Dr. Zoe Higheagle Strong (Nez Perce tribe) is an Indigenous scholar who conducts research on social, emotional and environmental factors that shape adolescent development and educational outcomes. Her overall research goals are (a) to identify social contexts that promote positive identity, resilience, coping, emotion regulation, and reconciliation among youth that experience threats in educational environments (e.g., peer aggression/bullying, injustice, racism), and (b) to utilize culturally sustaining/revitalizing approaches to support Native American education, aspirations, and preparation for college and/or a career. She Directs the Center for Native American Research and Collaboration (see website).
Dr. Higheagle Strong teaches courses related to research methods, qualitative research methods, and indigenous epistemology & methodology.
Higheagle Strong, Z., McMain, E., Frey, K., Wong, R., Dai, S., & Jin, G. (2019). Ethnically-diverse adolescents recount peer third-party actions that amplify victims’ anger and calm their emotions. Journal of Adolescent Research.
Frey, K., Higheagle Strong, Z., & Onyewuenyi, A., & Pearson, C. (in press). Third-party interventions influence actors’ self-evaluative emotions and judgements: African-, European-, Mexican-, and Native-American adolescents. Journal of Research on Adolescence.
Brady, L., Higheagle Strong., Z., & Fryberg, S. (in press). The mismeasure of Native American students: Using data disaggregation to promote identity safety. In R. Teranishi, B. Nguyen, C. Alcantar, and E. Curammeng (Eds.). The Racial Heterogeneity Project: Unmasking Educational Inequality in the Aggregation of Racial Sub-Groups. New York, NJ: Teacher College Press.
Torres, J., & Higheagle Strong, Z., Adesope, S. (in press). Reflection through assessment: A systematic narrative review of teacher feedback and student identity. Studies in Educational Evaluation.
Higheagle Strong, Z., Carbonneau, K., & Austin, B. (2018). ‘I plan to attend college’: Gender, parent education and academic support differences in American Indian and Alaska Native educational aspirations. Journal of American Indian Education.
Higheagle Strong, Z., & Jegatheesan, B. (2015). School culture matters: Empowering and enabling Native American students in public schools. In P. McCardle & V. Berninger (Eds). Narrowing the achievement gap for Native American students: Paying the educational debt. New York, NY: Routledge.
Selected Grant-Funded Projects
- 2017-2021 — Culturally Responsive Indigenous Science (CRIS): Connecting land, language, and culture for Indigenous STEM (ISTEM) education. Co-investigator with, Price, P., & Christen, K. National Science Foundation. Awarded: $2,481,274.
- 2017 — How do teachers’ behavior and classroom environments promote identity safety? Co-investigator with Fryberg, S., Brady, L., & Destin, M. Mindset Scholars Network. Stanford University. Awarded: $64,209, WSU sub-award: $19,158 (Principal investigator with, Austin, B. & Roth McDuffie, A.).
- 2016-2020 — Nez Perce mentoring project. Social and Economic Development Strategies (SEDS). Social Development / Youth Development. Principal investigator with, McFarland, J. & Harris, E. Department of Health and Human Services – Administration for Native Americans. Awarded: $762, 000, WSU sub-award: $41,982 (Principal investigator).
- 2016-2019 — Peer influence response to threat: Cultural norms, reciprocity & self-identity. Co-investigator with, Frey, K., & Pearson, C. FY 15 Comprehensive School Safety Initiative. Office of Justice Programs. Department of National Institute of Justice. Awarded: $638,040. WSU sub-award: $97,464 (Principal investigator).
Ph.D., Educational Psychology, University of Washington
M.Ed., Educational Psychology, University of Washington
B.A., Psychology, Seattle Pacific University