Michael Cunningham, Ph.D., Associate Professor Suzanne and Stephen Weiss Presidential Fellow
Ph.D., 1994, Emory University
Office: 3016 Percival Stern Hall
Telephone: (504) 862-3308
Email: mcunnin1@tulane.edu
Joint Appointment with the African and African Diaspora Studies Program
Professor Cunningham 's primary research interests include examining adolescent development in diverse contexts. Specifically, he examines resilience and vulnerability in African American children and adolescents.
Hayes, D., Cunningham, M., & Coursealt, J. (in press). Race related barriers for African American males pursuing higher education: Implications for psychology. Race, Class and Gender.
Cunningham, M., & Swanson, D. P. (in press). Supportive needs of African American graduate students: Issues of professional development. In G. K. Brookins, & M. B. Spencer (Eds.). Structural training and policy approaches to race, ethnicity and human development. Greenwich, CN: Information Age Publishing.
Spencer, M. B., & Cunningham, M. (in press). Patterns of resilience and vulnerability: Examining diversity within African American youth. In G. K. Brookins, & M. B. Spencer (Eds.). Structural training and policy approaches to race, ethnicity and human development. Greenwich, CN: Information Age Publishing.
Cunningham, M., & Meunier, L. N. (2004). The influence of peer experiences on bravado attitudes among African American males. In N. Way, & J. Chu (Eds.) Adolescent boys in context: Exploring diverse cultures of boyhood (pp. 219-234). NY: New York University Press.
Cunningham, M., Swanson, D. P., Spencer, M. B., & Dupree, D. (2003). The association of physical maturation with family hassles in African American males. Cultural Diversity and Ethnic Minority Psychology, 9, 274-276.
Mercer, S., & Cunningham, M. (2003). Racial identity in White American college students: Issues of conceptualization and measurement. Journal of College Student Development, 44, 217-230.
Spencer, M. B., Dupree, D., Cunningham, M., Harpalani, V., & Munoz-Miller, M. (2003). Vulnerability to violence: A contextually-sensitive, developmental perspective on African American adolescents. Journal of Social Issues, 59, 33-49.
Foney, D., & Cunningham, M. (2002). Why do good kids do bad things? Considering multiple contexts in the study of antisocial fighting behaviors in African American urban youth. Journal of Negro Education, 71, 143-157.
Cunningham, M., Hurley, M., Foney, D., & Hayes, D. (2002). The influence of perceived contextual stress on self-esteem and academic outcomes in African American adolescents. Journal of Black Psychology, 28, 215-233.