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Washington State University
College of Education

Zoe Higheagle Strong

Strong_photo

Zoe Higheagle Strong

Assistant Professor
Educational Psychology
Executive Director of Tribal Relations &
Special Assistant to the Provost/Executive Vice President
Pullman campus
Cleveland Hall 368
Pullman, WA  99164-2136

509-335-2925
zoe.strong@wsu.edu

Curriculum Vitae

Research Interests

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).

Teaching/Professional Interests

Dr. Higheagle Strong teaches courses related to research methods, qualitative research methods, and indigenous epistemology & methodology.

Selected Publications

Higheagle Strong, Z., McMain, E., Sabotta, A., Pinkham, J. B., & McFarland, J. (2020). Nez Perce college and career readiness: “wíiwyeteq’is” growing into an elder. Journal of Indigenous Research, 8(7). https://digitalcommons.usu.edu/kicjir/vol8/iss2020/7/

Higheagle Strong, Z., & McMain, E., (2020). Social emotional learning for social emotional justice: A conceptual framework for education in the midst of pandemics. Northwest Journal of Teacher Education, 15(2). https://doi.org/10.15760/nwjte.2020.15.2.6 

Frey, K., Higheagle Strong, Z., & Onyewuenyi, A., Pearson, C., & Brendan, E. (2020). Third-party interventions influence actors’ self-evaluative emotions and judgements: African-, European-, Mexican-, and Native-American adolescents. Journal of Research on Adolescence, 30(3), 633-650. https://doi.org/10.1111/jora.12542

Torres, J., & Higheagle Strong, Z., Adesope, S. (2020). Reflection through assessment: A systematic narrative review of teacher feedback and student identity. Studies in Educational Evaluation, 64, 1-7. https://doi.org/10.1016/j.stueduc.2019.100814

 Higheagle Strong, Z., McMain, E., Frey, K., Wong, R., Dai, S., & Jin, G. (2020). Ethnically-diverse adolescents recount peer third-party actions that amplify victims’ anger and calm their emotions. Journal of Adolescent Research, 35(4), 461-488. https://doi.org/10.1177/0743558419864021

 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, 57(2), 35-57. https://doi.org/10.5749/jamerindieduc.57.2.0035

Frey, K., & Higheagle Strong, Z. (2018). Aggression predicts changes in peer victimization that vary by form and function. Journal of Abnormal Child Psychology. 46(2), 305-318. https://doi.org/10.1007/s10802-017-0306-5

Brady, L., Higheagle Strong., Z., & Fryberg, S. (2020). The mismeasure of Native American students: Using data disaggregation to promote identity safety. In R. Teranishi, B. Nguyen, C. Alcantar, and E. Curammeng (Eds.). Measuring race: Why disaggregating data matters for addressing educational equality (pp. 131-153). Teacher College Press.

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

  • 2020-2023 — Culturally Sustaining and Revitalizing Approach to Native American Undergraduate Recruitment, Retention and Tribal Nation Building. Principal Investigator with, Lokensgard, Sanders, C., Runninghawk Johnson, S., Austin, B., and Fountain, S. National Institute of Food and Agriculture, USDA. Awarded: $288,160
  • 2017-2022 — Culturally Responsive Indigenous Science (CRIS): Connecting land, language, and culture for Indigenous STEM (ISTEM) education. Principal-Investigator with, Price, P., Christen, K.., & Watson, F. National Science Foundation. Awarded: $2,481,274.
  • 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).
  • 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.)

Education

Ph.D., Educational Psychology, University of Washington

M.Ed., Educational Psychology, University of Washington

B.A., Psychology, Seattle Pacific University