Tina Durand

Chair, Counseling Psychology & Applied Human Development
Clinical Associate Professor

Photo of Tina Durand

Dr. Tina Durand is a clinical associate professor of applied human development and chair of the Counseling Psychology & Applied Human Development Department at BU Wheelock College of Education & Human Development. She is a developmental psychologist with a background in community-based programming for families and is a former public school teacher. Her research and teaching address critically conscious teacher pedagogy, school contextual factors that promote success among ethnic minority adolescents, and home-school partnerships with diverse families.

Dr. Durand’s work has employed both quantitative (e.g., correlational studies of large and small-scale secondary data) and qualitative (e.g., interview, focus group, and participatory action) methods and analytic techniques, and has included children, parents/families, teachers, community members, and school administrators.  Her most recent mixed methods study examines variability in early adolescents’ perspectives on dimensions of school climate in middle school, with a focus on the salience of ethnic-racial climate and ethnic-racial identity, and their relation to students’ academic efficacy and socioemotional well-being.

Dr. Durand is a recipient of the Gordon L. Marshall Fellowship for Scholarship at BU Wheelock and the Cynthia Longfellow Teaching Award at Wheelock College.

PhD, Boston College, Applied Developmental & Educational Psychology

MEd, Lesley University, Curriculum & Instruction

BA, Boston College, Early Childhood Education

SED CE 342  Anti-Oppressive Practices:  Education & Applied Psychology

SED HD 330  The Psychology of Race

SED HD 510 Positive Youth Development

SED CE 705  Lifespan Development

SED DS 502  Adolescent Development

SED CE 809 History & Systems of Psychology

Durand, T. M., Kim, G. S., & McDonough, K. (in press). Interrogating white fragility and white backlash: History, consequences, and strategies for change. In J. L. Chin, Y. E. Garcia, A. Blume (Eds.), The psychology of inequity (Vol. 3:  Strategies and solutions). Praeger.

Durand, T. M., & Blackwell, R. (2022).  Dimensions of belonging and “othering” in middle school:  Voices of immigrant and island-born Puerto Rican adolescents.  Journal of Education for Students Placed at Risk. Advance online publication. https://doi.org/10.1080/10824669.2022.2136179

Durand, T.M. & Skubel, A.  (2022).  Narratives of Puerto Rican middle school students regarding school context and identity:  Contradictions and possibilities.  Journal of Adolescent Research.  Advance online publication.  https://doi.org/10.1177/07435584221096446

Durand, T. M., & Tavaras, C.L.  (2021).  Countering complacency with radical reflection: Supporting White teachers in the enactment of critical multicultural praxis.  Education & Urban Society, 53(2), 146-162. https://doi.org/10.1177/0013124520927680

Durand, T. M.  (2020).  Overcoming stereotypes to “master our dreams”:  The salience of ethnic climate and racial diversity among students of color in middle school.  Journal of Early Adolescence, 40(8), 1029-1060.doi: 10.1177/0272431619891241

Durand, T. M. (2019, September).  “It’s not like family, it is family”:  Reflections on a mentoring program for boys of color.  Phi Delta Kappan, 101(2), 52-55.   doi.org/10.1177/0031721719879156

Durand, T. M., & Secakusuma, M. (2019).  Negotiating the boundaries of parental school engagement: The role of social space and symbolic capital in urban teachers’ perspectives.  Teachers College Record, 121(2), 1-40. https://doi.org/10.1177/016146811912100205

Durand, T. M., & Perez, N.A.  (2013). Continuity and variability in the parental involvement and advocacy beliefs of Latino families of young children:  Finding the potential for a collective voice.  School Community Journal, 23(1), 49-79.

Durand, T.M.  (2022, April).  Let’s ban it: Navigating polarizing political climates and race critically.  Discussant address presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Durand, T.M. (2021, April).  Countering complacency with radical reflection:  Critical multicultural praxis for White teachers.  Roundtable paper presented at the Virtual Annual Meeting of the American Educational Research Association.

Skubel, A., & Durand, T.M.  (2021, April).  “What do good teachers do?  Middle school youth of color conceptualize good teaching.  In A. Skubel (Chair), Creating a culture of care:  The importance of student-teacher relationships.  Paper symposium presented at the Virtual Annual Meeting of the American Educational Research Association.

Durand, T.M. (2019, March).  Immigrant students’ perceptions of school racial-ethnic climate:  Variations by years of experience in U.S. schools.  In T. Durand (Chair), The salience of racial-ethnic climate in school for minority youth:  Contributions to adolescent psychosocial outcomes.  Paper symposium presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD.

Durand, T. M.  (2018, October).  “It’s not like family, it is family”: Salient aspects of an out-of-school mentoring program for early adolescent boys of color.  Poster session presented at the Society for Research in Child Development special topic meeting, Promoting Character Development Among Diverse Children and Adolescents:  The Roles of Families, Schools, and Out-of-School Time Youth Development Programs, Philadelphia, PA.

Durand, T.M. (2017, April). “It gives us a chance to master our dreams.” Adolescents’ perspectives on ethnic climate and racial diversity in middle school. Paper presented at the biennial meeting of the Society for Research in Child Development, Austin, TX.

Durand, T. M.  (2014, April).  Engagement as process:  A participatory action partnership between schools, families, and a higher education setting.  Roundtable paper discussion presented at the 17th International Roundtable on School, Family, and Community Partnerships, Philadelphia, PA.

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