Program Head, Human Development and Early Childhood Disorders MS
Director, Center for Children and Families
Robinson Family Professor
Trajectories of self-regulation development and relations to school readiness and achievement in low-income ethnic minority children. Parent-child relationships and other important developmental contexts.
Dr. Margaret Owen is a leading researcher in the area of parent-child and caregiver-child relationships and young children’s development in the context of these and other close relationships. Some of her recent research has focused on how the qualities of parent-toddler communication lay a foundation for successful language learning, and she is collaborating with a large team that is translating these findings into interventions to improve low-income children’s language success. In another large collaborative effort, she is studying individual, family, and contextual factors contributing to risk and resilience in the development of school readiness and school achievement in a longitudinal study of low-income, African American and Latina children in Dallas. Dr. Owen previously studied the effects of maternal employment and child care on children’s development, from infancy through adolescence as an investigator on the NICHD Study of Early Child Care and Youth Development. Dr. Owen is the Director of the UT Dallas Center for Children and Families. She is a Fellow of the Association for Psychological Science and a recipient of the Rueben Hill Award from the National Council on Family Relations. Dr. Owen earned her bachelor’s degree from Oberlin College, her master’s degree from the University of Kansas, and her doctoral degree from the University of Michigan.
Articles in Peer-Refereed Journals
Peredo, T., Owen, M. T., Rojas, R., & Caughy, M. O. (2015). Child vocabulary, maternal behavior, and inhibitory control development among Spanish-speaking children. Early Education and Development, 26:5-6, 749-769.
Caughy, M. O., & Owen, M. T. (in press). Cultural socialization and school readiness of African American and Latino preschoolers. Cultural Diversity and Ethnic Minority Psychology, 21(3), 391-399.
Hirsh-Pasek, K. Adamson, L. A., Bakeman, R., Owen, M. T., Golinkoff, R., Pace, A., Yust, P., & Suma, K. (2015). The contribution of early communication quality to low-income children’s language success. Psychological Sciences, 26(7), 1071-1083.
Dyer, N., Owen, M. T., & Caughy, M. O. (2014). Ethnic differences in profiles of mother-child interactions and relations to emerging school readiness in African American and Latin American children. Parenting: Science and Practice, 14(3-4), 175-194.