Noelle Hurd

Scully Family Discovery Associate Professor | DDI


Hurd

Office Address

201 Gilmer Hall

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

Biography

Dr. Noelle Hurd's research agenda has primarily focused on the promotion of healthy development among marginalized adolescents and emerging adults. Specifically, her work has focused on identifying opportunities to build on pre-existing strengths in youths’ lives, such as supportive intergenerational relationships. Increasingly, her work also has focused on opportunities to disrupt systems of oppression. She runs the Promoting Healthy Adolescent Development (PHAD) Lab at the University of Virginia. She is a former 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. In 2019 she served as a Public Voices Thought Leadership Fellow. Her research has been funded by the William T. Grant Foundation, the Institute of Education Sciences, and the National Science Foundation. 

Dr. Hurd is planning to admit a doctoral student for the 2021/2022 academic year who has an interest in studying the experiences of underrepresented college students and interventions to disrupt online racial discrimination in the college context. Prospective applicants should apply to the Community Psychology doctoral program and complete the supplemental application for the Interdisciplinary Doctoral Fellowship in Race and Inequality in Higher Education.

Selected Publications

  • Negrete, A., & Hurd, N. M. (2020). System-justifying beliefs and trajectories of global self-worth among Black and Latinx college students. Cultural Diversity & Ethnic Minority Psychology. Online First. DOI: http://dx.doi.org/10.1037/cdp0000334
  • Wittrup, A., & Hurd, N. M. (2020). Extracurricular involvement, homesickness and depressive symptoms among underrepresented college students attending a predominantly white institution. Emerging Adulthood. Online First. DOI: 10.1177/2167696819847333
  • Albright, J., & Hurd, N. M. (2020). Marginalized identities, Trump-related distress, and the mental health of underrepresented college students. American Journal of Community Psychology, 65, 381-396.
  • Billingsley, J., & Hurd, N. M. (2019). Discrimination, extracurricular activities, and academic performance among underrepresented college students. Social Psychology of Education, 22, 421-446. 
  • Griffith, A., Hurd, N. M., & Hussain, S. (2019)“I didn’t come to school for this”: A qualitative examination of experiences with race-related stressors and coping responses among Black students attending a predominantly White institution. Journal of Adolescent Research, 34, 115-139
  • Tan, J. S., Albright, J., & Hurd, N. M. (2019). Attachment, appraisal support, and the transition to college among underrepresented students. Emerging Adulthood, 7, 52-58.
  • Loeb, E., & Hurd, N. M. (2019). Subjective social status, perceived academic competence, and academic achievement among underrepresented students. Journal of College Student Retention: Research, Theory, and Practice, 21, 150-165.
  • Raposa, E., & Hurd, N. M. (2018). Understanding networks of natural mentoring support among underrepresented college students. Applied Developmental Science. Online First. DOI: 10.1080/10888691.2018.1526635
  • Hurd, N. M., Albright, J., Wittrup, A., Negrete, A., & Billingsley, J. (2018). Appraisal support from natural mentors, self-worth, and psychological distress: Examining the experiences of underrepresented students transitioning through college. Journal of Youth & Adolescence, 47, 1100-1112.
  • Albright, J., Hurd, N. M., & Hussain, S. (2017). Applying a social justice lens to youth mentoring. American Journal of Community Psychology, 59, 363-381.
  • Hurd, N. M., & Deutsch, N. (2017).  The state of the science on interventions: Out of school settings. The Future of Children, 27, 95-116.
  • 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.