Shannon Chávez-Korell, PhD
Dean of Academic Programs/ Program Director
Office phone: 248.476.1122, ext. 126
Email: [email protected]
Dr. Chávez-Korell joined the Michigan School of Psychology as a Core Faculty member in August 2017. Prior to joining the Michigan School, Dr. Chávez-Korell was an Associate Professor in the Department of Educational Psychology at the University of Wisconsin-Milwaukee for 10-years. Her research focuses on poverty-related stress, racial and ethnic identity development, and extends to cultural adaptations of mental health interventions. Her interests also include transgender identity and affirmative psychotherapy with transgender clients. In 2015, she and her research colleagues received The Outstanding Contribution of the Year Award from the American Psychological Association’s Division 17 The Counseling Psychologist for their research focused on Latino Ethnic Identity. In addition to teaching, research, and service, she is actively involved in professional consultation. Her consultation work is focused on issues of diversity and inclusion, specifically access and barriers to education for marginalized populations, educational equity, and school climate. Dr. Chávez-Korell currently serves on the editorial boards for the Journal of Counseling Psychology and Journal of Latina/o Psychology.
- PhD in Counseling Psychology, The Pennsylvania State University
- MA in Community Counseling, St. Mary’s University
- BS in Psychology/Biology, Angelo State University
- Licensed Psychologist – Michigan
Areas of Expertise
- Identity Development
- Racial and Ethnic Identity
- Transgender Identity
- Community-Based Research
- Mixed Methods Research
- Group Therapy and Group Dynamics
- Clinical Supervision
- Multicultural Competence
- Diversity and Inclusion Consultation
Weinhardt, L. S., Xie, H., Stevens, P., Wesp, L. M., John, S. A., Apchemengich, I., Kioko, D., Chávez-Korell, S., Cochran, K. M., Watjen, J. M., Lambrou, N. H., & Muro, N. J. (in press). Transgender and gender non-conforming youth’s public facilities use and psychological well-being: A mixed-method study. Transgender Health.
Newell, M. L., & Chávez-Korell, S. (2015). The evolution of multiculturalism in school psychology: Research, training and practice. In E. C. Lopez, S. G., & S. L. Proctor (Eds.), The handbook of multicultural school psychology: An interdisciplinary perspective (2nd edition). Washington, DC: American Psychological Association.
Chávez-Korell, S., Benson-Flórez, G., Delgado Rendón, A., & Farías, R. (2014). Examining the relationships between physical functioning, ethnic identity, acculturation, familismo, and depressive symptoms for Latino older adults. The Counseling Psychologist, 42(2), 255-277. [Major Contribution]
Chávez-Korell, S., & Torres, L. (2014). Perceived stress and depressive symptoms among Latino adults: The moderating role of ethnic identity cluster patterns. The Counseling Psychologist, 42(2), 230-254. [Major Contribution]
Acevedo-Polakovich, I. D., Chávez-Korell, S., & Umaña-Taylor, A. (2014). U.S. Latinas/os’ ethnic identity: Context, methodological approaches, and considerations across the life span. The Counseling Psychologist, 42(2), 154-169. [Major Contribution]
Fouad, N. A., & Chávez-Korell, S. (2013). Considering social class and socio-economic status in the context of multiple identities: An integrative clinical supervision approach. In C. A. Falender, E. P. Shafranske, & C. J. Falicov (Eds.), Multiculturalism and diversity in clinical supervision: A competency-based approach. Washington, DC: American Psychological Association.
Chávez-Korell, S., Delgado Rendón, A., Beer, J., Rodriguez, N., Garr, A. D., Pine, C. A., Farías, R., Larson, L., & Malcolm, E. (2012). Improving access and reducing barriers to depression treatment for Latino elders: Un nuevo amanecer (A new dawn). Professional Psychology: Research and Practice, 43(3), 217-226.
Chávez-Korell, S., & Vandiver, B. J. (2012). Are CRIS cluster patterns differentially associated with African American enculturation and social distance? The Counseling Psychologist, 40(5), 755-788.
Chávez-Korell, S., Delgado-Romero, E., & Illes, R. (2012). The National Latina/o Psychological Association: Like a phoenix rising. The Counseling Psychologist, 40(5), 675-684. [Major Contribution]
Chávez-Korell, S., & Johnson, L. T. (2010). Informing counselor training and competent counseling services through transgender narratives and the transgender community. Journal of LGBT Issues in Counseling, 4, 202-213.
Field, L. D., Chávez-Korell, S., & Domenech Rodríguez, M. M. (2010). No hay rosas sin espinas: Conceptualizing Latina-Latina supervision from a multicultural developmental supervisory model. Training and Education in Professional Psychology, 4, 47-54.
Townes, D. L., Chávez-Korell, S., & Cunningham, N. J. (2009). (Re)Examining the relationships between racial identity, cultural mistrust, help-seeking attitudes, and preference for a Black counselor. Journal of Counseling Psychology, 56, 330-336.
