Tamika La Salle-Finley
Associate Professor and Director of the Center for Research On School Climate Counseling and Psychological Services- Education
Ph.D. Georgia State University
Ed.S. Georgia State University
- Specializations
School Psychology
- Biography
Tamika La Salle-Finley, Ph.D. is an associate professor at Georgia State University and the director of the Center of Research on School Climate. She also serves as editor-in-chief for the International Journal of School & Educational Psychology.
LaSalle-Finley’s research focuses on the intersection of cultural factors and student perceptions of school climate and interventions and supports to improve educational outcomes for students with marginalized identities. She recently published the edited book, Creating an Inclusive School Climate: A School Psychology Model for Supporting Marginalized Students.
La Salle-Finley focuses on examining cross-cultural school climate experiences and is the project leader for the International School Climate Collaborative. She is the PI and Co-PI on five federally funded grants though the U.S. Department of Education (U.S. DOE) and the National Institute of Health (NIH) totaling more than $4million dollars. Visit schoolclimate.gsu.edu for more information.
She joined the Society for the Study of School Psychology in 2023. In the same year, she received the 40 under 40 award from the the Georgia State Alumni Association. In 2022, she was awarded the Perry A. Zirkel Distinguished Teacher Award at the University of Connecticut.
Ready to take your degree to a higher level? Dr. La Salle-Finley is now accepting new doctoral students for the 2025 cohort in school psychology. Want to know more? Contact us!
- Publications
Book
La Salle-Finley, T. P. (Ed.). (2023). Creating an Inclusive School Climate: A School Psychology Model for Supporting Marginalized Students. Taylor & Francis.
Publications
La Salle-Finley, T., Neves-McCain, J. R., Li, M. G., & Coleman, M. S. (2024). Examining ethnic identity, school climate, and academic futility among minoritized students. Journal of School Psychology, 104, 101285.
La Salle-Finley, T., & Neves-McCain, J. (2024). Intro to Special Issue: Promoting equitable and socially just school climates for minoritized and marginalized students. Journal of School Psychology, 104, 101293.
Kittelman, A., La Salle, T. P., Mercer, S. H., & McIntosh, K. (2024). Identifying profiles of school climate in high schools. School Psychology,39(1), 50-60
Di Sano, S., Rocha Neves, J., Casale, G., Martinsone, B., & La Salle-Finley, Tamika, P. (2023). Cross-cultural connections: School climate and equity in Germany, Italy, Latvia, and the United States. School Psychology.
Martinsone, B., Di Sano, S., D’Elia, P., & La Salle-Finley, T. (2023). A conceptual framework for sustainable promotion of a positive school climate: Context, challenges, and solutions. Journal of Teacher Education for Sustainability, 25(1), 64-85.
Collins, T. A., La Salle, T. P., Rocha Neves, J., Foster, J. A., & Scott, M. N. (2023). No safe space: School climate experiences of Black boys with and without emotional and behavioral disorders. School Psychology Review, 52(3), 250-263.
Wang, C., La Salle, T., Wu, C., & Liu, J. L. (2022). Do parental involvement and adult support matter for students’ suicidal thoughts and behavior in high school? School psychology review, 51(3), 329-342.
Collins, T.A, La Salle, T.P., Rocha Neves, J., Foster, J.A., & Scott, M. (2022). No safe space: School climate experiences of Black boys with and without emotional behavioral disorders. School Psychology Review. Advanced online publication. Doi: 10.1080/2372966X.2021.2021783
La Salle, T. P., McCoach, D. B., & Meyers, J. (2021). Examining Measurement Invariance and Perceptions of School Climate Across Gender and Race and Ethnicity. Journal of Psychoeducational Assessment, 39(7), p. 800-815.
McDaniel, S. C., Cohen, D., LaSalle, T. P., & Neese, R. (2021). Not separate but not equal: A blueprint for improving equity in discipline. Beyond Behavior. Advanced online publication. Doi: 10742956211024168
Hirsch, S. E., McDaniel, S. C., La Salle, T., & Walker, A. C. (2021). Instructional Management for Students With Emotional and Behavioral Disorders in Remote Learning Environments. Intervention in School and Clinic, 57(2), 78-86.
La Salle, T.P., *Rocha Neves, J., Jimerson, S., Di Sano, S., Martinsone, B., Majercakova Albertova, S., … Mikhailova, Aleksandra (2021). A multi-national study exploring adolescent perceptions of school climate and mental health. School Psychology. 36(3), p. 155-166