Katherine Griffin
Assistant Teaching Professor (Fall 2026)
- Office
- E362 Corbett Family Hall
Notre Dame, IN 46556 - Phone
- +1 574-631-1504
- kgriff22@nd.edu
Professor Griffin is NOT open to admitting graduate students for fall 2027 matriculation.
Research and teaching interests
Poverty and Social Inequality, Social Identity Development, Intergroup Relations, Parental Socialization, Researcher-Practitioner Collaborations
Biography
Dr. Griffin is an expert on how children develop social identities, such as race, ethnicity, and social class, at school and in the home. She is especially interested in social class and mitigating the development of class-based prejudice in middle childhood as well as services and policies that serve the needs of children and families living in poverty.
Dr. Griffin's teaching interests include developmental psychology in context, with an emphasis on how developmental science can address issues of poverty and societal injustice. She offers courses on social development, moral development, developmental research methods, poverty, families and social policy, as well as educational psychology.
Education
Ph.D., University of California, Los Angeles
M.A., University of California, Los Angeles
B.A., College of the Holy Cross
Representative Publications
Griffin, K.M., Mistry, R.S., Young, A., & Montague, Z. (2024) “Why do you think their dream fell apart?” Parent-child discussions about the causes of economic hardship and economic inequality. Translational Issues in Psychological Science. Advance online publication. https://doi-org.
Mistry, R. S., Elenbaas, L., Griffin, K. M., Nenadal, L., & Yassine, A. (2021). Advancing developmental intergroup perspectives on social class. Child Development Perspectives, 15(4), 213-219.
Griffin, K.M, Bailey, A.L., & Mistry, R.S. (2019). What educators of young dual language immersion students learn from a bilingual approach to assessing development. In Zein, M.S. & Garton, S. (Eds.). Early Language Learning and Teacher Education. Bristol, U.K.: Multilingual Matters, Channel View Publications.
Bullock, H.E., Griffin, K.M., Kent, A.H., & Toolis, E.E. (2018). Translating Psychological Research on Social Class and Socioeconomic Status.Translational Issues in Psychological Science, 4, 119-121.
Quint, J., Griffin, K.M., Kaufman, J., Landers, P. & Utterback, A. (2018). Experiences of Parents and Children Living in Poverty: A Review of the Qualitative Literature. Office of Planning, Research, and Evaluation, US Department of Health and Human Services. Washington, D.C.
Mistry, R.S., Nenadal, L., Hazelbaker, T., & Griffin, K.M., & White, E. S. (2017). Promoting elementary school-age children’s understanding of wealth, poverty, and civic engagement. PS: Political Science and Politics, Teacher Symposium: The Politics and Pedagogy of Economic Inequality. 50, 1068-1073.
Mistry, R. S., Nenadal, L., Griffin, K.M., Zimmerman, F.J., Cochran, H.A., Thomas, C.A., & Wilson, C. (2016). Children’s reasoning about poverty, economic mobility, and helping behavior: Results of a curriculum intervention in the early school years. Journal of Social Issues, 72, 756-784.