undergraduates; and the relationship between identity and academic success. In collaboration with Iowa State University, Dr. Smith is the Co-PI of an NSF funded interdisciplinary study entitled, An Intersectional Perspective to Studying Microagressions in Engineering Programs (#1828559). The primary goal of this study is to identify gender and race microaggressions experienced by engineering students who identify as underrepresented gender and racial minorities in engineering at both a Predominantly White Institution and a Historically Black University. Dr. Smith is also a Co-PI on the NSF HBCU-UP-funded interdisciplinary study, Broad Participation Research Project: Effects of Innovative Mathematics Instruction Methods on Student Attitude, Self-Efficacy, Effort and Performance (# 1818710). The primary goal of this study is to identify the effects of sustainable and replicable innovative mathematics instruction models on under-represented minority (URM) students' math course learning and performance and their implications on URM students' retention, persistence and success in STEM.
Smith, K. (in press). The Impact of communalism, academic identity, and academic emotions on the academic achievement of African American undergraduates. Journal of Negro Education.
Smith, K.C., Boakye, B., Williams, D., Fleming, L. (2019).The Exploration of how identity intersectionality strengthens STEM identity for Black female undergraduates attending a historically Black college and university. Journal of Negro Education, 88(3), 407-418.
Smith, K. & Craig-Henderson, K. (2010). Cognitive distraction and African-American women’s endorsement of gender role stereotypes. CRISP, 15, 6.
Fleming, L., Smith, K., Williams, D., Bliss, L. (2013, July). Broadening the Pipeline through the Study of Pathways and Persistence of Black and Hispanic Engineering Undergraduates. Published proceedings. Paper presented by Lorraine Fleming and Leonard Bliss at the 2013 Research in Engineering Education Symposium, Kuala, Lumpar, Malaysia. Scopus Indexed, Research in Engineering Education Network.
Fleming, L., Smith, K., Williams, D., Bliss, L. (2013, June). Engineering Identity of Black and Hispanic Undergraduates: The Impact of Minority Serving Institutions. Published proceedings. Published Proceedings. Paper presented at the 120 American Society for Engineering Education Conference and Exposition: Frankly, We Do Give a Damn, Atlanta, Georgia.
Smith, K. C., Fleming, L., Williams, D., Bliss, L., Moore, I., Burris, S. E., & Bornmann, F. (2014). Black Undergraduate Success in Engineering: The “Prove Them Wrong Syndrome” or Social Responsibility. Published proceeding at the American Society for Engineering Educations' 121st Annual Conference and Exposition, Indianapolis, IN.