Kimberly M. Osborne
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Phone: 480-727-4224
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Mail code: 2202Campus: Tempe
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Dr. Kimberly R. Mason Osborne (she/her/hers) joined the Sanford Harmony Institute at Arizona State University as an Assistant Research Professor in July 2024. Prior to that, she completed a Postdoctoral Research Training Fellowship in Dissemination and Implementation Science with ASU's REACH Institute.
Broadly defined, her program of research investigates how pathways to healthy development are socially determined by school, neighborhood, and policy contexts. She is pursuing research that aims to (1) understand child development in context, and (2) address disparities in education and healthy development by helping teachers and parents navigate the sociopolitical burdens placed upon them.
- Ph.D. Human Development and Family Science, the University of Georgia, 2022
- M.S. Human Development and Family Science, the University of Georgia, 2019
- B.A. Psychology, California State University, Long Beach, 2016
Osborne, K. R. M., Low, S., & Smolkowski, K. (2025). Benefits to classroom social climates following two years of implementation: A Second Step® evaluation. School Psychology Review. [Advance Online Article]. https://doi.org/10.1080/2372966X.2025.2549243
Osborne, K. R. M. & White, R. M. B. (2025). Racial discrimination and Mexican-heritage adolescents’ ethnic-racial identities: The role of school Latine concentration. Hispanic Journal of Behavioral Sciences [Advance Online Article]. https://doi.org/10.1177/07399863251341927
Caughy, M. O., Little, T. D., Kim, Y., Yu, D., & Osborne, K. R. M. (2024). Modeling trajectories of self-regulation from early to middle-childhood: Methodological innovations and individual differences. Developmental Psychology, 61(1), 179-194. https://doi.org/10.1037/dev0001881
Osborne, K. R. (2024). The influence of family-based social assistance programs and parenting on child development: A conceptual framework for research with U.S. families in poverty. Journal of Family Theory & Review, 16(2), 255-271. https://doi.org/10.1111/jftr.12560
Osborne, K. R.*, Morton, L. M.*, Anderson, L. A., & Caughy, M. O. (2024). “At the end of the day, someone done lost their child”: A mixed methods analysis of Black families’ experiences of the sociopolitical climate. Family Process, 63(2), 749-767. https://doi.org/10.1111/famp.12968 [* = first authorship is shared]
Walsdorf, A. A., Caughy, M. O, Osborne, K. R., Valdez, C. R., King, V. A., & Owen, M. T. (2024). Acculturation stress magnifies child depression effect of stressful life events for Latinx youth three years later. Journal of LatinxPsychology, 12(2), 186-200. https://doi.org/10.1037/lat0000251
Morton, L., Anderson, L. A., Caughy, M. O., Odejimi, L., Osborne, K. R., Suma, K., & Little, T. D. (2023). Changes in ethnic- identity in middle childhood: Family and neighborhood determinants. The Journal of Early Adolescence, 44(4), 458-485. https://doi.org/10.1177/02724316231182292
Osborne, K. R. & Caughy, M. O. (2023). Patterns of observed dyadic ethnic-racial socialization among Black and Latinx families in response to a hypothetical experience of discrimination at school. Journal of Youth and Adolescence, 52, 1141-1156. https://doi.org/10.1007/s10964-023-01773-y
Osborne, K. R., Walsdorf, A. A., Smith Bynum, M. A., Redig, S. L., Brinkley, D., Owen, M. T., & Caughy, M. O. (2023). Responding to racism at school: Ethnic-racial socialization and the academic engagement of Black and Latinx youth. Child Development, 94(1), 219-236. https://doi.org/10.1111/cdev.13853
Osborne, K. R., Smith Bynum, M. A., Walsdorf, A. A., Anderson, L. A., & Caughy, M. O. (2023). Preparing Black and Latinx children for police encounters: Observing ethnic-racial socialization in action and the fit between caregiver response profiles and child self-regulation. Journal of Research on Adolescence, 33(2), 547-563. https://doi.org/10.1111/jora.12824