Noelle Hurd

Assistant Professor


Office Address

201 Gilmer Hall

Office Hours:
Tue: 2:00-4:00

Biography

Biography

Dr. Noelle Hurd's research agenda has primarily focused on the promotion of healthy adolescent development among marginalized youth. Specifically, her work has focused on identifying opportunities to build on pre-existing strengths in youths’ lives, such as supportive intergenerational relationships. Using a resilience framework, she has assessed the potential of nonparental adults to serve as resources to marginalized youth, and she has investigated the processes through which these relationships affect a variety of youth outcomes (e.g., psychological distress, health-risk behaviors, academic achievement). Currently, she is investigating the role of contextual factors in promoting or deterring the formation of intergenerational relationships and shaping the nature of interactions between marginalized youth and the adults in their communities. She also is further examining the mechanisms that drive the promotive effects of natural mentoring relationships and developing an intervention focused on enhancing positive intergenerational relationships between adolescents and the nonparental adults in their everyday lives. She runs the Promoting Healthy Adolescent Development (PHAD) Lab at the University of Virginia. She is a current William T. Grant Scholar and a Spencer/National Academy of Education Postdoctoral Fellow. In 2015, she was recognized as a Rising Star by the Association for Psychological Science. In 2017, she received the Outstanding Professor Award from the UVA Department of Psychology. Her research is currently funded by the William T. Grant Foundation, the Institute of Education Sciences, and the National Science Foundation.

Selected Publications

  • Albright, J., Hurd, N. M., & Hussain, S. (in press). Applying a social justice lens to youth mentoring. American Journal of Community Psychology.
  • Hurd, N. M., & Deutsch, N. (in press).  The state of the science on interventions: Out of school settings. Future of Children. http://www.futureofchildren.org/publications
  • Albright, J., & Hurd, N. M. (2017). Constellations of social support among underrepresented college students: Associations with mental health. Applied Developmental Science. DOI: 10.1080/10888691.2017.1287568
  • Loeb, E., & Hurd, N. M. (2017). Subjective social status, perceived academic competence, and academic achievement among underrepresented students. Journal of College Student Retention: Research, Theory, and Practice. DOI: 10.1177/1521025117696821
  • Hurd, N. M., Tan, J. S., & Loeb, E. (2016). Natural mentoring relationships and the adjustment to college among underrepresented students. American Journal of Community Psychology, 57, 330-341. DOI: 10.1002/ajcp.12059
  • Wittrup, A., Hussain, S., Albright, J., Hurd, N. M., Varner, F., & Mattis, J. (2016). Natural mentors, racial pride, and academic engagement among Black adolescents: A study of resilience in the context of perceived discrimination. Youth & Society. DOI: 10.1177/0044118X16680546
  • Hurd, N. M., & Zimmerman, M. A. (2016). Adolescent resilience: Promoting more positive outcomes among youth at risk of using and abusing substances. In S. A. Brown & R. A. Zucker (Eds.) Oxford handbook of adolescent substance use (pp. 1-44). Oxford: Oxford Press. DOI:10.1093/oxfordhb/9780199735662.013.016
  • Hurd, N. M., Hussain, S.*, & Bradshaw, C. P. (2015). School contexts, school connectedness, and psychosocial outcomes: Moderation by a supportive figure in the school. Youth & Society. DOI: 10.1177/0044118X15598029
  • Hurd, N. M., & Zimmerman, M. A. (2014). An analysis of natural mentoring relationship profiles and their association with mentees’ mental health: Considering links via support from important others. American Journal of Community Psychology, 53, 25-36. DOI 10.1007/s10464-013-9598-y
  • Hurd, N. M., Varner, F., Caldwell, C. H., & Zimmerman, M. A. (2014). Does perceived discrimination predict change in psychological distress and substance use over time? An examination among Black emerging adults. Developmental Psychology, 50, 1910-1918.  DOI: 10.1037/a0036438
  • Hurd, N. M., Stoddard, S. A., Bauermeister, J. A., & Zimmerman, M. A. (2014). Natural mentors, mental health, and substance use: Exploring pathways via coping and purpose. American Journal of Orthopsychiatry, 84, 1-11. DOI 10.1037/h0099361
  • Hurd, N. M., Varner, F., & Rowley, S. J. (2013). Involved-vigilant parenting and socio-emotional well-being among Black youth: The moderating influence of natural mentoring relationships. Journal of Youth and Adolescence,42, 1583-1595. DOI: 10.1007/s10964-012-9819-y (first and second authors made equal contributions)
  • Hurd, N. M., Stoddard, S. A., & Zimmerman, M. A. (2013). Neighborhoods, social support, and African American adolescents’ mental health outcomes: A multilevel path analysis. Child Development, 84, 858-874. DOI: 10.1111/cdev.12018
  • Hurd, N. M., Sellers, R. M., Cogburn, C. D., Butler-Barnes, S. T., & Zimmerman, M. A. (2013). Racial identity and mental health among Black emerging adults:  The moderating effects of neighborhood racial composition. Developmental Psychology, 49, 938-950. DOI: 10.1037/a0028826
  • Hurd, N. M., & Sellers, R. M. (2013). Black adolescents’ relationships with natural mentors: Associations with academic engagement via social and emotional development. Cultural Diversity & Ethnic Minority Psychology, 19, 76-85. DOI: 10.1037/a0031095
  • Hurd, N. M., Sánchez, B., Zimmerman, M. A., & Caldwell, C. H. (2012). Natural mentors, racial identity, and educational attainment among African American adolescents: Exploring pathways to success. Child Development, 83, 1196-1212. DOI: 10.1111/j.1467-8624.2012.01769.x
  • Hurd, N. M., Zimmerman, M. A., & Reischl, T. M. (2011). Role model behavior and youth violence: A study of positive and negative effects. The Journal of Early Adolescence, 31, 323-354.