About the Author:
Stephanie M. Curenton, Ph.D. is a Rutgers University Chancellor Scholar and tenured associate professor in the Bloustein School of Planning and Public Policy. She studies the social, cognitive, and language development of low-income and minority children within various ecological contexts, such as parent-child interactions, early childhood education programs, early childhood workforce programs, and related state and federal policies. She serves as the associate editor for Early Childhood Research Quarterly, and past associate editor of Early Education and Development. She was awarded a research policy fellowship from the Society for Research on Child Development (SRCD)/American Association for the Advancement of Science (AAAS) and worked in Office of Child Care. She has served on education non-profit boards for National Association for the Education of Young Children (NAEYC) and a local Head Start programs. Her research has been funded by the U.S. Department of Health and Human Services in the Office of Program Research and Evaluation (OPRE), the National Academy of Science Ford Pre-doctoral Fellowship, American Education Research Association (AERA), the Foundation for Child Development, and the W.K. Kellogg Foundation. She earned her Ph.D. in Developmental and Community Psychology from the University of Virginia.