Tiffany Jones

Assistant Professor

Colorado State University

United States

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Dr. Tiffany Jones is an Assistant Professor at Colorado State University in the United States. Her research focuses on critical issues in education, including colorblind racism, youth development, and the experiences of racially and ethnically diverse communities. Recent publications examine school climate, social emotional learning, and the role of teacher racial consciousness in fostering student engagement and belonging.

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2020

Collaborators (4)

Kamryn Morris

Assistant Professor

University of Washington

UNITED STATES

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Addison M. Duane

Assistant Professor

California State University Sacramento

UNITED STATES

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Charles Lea

Assistant Professor

Columbia University

UNITED STATES

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Angie Malorni

Assistant Professor

Rutgers University

UNITED STATES

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Tiffany Jones

Research Interests

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Articles (20)

Co‐creating a youth development survey with racial, ethnic, and gender diverse young people: Examining psychometric properties and measurement invariance

Hear, act, connect, support: Youth recommendations for educators who administer school climate surveys

The global reach of colorblind racism in education: exemplars from three country contexts

To Whom Do These Results Apply? Assessing Evidence for the Generalizability of Social and Emotional Learning Programs Among Specific Racial and Ethnic Groups

Linguistically Diverse Caregiver Perspectives on Barriers and Facilitators of School Attendance and Engagement During the COVID-19 Pandemic

“Embracing the essence of student voice…then doing something with the data”: One district’s critical use of evidence

The role of teacher critical racial consciousness in cultivating student–teacher relationships and school belonging for Black, Indigenous, and youth of color

Progression of Comorbid Depression and Substance Use among Racially Diverse Adults

Leveraging Human-Centered Design to Promote Community-Level Antiracism Efforts: A Pilot Study of the Innovation Change Lab

The role of colorblind racism and white fragility in maintaining racist bullying in middle school

Centering marginalized positive youth development constructs: examining perspectives and experiences of racially, ethnically, and gender minoritized practitioners and youth

Collaborative autoethnography as a Tool for Research–Practice partnerships: Facilitating Self and School Transformation

Seattle Public Schools’ Student Survey of School Climate and Social Emotional Learning: Psychometric Analyses in the Context of a Research-Practice Partnership

Understanding memorandums of Understanding: lessons learned through the negotiation of contracts in research practice partnerships

Adult and student perspectives on racial and ethnic equity‐informed school‐based strategies

Experiences and perceptions of school staff regarding the COVID-19 pandemic and racial equity: The role of colorblindness.

A multilevel model of the association between school climate and racial differences in academic outcomes

Leading with data: Using an impact-driven research consortium model for the advancement of social emotional learning in schools.

Racial equity in academic success: The role of school climate and social emotional learning

Parents’ perceptions of adolescent exposure to marijuana following legalization in washington state

Collaborators (4)

Kamryn Morris

Addison M. Duane

Charles Lea

Angie Malorni

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