Marie Tanaka, Ph.D., NCSP
Pronouns: she/her/ella
Lecturer
Department of Counseling and School Psychology
SDSU
Primary Email: [email protected]
Bio
Marie L. Tanaka (she/her/ella) is a multilingual Japanese-Korean American, cisgender daughter of immigrants. Marie earned her doctorate from the University of Arizona’s school psychology program, where she minored in Social, Cultural, Critical Theory. Marie received her BA in psychology and BA in literary arts at Brown University. She has several years of experience instructing newcomer immigrant middle school students and has taught adolescents abroad as part of a Fulbright scholarship. Marie is a nationally certified school psychologist and licensed psychologist (CA). Her research interests include the examination of (1) how middle school teachers both support and unknowingly undermine racially/ethnically minoritized newcomer immigrant student growth and (2) experiences of Black Indigenous Women of Color graduate students in school psychology doctoral programs. In her free time, she enjoys caring for plants and her dog, learning languages, and playing through acroyoga. She values rest, community, accountability, and genuineness.
Publications
- Tanaka, M. L., & Vega, D. (2024). Beyond asset-based frameworks: Middle school teachers perpetuating raciolinguistic paradigms, School Psychology Review, 1-12. https://doi.org/10.1080/
2372966X.2024.2361625 - D’Costa, S., Grant, S., Kulkarni, T., Crossing, A. E., Zahn, M., & Tanaka, M. L. (2023). A call for QuantCrit methodologies: Unpacking the need for a critical lens in school psychology. School Psychology International, 0(0). https://doi.org/10.1177/
01430343231202753 - Sabnis, S., Beard, K., Tanaka, M. L., Proctor, S. L. (2023). The invisible work of persisting: BIWOC students in school psychology doctoral programs. School Psychology. https://doi.org/10.1037/
spq0000537 - Sabnis, S., Tanaka, M. L., Beard, K., Proctor, S. L. (2023). Women of color and the hidden curriculum of school psychology doctoral programs. Journal of School Psychology. https://doi.org/10.1016/j.jsp.
2023.02.004