Joan Newman

Sibling and family relationships, cross-cultural differences in parenting, and topics in adolescence

The World Within Reach
Joan Newman, Ph.D.
Associate Professor

School of Education
Department: Educational and Counseling Psychology

Division of Educational Psychology and Methodology
ED 236



Dr. Newman was a teacher and school psychologist in Australia before moving to the United States. Prior to joining the faculty, Dr. Newman trained school psychology students doing their practicum at the Child Research and Study Center. She is a licensed psychologist who has provided extensive consultation to schools and families. She teaches courses in developmental psychology and college teaching. Her research and publications include sibling and family relationships, cross-cultural differences in parenting, and topics in adolescence. For 11 years she was co-investigator of a grant from NIEHS to study the impact of environmental toxicants on the cognitive and psycho-social development of Mohawk adolescents and young adults. Dr. Newman is currently director of the Educational Psychology and Methodology division.


B.A. (Hons), M.A., Dip Ed, University of Melbourne, Australia

Ph.D. (Social Psychology) University at Albany


Newman, J., Behforooz, B., Khuzwayo, A.G., Gallo, M.,V., Schell, L. M. and the Akwesasne Task Force on the Environment. (2014). PCBs and ADHD in Mohawk adolescents. Neurotoxicology and Teratology, 42, 25-34.

Newman, J., Gozu, H., Guan, S., Lee, J-E., Li, X. and Sasaki, Y. (in press). Relationship between maternal parenting styles, academic achievement and self-esteem in China, Turkey and USA. Journal of Comparative Family Studies.

Li, X., Li, D., and Newman, J. (2013). Parental behavioral and psychological control and problematic Internet use among Chinese adolescents: The mediating role of self control. Cyberpsychology, Behavior, and Social Networking, 16(6), 442-447.

Bidjerano, T., and Newman, J. (2010).Autonomy in after-school activity choice among preadolescents from Taiwan and the United States. Journal of Early Adolescence, 30 (5), 733-764