Faculty Profile

Marti Jones

Title
Assistant Professor
Department
Psychology
College
College of Liberal Arts and Social Sciences

    

Education

PhD, University of Houston, 2016.
Major: Counseling Psychology
MEd, University of Houston, 2013.
Major: Counseling
BA, University of Texas, 2010.
Major: Psychology

Current Scheduled Teaching*

No current or future courses scheduled.

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

PSYC 5950.714, Master's Thesis, Spring 2021
PSYC 6560.001, Psychology of Race in the U.S., Spring 2021 SPOT
PSYC 5690.001, Legal and Ethical Issues in Professional Practice, Fall 2020 SPOT
PSYC 5950.714, Master's Thesis, Fall 2020
PSYC 4030.002, Multicultural Psychology, Spring 2020 Syllabus
WGST 3520.001, Psychological Dynamics of Women, Spring 2020 Syllabus
PSYC 3490.001, Psychology of Women, Spring 2020 Syllabus
PSYC 5690.001, Legal and Ethical Issues in Professional Practice, Fall 2019 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book Chapter
Hollier, C., Franco, M., Jones, M., Woodson, K. (2020). The role of skin tone dissatisfaction,body shape dissatifaction, and disordered eating among Black undergraduate and graduate women.. Colorism: Investigating a global phenomenon.
Editorial Material
Hankerson, S. H., Svob, C., Jones, M. (2018). Partnering With Black Churches to Increase Access to Care. Other. 69(2), 125-125.
Journal Article
Jones, M., Harris, K. J., Reynolds, A. A. (2021). In Their Own Words: The Meaning of the Strong Black Woman Schema among Black US College Women. Other. 84(5-6), 347-359.
Leath, S., Jones, M., Jerald, M. C., Perkins, T. R. (2020). An investigation of Jezebel stereotype awareness, gendered racial identity and sexual beliefs and behaviours among Black adult women. Other.
Davis, S. M., Jones, M. (2020). Black Women at War: A Comprehensive Framework for Research on the Strong Black Woman. Other.
Pritchett-Johnson, B., Jones, M. (2020). Future 4 Teens: A Community-Based Therapeutic Model for African American Youth. Journal for Specialists in Group Work. 45(3), 226-241.
Settles, I. H., Warner, L. R., Buchanan, N. T., Jones, M. (2020). Understanding psychology's resistance to intersectionality theory using a framework of epistemic exclusion and invisibility. Journal of Social Issues. 76(4), 796-813.
Jones, M., Pritchett-Johnson, B. (2018). "Invincible Black Women": Group Therapy for Black College Women. Journal for Specialists in Group Work. 43(4), 349-375.
Jones, M., Buque, M., Miville, M. L. (2018). African American Gender Roles: A Content Analysis of Empirical Research From 1981 to 2017. Other. 44(5), 450-486.
Jones, M., Day, S. X. (2018). An Exploration of Black Women's Gendered Racial Identity Using a Multidimensional and Intersectional Approach. Other. 79(1-2), 1-15.
Jones, M., Sam, T. S. (2018). Cultural Connections: An Ethnocultural Counseling Intervention for Black Women in College. Journal of College Counseling. 21(1), 73-86.
Jones, M., Pritchett-Johnson, B. (2018). “Invincible Black Women”: Group Therapy for Black College Women. The Journal for Specialists in Group Work. 43(4), 349--375. Routledge.
Olvera, N., McCarley, K., Matthews-Ewald, M. R., Fisher, F., Jones, M., Flynn, E. G. (2017). Pathways for Disordered Eating Behaviors in Minority Girls: The Role of Adiposity, Peer Weight-Related Teasing, and Desire to Be Thinner. Journal of Early Adolescence. 37(3), 367-386.
Lee, K. M., Jones, M., Day, S. X. (2017). The impact of academic competency teasing and self-concept on academic and psychological outcomes among gifted high school students. Learning and Individual Differences. 56, 151-158.
Ramos, K., Jones, M., Shellman, A. B., Dao, T. K., Szeto, K. (2016). Reliability and Validity of the Vietnamese Depression Interview (VDI). Other. 18(4), 799-809.
Cokley, K., McClain, S., Jones, M., Johnson, S. (2012). A preliminary investigation of academic disidentification, racial identity, and academic achievement among African American adolescents. Other. 95(2), 54--68. The University of North Carolina Press.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Jones, M. (Principal), Buchanan, N. (Principal), Settles, I. (Principal), "Collaborative Proposal: BPS: Epistemic Exclusion: Scholar(ly) Devaluation as a Barrier to Inclusion and Equity of Underrepresented Faculty in STEM," Sponsored by National Science Foundation, National, $205000 Funded. (July 2020 – Present).
Jones, M., Reynolds, A. (Co-Principal), ""Masks Off": An Empirical Investigation of a Community-Based Intervention with Black Women," Sponsored by American Psychological Foundation Division 49 – Division of Group Psychotherapy, National, $1000 Funded. (January 2021October 2021).
Jones, M. (Supporting), Hill-Jarrett, T. (Principal), "Psychosocial Stress,Coping, & Cognitive Outcomes: Gender Differences among Black Men and Women," Sponsored by University of South Florida, Other, $9745 Funded. (August 2020August 2021).
Jones, M., Davis, S. (Supporting), "Culturally-Responsive Counseling with Black College Women: An Empirical Examination of the “Invincible Black Women” Group,," Sponsored by University of Michigan National Center for Institutional Diversity, Other, $2000 Funded. (February 2020February 2021).
Jones, M., Leath, S. (Co-Principal), "A Mixed Methodological Investigation of Institutional Climate, Mental Health Service Utilization, and Wellness among Black College Students at a Predominantly White Institution (PWI) and a Minority Serving Institution," Sponsored by University of Michigan National Center for Institutional Diversity, Other, $1000 Funded. (March 2020December 2020).
Grant - Service
Jones, M. (Supporting), Reynolds, A. (Co-Principal), Hill, L. (Co-Principal), "STRONG: Sisters Taking Risk on Growth," Sponsored by American Psychological Association Division 45 – Society for the Study of Culture, Ethnicity, and Race, National, $1500.00 Funded. (January 2020 – Present).
Jones, M. (Co-Principal), Reynolds, A. (Co-Principal), "Redefining Strength Retreat," Sponsored by American Psychological Association Committee on Early Career Psychologists, National, $1200.00 Funded. (November 2019 – Present).
Jones, M. (Co-Principal), Reynolds, A. (Co-Principal), "Redefining Strength Retreat," Sponsored by American Psychological Association Committee on Early Career Psychologists, National, $3000.00 Funded. (January 2019 – Present).
Jones, M. (Principal), "Culturally-Responsive Counseling with Black College Women: An Empirical Examination of the “Invincible Black Women” Group," Sponsored by American Psychological Foundation, National, $2043.00 Funded. (August 2018 – Present).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
CLOSE