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Aixa Marchand

Biography

Aixa D. Marchand is an assistant professor in the Developmental Sciences Division of the Department of Educational Psychology. She obtained her PhD in the Combined Program in Education and Psychology with a certificate in African American and Diasporic Studies from the University of Michigan in 2019. Her main line of research applies an interdisciplinary lens to the societal, contextual, and cultural factors that shape the academic experiences of students of color, with a focus on Black parents' critical consciousness. More specifically, her research uses a multi-method approach to focus on the attributions that Black parents make about educational inequities and how these attributions may relate to how they engage with their children’s schools. Related work uses a strengths-based approach to investigate the way that Black immigrant parents perceive the expected relationship between home and school in relation to expectations in their home country. Dr. Marchand’s other research inquiries include a) illuminating how students and parents of color critically analyze school structures; b) elucidating how familial processes, such as familism and parent racial socialization, impact adolescents’ academic experiences and socio-emotional wellbeing; and c) the use and development of rigorous methodological tools to address societal inequities.

Key Professional Appointments

  • Assistant Professor, Educational Psychology, University of Illinois, Urbana-Champaign
  • Assistant Professor, Human Development and Family Studies, University of Illinois, Urbana-Champaign
Education

Combined Program in Education and Psychology, Ph.D., University of Michigan, 2019

Psychology, M.S., University of Michigan, 2017

Education and Social Change, M.S.Ed., University of Miami, 2011

Psychology, B.A., University of Miami, 2009

Awards, Honors, Associations

SCRA Research Scholar, Society for Community Research and Action, 2023

Links

Translational Research towards Educational Equity Lab Page

Publications

Anyiwo, N., Anderson, R. E., Marchand, A. D., Diemer, M. A., & Garrett, J. M. (2023). They raised me to resist: Examining the sociopolitical pathways between parental racial socialization and Black youth's racial justice action. Journal of Community and Applied Social Psychology, 33(2), 270-286.  link >

Cross, F. L., Marchand, A. D., Diaz, M., Waller, A., Ledón, C., & Kruger, D. J. (Accepted/In press). The Role of Documentation Status Concerns, Perceived Discrimination, and Social Support on Latinx Adults’ Physical and Mental Health. Journal of Racial and Ethnic Health Disparities.  link >

Davis, N. R., Marchand, A. D., Moore, S. S., Greene, D., & Colby, A. (2023). We who believe in freedom: Freedom Schools as a critical context for the positive, sociopolitical development of Black youth. Race Ethnicity and Education, 26(1), 34-53.  link >

Marchand, A. D., Frisby, M., Kraemer, M. R., Mathews, C. J., Diemer, M. A., & Voight, A. M. (2021). Sociopolitical Participation among Marginalized Youth: Do Political Identification and Ideology Matter? Journal of Youth Development, 16(5), 41-63.  link >

Bañales, J., Marchand, A. D., Skinner, O. D., Anyiwo, N., Rowley, S. J., & Kurtz-Costes, B. (2020). Black Adolescents’ Critical Reflection Development: Parents’ Racial Socialization and Attributions About Race Achievement Gaps. Journal of Research on Adolescence, 30(S2), 403-417.  link >

Diemer, M. A., Marchand, A. D., & Mistry, R. S. (2020). Charting How Wealth Shapes Educational Pathways from Childhood to Early Adulthood: A Developmental Process Model. Journal of youth and adolescence, 49(5), 1073-1091.  link >

Leath, S., Marchand, A. D., Harrison, A., Halawah, A., Davis, C., & Rowley, S. (2020). A qualitative exploration of Black mothers’ gendered constructions of their children and their parental school involvement. Early Childhood Research Quarterly, 53, 124-135.  link >

Marchand, A. D., & Anyiwo, N. U. (2020). Contextual factors shaping diverse political action: A commentary on the special issue on adolescent political development. Journal of Applied Developmental Psychology, 71, Article 101212.  link >

Mathews, C. J., Medina, M. A., Bañales, J., Pinetta, B. J., Marchand, A. D., Agi, A. C., Miller, S. M., Hoffman, A. J., Diemer, M. A., & Rivas-Drake, D. (2020). Mapping the Intersections of Adolescents’ Ethnic-Racial Identity and Critical Consciousness. Adolescent Research Review, 5(4), 363-379.  link >

Constante, K., Marchand, A. D., Cross, F. L., & Rivas-Drake, D. (2019). Understanding the Promotive Role of Familism in the Link Between Ethnic-Racial Identity and Latino Youth School Engagement. Journal of Latina/o Psychology, 7(3), 230–244.  link >

Cross, F. L., Marchand, A. D., Medina, M., Villafuerte, A., & Rivas-Drake, D. (2019). Academic socialization, parental educational expectations, and academic self-efficacy among Latino adolescents. Psychology in the Schools, 56(4), 483-496.  link >

Diemer, M. A., Voight, A. M., Marchand, A. D., & Bañales, J. (2019). Political identification, political ideology, and critical social analysis of inequality among marginalized youth. Developmental psychology, 55(3), 538-549.  link >

Marchand, A. D., Vassar, R. R., Diemer, M. A., & Rowley, S. J. (2019). Integrating Race, Racism, and Critical Consciousness in Black Parents' Engagement With Schools. Journal of Family Theory and Review, 11(3), 367-384.  link >

McKellar, S. E., Marchand, A. D., Diemer, M. A., Malanchuk, O., & Eccles, J. S. (2019). Threats and Supports to Female Students’ Math Beliefs and Achievement. Journal of Research on Adolescence, 29(2), 449-465.  link >

Ross, L. L., Marchand, A. D., Cox, V. O., & Rowley, S. J. (2018). Racial identity as a context for African American parents’ school trust and involvement and the impact on student preparation and persistence. Contemporary Educational Psychology, 55, 1-11.  link >

Camacho, T. C., Bañales, J., Cross, F. L., Marchand, A. D., & Rivas-Drake, D. (2017). Psychological Aspects of Ethnic/Racial Identity and Their Associations with Social Behavior. In A. W. Blume (Ed.), Social Issues in Living Color: Challenges and Solutions from the Perspective of Ethnic Minority Psychology (Vol. 1, pp. 165-188). Praeger.

Diemer, M. A., Marchand, A. D., McKellar, S. E., & Malanchuk, O. (2016). Promotive and Corrosive Factors in African American Students’ Math Beliefs and Achievement. Journal of youth and adolescence, 45(6), 1208-1225.  link >

Rivas-Drake, D., & Marchand, A. (2016). Academic Socialization Among Latino Families: Exploring the Compensatory Role of Cultural Processes. Research in Human Development, 13(3), 225-240.  link >

Courses

EPSY 201: Educational Psychology (EPSY 201) Explores fundamental issues of development, learning, instruction, and assessment. This course articulates how people learn, how they are influenced by cultural and social contexts, how to assess learning and its outcomes, and how best to teach and motivate people to achieve. Educational psychologists improve learning in a broad range of settings: homes, classrooms, work environments, and communities.

EPSY 490: Developments in Educational Psychology (EPSY 490) Foundational theories and practices of educational psychology, including learning and development.

EPSY 590: Advanced Seminar in Educational Psychology (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department.