Jill V. Hamm, Ph.D.

Jill Hamm is Director of the Social Development Intervention Research Program of the Center for Develpomental Science, and Associate Professor of Educational Psychology, Measurement, and Evaluation in the School of Education at UNC-CH. Her interests include adolescent development, specifically peer relations and adjustment in school settings. She has received funding from the National Science Foundation and from the Spencer Foundation, to study the role of peer realations in early adolescents' learning and achievement. She currently serves as PI of Project REAL (Rural Early Adolescents' Learning; National Center for Research on Rural Education Support), a longitudinal intervention research project that focuses on the academic, social, and behavioral adjustment of early adolescents in rural settings. She is also Associate Editor of the Journal of Applied Developmental Psychology.

Selected publications:
Hamm, J.V. & Faircloth, B.S. (2005). The peer ecology of mathematics classroom belonging. Journal of Early Adolescence, 25, 345-366.

Hamm, J.V., Brown, B.B., & Heck, D.J. (2005). Bridging the ethnic divide: Student and school characteristics in African American, Asian American, European American, and Latino adolescents’ cross-ethnic friend nomination. Journal of Research on Adolescence. 15(1), 21-46.

Hamm, J.V. & Perry, M.P. (2002). Learning mathematics in first grade: On whose authority? Journal of Educational Psychology, 94, 126-137.

Hamm, J.V. (2000). Do birds of a feather flock together? Individual, contextual, and relationship bases for African American, Asian American, and European American adolescents' selection of similar friends. Developmental Psychology, 36(2), 209-219.

Hamm, J.V., Schmid, L., Locke, B., & Farmer, T.W. (in press). The influences of descriptive and injunctive norms on rural American early adolescents’ academic adjustment. Journal of Early Adolescence, 31 (1).

Hamm, J.V., Farmer, T.W., Dadisman, K., & Gravelle, M. (in press). Teachers’ knowledge of classroom social dynamics and students’ perceptions of the classroom social ecology following the transition into middle school. Journal of Applied Developmental Psychology.

Hamm, J.V., Farmer, T.W., Robertson, D.R., Dadisman, K., Meece, J.L., & Song, S.Y. (2010). Effects of a developmentally-based intervention with teachers, on Native American and White early adolescents in rural schools. Journal of Experimental Education, 78(3), 1-26.

Hamm, J.V. & Zhang, L. (2010). The schooling context of adolescents’ peer relations. In J. Meece & J. Eccles (Eds.), The handbook of schooling effects on development (pp. 518-554). Mahweh NJ: LEA.

Jill V. Hamm
Associate Professor
School of Education
University of North Carolina at Chapel Hill
CB 3500
101 Peabody Hall
Chapel Hill, NC 27599-3500

Tel: 919.843.7877
E-Mail: jhamm@email.unc.edu