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Pamela Davis-Kean, PhD

Pamela Davis-Kean, PhD

University of Michigan

Professor of Psychology Research Professor at the Institute for Social Research Associate Director of the Michigan Institute for Data Science

Expertise: CognitionCognitionDevelopmental PsychologyDevelopmental PsychologyFamilyFamilyPsychologyPsychology

Dr. Davis-Kean is a Professor of Psychology at the University of Michigan where her research focuses on the various pathways that the socio-economic status (SES) of parents relates to the cognitive/achievement outcomes (particularly mathematics) of their children. Her primary focus is on parental educational attainment and how it can influence the development of the home environment throughout childhood, adolescence, and the transition to adulthood. Davis-Kean is also a Research Professor at the Institute for Social Research where she is the Program Director of the Population, Neurodevelopment, and Genetics (PNG) program. This collaboration examines the complex transactions of brain, biology, and behavior as children and families develop across time. She is interested in how both the micro (brain and biology) and macro (family and socioeconomic conditions) aspects of development relate to cognitive changes in children across the lifespan.



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“If they love something, you should too. If they hate something, you should too,” says Pamela Davis-Kean, a professor of psychology at the University of Michigan. “Kids are very self-centered. That’s developmentally appropriate.”

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“Punishing and lecturing also does not provide the child with concrete skills or strategies for improving their grades,” Davis-Kean said.

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“By knowing the type of math input that children receive at home, teachers might be better equipped to support children’s (math) development in school,” said Pamela Davis-Kean, associate director at the U-M Center for Human Growth and Development and associate professor of psychology.

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“Kids now are in the home environment where the roles are different. And it's always going to be a transition when you have to go into this more ordered and more kind of rule-oriented environment of the schools. And I think one of the things I've seen teachers talk about doing is to be in constant contact with their kids, is to also provide opportunities of regulation for kids to learn how to regulate.”

- Schools Reopen Vs. Remote

“The technology right now I think it is what we have, it is what it is, it's not necessarily going to improve across the next year. I think what we're going to have to do is do the best we can. And then next year, we're really going to have to have a plan and it's going to have to be a serious plan of how we're going to deal with both the mental health and socio and emotional issues, behavioral issues and achievement issues on top of all of those.”

- Schools Reopen Vs. Remote

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