Doctoral Students

jennifer burris Jennifer Burris graduated from Washington University in St. Louis with a BA in History and attained her MA in Rehabilitation Counseling from Maryville University. Prior to moving to Kentucky, Jennifer worked for several years as a social sciences teacher in both private and public educational settings for students 6th-12th grade in the St. Louis Metropolitan area. Her other professional experiences include telephonic crisis intervention and suicide prevention counseling, and providing counseling support to youth attending a therapeutic high school. Jennifer’s current research interests include racial socialization, the influences of racism on identity development, and the development of academic self-efficacy on the academic achievement and outcomes of African-American youth. She also has interests in applying factor analysis, structural equation modeling, and IRT analysis techniques to improve the use of educational and psychological measures with multicultural populations. Outside of her academic pursuits, Jennifer thoroughly enjoys spending time with her family and friends. Email:
Candice Davis graduated from California State University, San Bernardino with a BA in Psychology in 2009, and obtained her Masters in General Experimental Psychology from the same university in 2012. Candice’s current research interests are focused on the influence of ethnic identity, stereotypes, and exposure to positive role models on academic outcomes of African American youth. She is also interested in creativity and its influence on academic achievement and psychological well-being. Candice is currently a Teaching Assistant for EDP 202. Candice enjoys salsa dancing, baking, cooking, and playing the guitar. Email:
Calah Ford Calah Ford is a doctoral student in Educational Psychology. She holds a B.S. in Elementary Education from the University of Louisville and an M.B.A. from the University of Kentucky. Through teaching in both rural and urban settings as well as in low-income schools, Calah developed an interest in under-served student populations. Her research is focused on failure mindset, STEM self-efficacy, STEM motivation, and STEM education. Calah is a National Science Foundation Graduate Student Fellow.  Email:
EP_KarenGuettler Karen M. Guettler graduated from the University of Washington with a B.A. in International Studies. At the University of Kentucky, she completed the Teaching program in Special Education, earned a B.A. in Spanish and a M.S. in Instructional Systems. Karen works for the Human Development Institute at the University of Kentucky in the field of alternate assessment. Karen’s research interests include resiliency and the role it plays in academic success in high school and post-secondary environments, particularly for African American males, and whiteness. Karen lives in Lexington with her husband and four children. Email:
Jaeyun Han graduated from Ewha Womans University in South Korea with a B.A. in Education in 2016 and an M.A. in Education in 2018. Her master’s thesis investigated the relationship between mindset, social comparison motives, and self-efficacy in the mathematics of middle school students in South Korea. Her research interests focus on the longitudinal measurement of academic motivation and achievement. She is also interested in doing cross-cultural research on the sources of self-efficacy. She is a member of the P20 Motivation and Learning Lab and the Applied Psychometric Strategies (APS) Lab. Email:
Ed_MikahPritchard Mikah Hughes received her B.S. in Psychology from Oakland City University and her M.S. Ed. in Instructional Systems Technology from Indiana University. She has held positions as an Instructional Designer, Educational Specialist, and Caseworker. Mikah currently works as an Instructional Designer for EKU Online at Eastern Kentucky University. She has recently completed her Distance Education Graduate Certificate at the University of Kentucky. Her research interests revolve around student and faculty motivations in distance education courses and professional development opportunities. Email: | Website:
photo of John Eric Lingat John Eric Lingat graduated from American University in Washington, DC with a B.A. in Community Development & International Relations and M.Ed. in Curriculum & Instruction, focusing on Education Policy. John Eric previously served as an Assistant Principal at a dual-language school where he taught early childhood/elementary students and held leadership roles, including Union Building Representative, Lead Teacher, Dean of Students, and Summer School Principal. John Eric has taught education courses in psychology, policy, and instruction. In addition, John Eric’s expertise include professional development, language acquisition, and individualized learning (Response to Intervention, Special Education). His research interests include measurement, assessment, and evaluation related to cognition, performance, and achievement in a variety of learning environments. John Eric is the Assessment Coordinator for the Office of Strategic Planning and Institutional Effectiveness (OSPIE) in the Provost’s Office. Email:  Web address:
