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McKown
Clark
PhD
Associate Professor and Executive Director, Rush NeuroBehavioral Center
Behavioral Sciences
Rush Medical College
Rush NeuroBehavioral Center
4711 Golf Road
Suite 1100
Skokie, IL 60076
Rush NeuroBehavioral Center
4711 Golf Road
Suite 1100
Skokie, IL 60076
(847) 763-7957
(847) 933-0874
clark_a_mckown@rush.edu
PhD, Psychology (University of California, Berkeley)
BA, Psychology (Yale University)
Behavior and Behavior Mechanisms, Behavioral Disciplines and Activities, Mental Disorders, Psychological Phenomena and Processes

My program of research focuses on academic and social status hierarchies in childhood. Part of that work examines the nature, assessment, and treatment of low peer status. Another part of that work examines the social and academic consequences of the status assigned to groups, particularly the academic status assigned to ethnic groups. These lines of work, spanning multiple studies that have included thousands of children, reflect abiding commitments to: (1) identify factors that affect children’s academic, social, and emotional functioning, (2) diagnose and treat social problems at individual and setting levels; (3) examine the interaction between children as active interpreters of the world and the life events they routinely confront; (4) develop tools for the rigorous assessment of children’s social understanding; and (5) create strategies to promote children’s social and emotional well-being. My research has been published in top-tier peer-reviewed scientific journals including Child Development and Journal of Clinical Child and Adolescent Psychology. My research has been supported by a number of private, foundation, and government sources including the William T. Grant Foundation and the U.S. Department of Education’s Institute of Education Sciences.
 
Selected Publications
McKown, C. (in press). Social equity theory and the racial-ethnic achievement gaps. Manuscript accepted for publication in Child Development.
 
Strambler, M., & McKown, C. (in press). Promoting student engagement through evidence-based action research with teachers. Journal of Educational and Psychological Consultation.
 
McKown, C., Gumbiner, L., & Johnson, J. (2011). Diagnostic Efficiency of Several Methods for Identifying Socially Rejected Children and Effect of Participation Rate on Classification Accuracy. Journal of School Psychology, 49, 573-595.
 
McKown, C., Gumbiner, L., Russo, N., & Lipton, M.E. (2009). Social-emotional learning skill, self-regulation, and social competence in typically developing and clinic-referred children. Journal of Clinical Child and Adolescent Psychology, 38(6), 858-871.
 
McKown, C., & Strambler, M. (2009). Developmental antecedents and social and academic consequences of stereotype-consciousness in middle childhood. Child Development, (80)6, 1643-1659.
 McKown, C., & Weinstein, R.S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46(3), 235-261.
 
McKown, C. (2007). Concurrent validity and clinical usefulness of several individually administered tests of children’s social emotional cognition. Journal of Clinical Child and Adolescent Psychology, 36(1), 29-41.
 
Illinois Psychology License #071-006692
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