Dr. Andrea Dawn Frazier
Associate Department Chair, Professor
2009 – Ball State University, Muncie, IN – Doctor of Philosophy in Educational Psychology with a cognate in Research Methodology
2004 – Spertus Institute of Jewish Studies, Chicago, IL – Master of Science in Human Services Administration
1998 – University of Houston, Houston, TX – Bachelor of Arts in Psychology with Minors in African American Studies and Women's Studies
Academic Self-Concept, Possible Selves, Possible Selves and STEM Education; the educative experience of students of color and girls/young women
Dr. Andrea Dawn Frazier is a Professor with Columbus State University. She earned her doctorate in educational psychology from Ball State University in 2009. Before attending Ball State, she worked at the Illinois Mathematics and Science Academy, a residential school for students gifted/talented in math, science, and technology, for 7 years. Her research interests encompass the educative experience of students of color and girls, with recent work exploring possible selves and academic self-concept in high-ability African American students, spatial reasoning in elementary-aged children, and possible selves as STEM pathways for undergraduates underrepresented in STEM.
She has served as assistant editor and guest editor for the Journal for the Education of the Gifted, a premier journal in the field of gifted education, and she is co-editor of "Special Populations in Gifted Education: Understanding Our Most Able Students from Diverse Backgrounds" with Jaime Castellano. She has published with several scholarly journals, including Roper Review; the Journal for the Education of the Gifted, the British Journal of Education, Society, and Behavioral Sciences; the Journal for Applied Social Psychology; Gifted Child Quarterly, Education Sciences, and the NALS Journal. She has also contributed to "The Handbook for Counselors Serving Students with Gifts and Talents: Development, Relationships, School Issues, and Counseling Needs/Interventions" (edited by Tracy L. Cross and Jennifer R. Cross, Prufrock Press, 2011), "Social-Emotional Curriculum with Gifted and Talented Students" (edited by Joyce VanTassel-Baska, Tracy L. Cross, and F. Richard Olenchak, Prufrock Press, 2009) and "African American Students‘ Career and College Readiness: The Journey Unraveled" (edited by Jennifer R. Curry and M. Ann Shillingford, Lexington Books, 2015)
Frazier, A.D. (2020). Identity development and multipotentiality. In Cross, T.L. & Cross, J.R. (Eds.), The Handbook for Counselors Serving Students with Gifts and Talents: Development, Relationships, School Issues, and Counseling Needs/Interventions, 2ndEdition. Chapter accepted for publication
Ticknor, C.S., Frazier, A.D., Williams, J., & Thompson, M. (2020). Using possible selves and intersectionality theory to understand why students of color opt-out of honors. Journal of the National Collegiate Honors Council. Manuscript accepted for publication
Landon-Hays, M., Peterson-Ahmad, M.B., & Frazier, A. (2020). Learning to teach: How a simulated learning environment can connect theory to practice in general and special education educator preparation programs. Education Sciences, 10(7), 184. https://doi.org/10.3390/educsci10070184
Frazier, A.D., Cross, J.R., Cross, T.L., & Kim, M. (2020). "The spirit is willing": A study of school climate, bullying, self-efficacy, and resilience in high-ability low-income youth. Roeper Review. Manuscript accepted for publication.
Frazier, A.D., & Bryant, C.L. (2019). Developing visual-spatial thinking in elementary youth using sensorimotor experiences: Approaches from a Piagetian cognitive framework. Journal of Pedagogical Research, 3(3), 99-112. DOI: http://dx.doi.org/10.33902/jpr.vi0.122
Bryant, C., Frazier, A.D., Rees, A., & Becker, B. (2019). Children as urban planners: Embodied activities, visual spatial thinking, and a re-imagined community. Children's Geographies. DOI: 10.1080/14733285.2019.1646888