Kameron White McDaniel graduated from the University of Kentucky with a BS in Family and Consumer Science Education. Following her time as an undergraduate, Kameron worked for four years as a Family and Consumer Science teacher in secondary schools within Jefferson County Public Schools in Louisville, KY. During this time, Kameron earned her M.Ed. in Counseling and Personnel Services from the University of Louisville, with a concentration in school counseling. In 2018, Kameron returned to Lexington, KY to work as a school counselor at an alternative high school within Fayette County Public Schools. Kameron’s current research interests involve issues of race and academic achievement, including: the impact of White teacher stereotypes on Black student academic achievement, the Whiteness of teaching, and the influence specialty schools such as charter schools have on the self-efficacy of students of color as it concerns their motivation and academic achievement. Outside of her current academic commitments, Kameron is enjoying her time as a newlywed, and enjoys event planning, Pinterest roaming, shopping, and bullet journaling. Email:
La’Quida Smith a native of Detroit, Michigan, is a two-time graduate of Kentucky State University. She received a bachelor’s in Psychology and a master’s in Interdisciplinary Behavioral Sciences. Her current research interests include the culture, identity, and cognitive development in African American student achievement as well as academic motivation and personal efficacy. La’Quida was selected as a Lyman T. Johnson Fellow. She has a background in teaching psychology, data analyzing, and conducting educational evaluations on accelerated learning models. Outside of academia, La’Quida enjoys cooking, gardening, DIY projects, being a wonderful wife to her husband of 8.5 years (and counting), and a mother to her three amazing little boys. E-mail:
EP_FalynnThompson Falynn Thompson received her B.A. in Psychology at Southern Illinois University in Carbondale, and her M.S. in Educational Psychology at the University of Kentucky. Her thesis research investigated the association between internalized stereotypes and academic self-handicapping strategies among African American male adolescents. Her dissertation research interest focuses on developing and validating a scale on whiteness. After graduation, Falynn plans to teach and conduct research, as well as communicate with teachers and parents about ways to improve teaching and learning. Email:
photo of Cara Worick Cara Worick is interested in exploring how psychological processes at the cultural level and within the individual reciprocally influence motivation, self-regulation, and academic achievement. Specifically, she is examining the relationship between regionally held stereotypes and students’ personal experiences of belonging on self-regulation and achievement for students underrepresented in STEM disciplines. The two primary goals of her research agenda are to 1) reduce inequalities in academic achievement and 2) empower students to reach both their personal and professional goals. Before entering the doctoral program, Cara worked as an educational developer creating professional development opportunities for university instructors. She holds master’s degrees in both educational psychology and instructional systems design. In her free time, she finds joy in frequenting live music events, participating in women’s empowerment circles, and learning guitar. Email:


Master’s Students

Xiao-Yin (“Yin”) Chen graduated from the University of Kentucky in 2018 with a BA in Psychology. Yin is from the small town of Harlan, KY, in Appalachia. She is interested in exploring how social experiences might influence students’ beliefs in education, namely, their beliefs about their capabilities and their feelings of inclusion and belonging. She works collaboratively with the P20 Motivation and Learning Lab, the Psychology Department, and UK’s Institutional Research on an intervention project with first-year undergraduates. She is also a graduate assistant for the Student Services Center, focusing on intervention work with first-generation college students. Yin is interested in working with students and has a great passion for helping others. In her spare time, she enjoys blogging, crafting, and spoiling her pug, Henry. Email:
Caiti Griffiths graduated from the University of Kentucky in 2019 with a BA in Psychology. During her time as an undergraduate, she was involved as a Resident Advisor, a Tour Guide, a DJ on 88.1 WRFL Lexington, and a Research Assistant studying the story comprehension skills of children with ADHD. She is now a Master’s student and is interested in how socioeconomic inequity affects educational experiences, especially in regard to gifted education opportunities. Caiti is also working in a graduate assistantship on campus as an Academic Coach. Email: