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Day, Jack

Assistant Professor

FACULTY

Biography

My research examines school policies and practices (e.g., LGBTQ-focused policies; supportive discipline practices) that support the psychosocial health and well-being of youth, especially those marginalized because of their sexual, gender, and racial/ethnic identities. I joined the department of Human Development and Family Studies at CMU in 2021. I received my master’s and Ph.D. in HDFS from Oregon State University in 2014, and a B.S. in Psychology from UC Santa Cruz. Prior to joining the faculty at CMU in 2020, I was a postdoctoral researcher at the University of Arizona and the University of Texas at Austin, and held a position as an assistant professor at SUNY Oneonta.

I enjoy traveling and exploring new areas, and spending time outdoors hiking, skiing, and kayaking. Most often, I am spending time with my family, and watch a wide range of movies (I have an enduring appreciation of film, as I was once a film major early in my college years).

More about Jack Day

Snapp, S., Day, J. K., & Russell, S. T. (2022). Preventing pushout: The role of supportive versus punitive practices for LGBT youth of color. Journal of Research on Adolescence, (online pre-release), 1–14.

Day, J. K., Fish, J. N., Grossman, A. H., & Russell, S. T. (2020). Gay-Straight Alliances, inclusive policy, and school climate: LGBTQ youths’ experiences of social support and bullying. Journal of Research on Adolescence, 30(S2), 413–420. https://doi.org/10.1111/jora.12487

Day J. K., Ioverno, S., & Russell, S. T. (2019). Safe and supportive schools for LGBT youth: Addressing educational inequalities through inclusive policies and practices. Journal of School Psychology 74(3), 29–43. DOI: 10.1016/j.jsp.2019.05.007

Day J. K., Ioverno, S., & Russell, S. T. (2019) Are SOGI-focused policies associated with less disparity in LGBTQ youths’ school experiences? Journal of School Psychology 

Day, J. K., Fish, J. N., Grossman, A. H., & Russell, S. T. (2019) Gay-Straight Alliances, inclusive policy, and school climate: LGBTQ youths’ experiences of social support and bullying. Journal of Research on Adolescence. 

Day, J. K., Perez-Brumer, A., & Russell, S. T. (2018). Safe schools? Transgender youth’s school experiences and perceptions of school climate. Journal of Youth and Adolescence, 47(8), 1731–1742. doi: 10.1007/s10964-018-0866-x

Day, J. K., & Settersten, R. A. Jr. (2018). Less Trusting and Connected? Social Trust and Social Integration Among Young Adults During the Recession. Advances in Life Course Research, 37, 57–68. https://doi.org/10.1016/j.alcr.2018.07.001

Day, J. K., Fish, J. N., Perez-Brumer, A., Hatzenbuehler, M. L., & Russell, S. T. (2017). Transgender youth substance use disparities: Results from a population-based sample. Journal of Adolescent Health, 61(6), 729–735. doi: 10.1016/j.jadohealth.2017.06.024

Ph.D. in Human Development and Family Science, 2014 Oregon State University;

Masters in Human Development and Family Science, 2014, Oregon State University;

Bachelor of Science in Psychology, 2005, UC Santa Cruz

Socio-cultural factors associated with health and wellbeing of LGBTQ youth; 
LGBTQ-related health disparities; 
School policies; 
School discipline; 
Intersectionality 

Society for Research on Adolescence

Society for Research on Child Development

National Council of Family Relations

Courses Taught

HDF 110 – Oppression: Roots and Impact on Human Development in the U.S.

HDF 308 – Theories of Child and Adolescent Development

HDF 411 – Families in Social, Legal, and Political Contexts

A purpose of human life, no matter who is controlling it, is to love whoever is around to be loved.