Chávez-Korell, S., & Lorah, P. (2007). An overview of affirmative psychotherapy and counseling with transgender clients. In K. J. Bieschke, R. M. Perez, & K. A. DeBord (Eds.) Handbook of counseling and psychotherapy with lesbian, gay, bisexual, and transgender clients (2nd ed, pp.271-288). Washington, DC: American Psychological Association.
Chávez-Korell, S., Newell, M., Muro, N., Zwolski, S., Tindall, C., Pierson, H. C., Watjen, J., Salas, S., Ipekci, B., Mascari, L., Navarro, O., Brumm-Larson, J., Truscott, N. L., & Jennings, I. (2017, August). Breaking the relationship between poverty and associated risks: Role of coping and social support. Research poster presented at the 125th Annual Convention of the American Psychological Association, Washington, DC.
Chávez-Korell, S. (2015, August). The original nigrescence model: Is it still useful? Presented symposium with Vandiver, B. J., Worrell, F. C., Chavez-Korell, S., & Cokley, K. O., Does it matter which nigrescence theory to use – Original versus Expanded? Symposium presented at the 123rd Annual Convention of the American Psychological Association, Toronto, Canada.
Davis, A., Chávez-Korell, S., Arndt, L. R., & Grayshield, L. (2013, January). Seventh generation research and mentoring models for American Indian students, researchers, and communities. Symposium presented at the National Multicultural Conference and Summit, Houston, Texas.
Chávez-Korell, S. (2012, October). Improving access and reducing barriers to depression treatment for Latino elders: Un nuevo amanecer (A new dawn). Paper presented at the 5th biennial meeting of The National Latina/o Psychological Association, New Brunswick, New Jersey.
Cerezo, A., Chávez-Korell, S., Malaret, J., Morales, A., & Salcedo, B. (2012, October). Nuevo horizontes: A comprehensive overview of [email protected] needs, concerns, and how to better serve [email protected] Symposium presented at the 5th biennial meeting of The National Latina/o Psychological Association, New Brunswick, New Jersey.
Chávez-Korell, S., Davis, A. R., & Arndt, L. M. (2011, August). Research in partnership with American Indian communities: Promoting social justice through community based participatory research. Symposium presented for Division 17 at the 119th Annual Convention of the American Psychological Association, Washington, DC.
Chávez-Korell, S. (2011, June). Examining the impact of historical loss and trauma on the mental and physical health of Urban American Indians. Research presented at the National Congress of American Indians, Milwaukee, WI.
Chávez-Korell, S., Vandiver, B. J., & Cross, W. E., Jr. (2008, February). Pointing the way to the future of Black racial identity: From understanding the original nigrescence model to expanded nigrescence research using the Cross Racial Identity Scale. Symposium presented at the 25th Annual Winter Roundtable on Cultural Psychology and Education, Teachers College – Columbia University, New York City, NY.
- American Psychological Association
- Division 17, Society of Counseling Psychology
- Section on Ethnic & Racial Diversity
- Division 27, Society for Community Research and Action
- SCRA Committee on Cultural, Ethnic, and Racial Affairs
- Division 32, Society for Humanistic Psychology
- Division 45, Society for the Psychological Study of Culture, Ethnicity, and Race
- Division 17, Society of Counseling Psychology
- National Latina/o Psychological Association, Lifetime Member
- Society of Indian Psychologists, Member
- Describe your research.
I strongly believe that research can be used as a tool for social justice. All of my research is conducted in partnership with community. My research and community partnerships are guided by the principles of community-based participatory research. I love research methodology and have been passionate about using mixed methods to more fully understand what I am studying. An example of research I am currently involved in is a study titled, “Breaking the Relationship between Poverty and Associated Risks: Examining the Influence of Coping and Social Support.” The purpose of this study is to understand the relationship between social support, coping styles, mental health, and poverty-related stress within families. By understanding the supports families use, as well as the ways in which they cope with financial stress, strengths can be identified within these families that foster resilience to developing clinically significant mental health problems in the face of economic stress.
- Please describe your teaching philosophy.
I am committed to training the next generation of psychologists, and I take this responsibility of teaching very seriously. I conceptualize my teaching through a social justice pedagogy, and very much see teaching as an act of social justice, in that I am upholding the integrity of the field and the safety of the public by working to ensure that services rendered by our students are culturally and clinically competent. I teach with an adult learner approach, utilizing active engagement of students and drawing on the expertise and knowledge they bring with them into the classroom. I also utilize experiential teaching, where experiencing is learning and a catalyst for insight and growth. I authentically integrate the practitioner-scholar model into my teaching and strive to mentor students in this perspective from all realms of training (i.e., clinical work, teaching, research, mentorship). I am certain that my passion for the field of psychology comes across in my teaching style, dedication to students, and high expectations regarding academic rigor and professionalism.