Elizabeth Votruba-Drzal

Department web site

Research web site

Elizabeth Votruba-Drzal

Professor, University of Pittsburgh Department of Psychology

Senior Scientist, Learning Research & Development Center

Research Interests

Impact of key contexts that support learning and socioemotional development during the transition to school and the elementary school years.

Betancur, L., Maldonado-Carreño, C., Votruba-Drzal, E. & Bernal, R. (2021). Measuring preschool quality in low- and middle-income countries: Validity of the ECERS-R in Colombia. Early Childhood Research Quarterly, 54(1), 86-98.

Coley, R.L., Spielvogel, B., Kruzik, C., Miller, P., Betancur, L., & Votruba-Drzal, E. (2021). Explaining income disparities in young children’s development: The role of community contexts and family processes. Early Childhood Research Quarterly, 55, 295 – 311.

Blatt, L. & Votruba-Drzal, E.(2021). District-level school choice and racial/ethnic test score gaps. American Educational Research Journal.

Whitfield, K., Betancur, L., Miller, P., & Votruba-Drzal, E. (2021). Longitudinal links between income dynamics and young adult socioeconomic and behavioral health outcomes.

Bachman, H. J., Elliott, L., Duong, S., Betancur, L.,Navarro, M., Votruba-Drzal, E., & Libertus, M. (2020). Triangulating multi-method assessments of parental support for early math development. Frontiers in Education, 5:589514.

Votruba-Drzal, E., Miller, P., Betancur, L., Spielvogel, B., Kruzik, C., Coley, R. (2020). Family and community resource and stress processes related to income disparities in school-aged children’s development. Journal of Educational Psychology.

Henry, D. A., Betancur, L. & Votruba-Drzal, E. (2020). Black-White Achievement Gaps Differ by Family Socioeconomic Status from Early Childhood through Adolescence. Journal of Educational Psychology.

Kruzik, C., Coley, R.L., & Votruba-Drzal, E. (2020). Do family investments explain growing socioeconomic disparities in children’s reading, math, and science achievement during school versus summer months. Journal of Educational Psychology.

Miller, P., Betancur, L., Whitfield, K., & Votruba-Drzal, E. (2020). Examining income dynamics and externalizing and internalizing trajectories through a developmental psychopathology lens: A nationally representative study. Development and Psychopathology, 1-17.

Blatt, L., Schunn, C. D., Votruba-Drzal, E., & Rottman, B. M.(2020). Variation in which key motivational and academic resources relate to academic performance disparities across introductory college courses. International Journal of STEM Education, 7(1), 1-25.

Miller, P., Betancur, L., Whitfield, K., & Votruba-Drzal, E. (2020). Examining income dynamics and externalizing and internalizing trajectories through a developmental psychopathology lens: A nationally representative study. Development and Psychopathology, 1-17.

Coley, R.L., Sims, J., Votruba-Drzal, E. & Thomson, D. (2019). The Intergenerational Transmission of Socioeconomic Inequality through School and Neighborhood Processes. Journal of Children and Poverty, 25, 79 – 100.

Duncan, G., Magnuson, K., Murnane, R., & Votruba-Drzal, E. (2019). Income Inequality and the Well-Being of American Families. Family Relations, 68, 313 – 325.

Miller, P., Votruba-Drzal, E., Coley, R.L. (2019). Poverty and Academic Achievement Across the Urban to Rural Landscape: Associations with Community Resources and Stressors. RSF: The Russell Sage Foundation Journal of Social Sciences, 49(8).

Henry, D. A., Miller, P., & Votruba-Drzal, E. (2019). Child development at the intersection of race and SES: An Overview. In D. A. Henry, P. Miller, & E. Votruba-Drzal (Eds.) Advances in child development and behavior: Child development at the intersection of race and SES, Vol. 57 (pp.1-25). Series Editor: J. B. Benson. Elsevier: Cambridge, MA.

Henry, D. A., Miller, P., & Votruba-Drzal, E. (2019). Complex inequality: How race and socioeconomic status jointly configure children’s neighborhood contexts. In D. A. Henry, P. Miller, & E. Votruba-Drzal (Eds.) Advances in child development and behavior: Child development at the intersection of race and SES, Vol. 57 (pp. 281 – 313). Series Editor: J. B. Benson. Elsevier: Cambridge, MA.

Betancur, L., Rottman, B. M., Votruba-Drzal, E., & Schunn, C. (2019). Analytical assessment of course sequencing: The case of methodological courses in psychology. Journal of Educational Psychology. 111,91-103.

Henry, D., Miller, P., Votruba-Drzal, E., & Parr, A. (2019). Chapter nine- safe and sound? Exploring parents' perceptions of neighborhood safety at the nexus of race and socioeconomic status. Science Direct.

Miller, P., Votruba-Drzal, E., & Coley, R.L. (2019). Examining administrative data on community context to explain variability in poor children’s achievement across urbanicity. The Russell Sage Foundation Journal of the Social Sciences, 5, 106-122.

Marsland, A., Gentile, D., Hinze-Crout, A., von Stauffenberg, C., Rosen, R., Tavares, A., Votruba-Drzal, E., Cohen, S., McQuaid, E., & Ewing, L. (2019). A randomized pilot trial of a school-based psychoeducational intervention for children with asthma. Clinical and Experimental Allergy.

Heatly, M.C. & Votruba-Drzal, E. (2019). Developmental precursors of engagement and motivation in fifth grade: linkages with parent- and teacher-child relationships. Journal of Applied Developmental Psychology, 60, 144 - 156.

Betancur, L., Vortuba-Drzal, E., & Schunn, C. (2018). Socioeconomic gaps in science achievement. International Journal of STEM Education 5(38), 1-25.

Cannady, M. A., Moore, D., Votruba-Drzal, Greenwald, E., Stites, R., & Schunn, C. (2017). How personal, behavioral, and environmental factors predict working in STEMM and non-STEMM middle-skill careers. International Journal of STEM Education, 4(22).

Miller, P. & Votruba-Drzal, E. (2017). The role of family income dynamics in predicting trajectories of internalizing and externalizing problems. Journal of Abnormal Child Psychology, 45(3), 543-556. doi: 10.1007/s10802-016-0181-5

Heatly, M. C. & Votruba-Drzal, E. (2017). Parent-child relationships and engagement in early elementary school: Mediating and interactive processes. Developmental Psychology, 53(6), 1042-1062.