Doctor of Philosophy, Educational Psychology and Human Development, University of California at Santa Barbara, 2002
Master of Education, University of California at Santa Barbara, 2000
Bachelor of Arts, African-American Studies (Summa Cum Laude), University of California at Berkeley,1996
Miles Anthony Irving received his bachelor’s degree from the University of California at Berkeley and his doctor in philosophy in Educational Psychology from the University of California at Santa Barbara. Currently, he is an associate professor at Georgia State University in the Department of Educational Psychology, Special Education, and Communication Disorders.
Prior to earning his doctorate, Irving taught high school and worked in various educational and community programs in Oakland, California. Irving maintains an active line of research investigating the impact of cultural and social variables on human agency and cognition. Understanding the link between cultural identity, motivation and school success is at the heart of his research and scholarship.
Richardson, C. and Irving, M.A. (In Press). “Cognition and spirituality: An investigation of the breadth and understanding of spirit and its protective properties in African descent adolescents.” Journal of Black Psychology.
Cuevas, J. A., Irving, M. A. and Russell, L. R. (2014). “Applied cognition: Testing the effects of independent silent reading on secondary students’ achievement and attribution.” Reading Psychology, 35(2), 127,159.
Quinones, L.Y. and Irving, M.A. (2012). “Exploring the impact and risks of the 2008 recession for marginalized communities and high poverty schools academic achievement.” International Journal of Disability and Human Development, 11(4), 395, 402.
Irving, M.A., Brawley, D., and Wright, A. (2010). “Culturally relevant education and academic achievement of students of African descent: A case study of an African centered school.” Journal of Educational Concepts, 1(2), 198-236.
Irving, M.A. (2009). “The influence of cultural identification on science and math achievement among African Americans.” Journal of Educational Concepts, 1(1), 9-46.