Dante Dixson

Dante  Dixson
Assistant Professor - Educational Psychology
339 Education Bldg.

Office Hours:

  • Wednesdays 11am-5pm and by appointment
    • Division: Theoretical/Behavioral Foundations
    • Area: Educational Psychology
(313) 577-1721


BA Psychology-University of California, Berkeley

MA Education-University of California, Berkeley

PhD School Psychology-University of California, Berkeley

Courses Taught:

Educational Psychology

Cognitive Assessment

Social Psychology

The Psychology of Human Happiness


Dante D. Dixson received his Bachelor’s degree (Honors) in psychology, a Master’s degree in education, and a Ph.D. in School and Educational Psychology from the University of California, Berkeley. Currently, he is an Assistant Professor at Wayne State University in the Educational Psychology Department, where he serves as faculty member in the School Psychology program and is certified for the practice of psychology in schools. Previously, Dr. Dixson served as the Managing Editor of Review of Educational Research from 2013 through 2016, an editorial board member for New School Psychology Bulletin from 2015 to 2017, and as an intervention consultant for Detroit Public Schools from 2016 to 2017.

The author or co/author of twelve scholarly pieces and over 20 research presentations, Dr. Dixson is a recipient of the Cota Robles Fellowship (from UC Berkeley) and an African American Success Foundation Research Grant. His areas of expertise include the role of hope in the educational and psychological functioning of children and adolescents, positive psychology, psychosocial precursors of achievement, at-risk youth, the achievement gap, academic talent development/gifted education, and the translation of psychological research findings into school-based practice.

Selected Recent Publications

Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (Accepted). Gifted students. Annual Review of Psychology.
Worrell, F. C., & Dixson, D. D. (in press). Recruiting and retaining underrepresented gifted students. In S. Pfeiffer (Ed.), Handbook of giftedness in children: Psycho-educational theory, research, and best practices (2nd ed.). New York, NY: Springer Publishing Company.
Dixson, D. D., Worrell, F. C., & Mello, Z. (2017). Profiles of hope: How clusters of hope relate to school variables. Learning and Individual Differences59, 55–64. doi:10.1016/j.lindif.2017.08.011
Dixson, D. D. (2017). Hope across achievement: Examining psychometric properties of the Children’s Hope Scale across the range of achievement. SAGE Open7, 1–11. doi:10.1177/2158244017717304
Dixson, D. D., Keltner, D., Worrell, F. C., & Mello, Z. (2017). The magic of hope: Hope mediates the relationship between socioeconomic status and academic achievement. The Journal of Educational Research. Advance online publication. 1–9. doi:10.1080/00220671.2017.1302915
Dixson, D. D., Roberson, C. C. B., & Worrell, F. C. (2017). Psychosocial keys to African American achievement? Examining the relationship between achievement and psychosocial variables in high achieving African Americans. Journal of Advanced Academics28, 120–140. doi:10.1177/1932202X17701734
Dixson, D. D., Worrell, F. C., Olszewski-Kubilius, P., & Subotnik, R. F. (2016). Beyond perceived ability: The contribution of psychosocial factors to academic performance. Annals of the New York Academy of Sciences1377, 67–77. doi:10.1111/nyas.13210
Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory Into Practice55, 153–159. doi:10.1080/00405841.2016.1148989
Dixson, D. D., & Worrell, F. C. (2016). Identity development in gifted children. In M. Neihart, S. Pfeiffer, & T. L. Cross (Eds.), The social and emotional development of gifted children: What do we know (2nd ed.)? Waco, TX: Prufrock Press.
Worrell, F. C., & Dixson, D. D. (2016). Racial/ethnic and gender identity in gifted classrooms. In C. Hudley (Ed.), Adolescent identity and schooling (pp. 92–106). New York, NY: Routledge.
Worrell, F. C., & Educational Research Seminar. (2015). Culture and identity in school psychology research and practice: Fact versus fiction. School Psychology Forum: Research in Practice9, 105–120.
Andretta, J. R., Worrell, F. C., Mello, Z. R., Dixson, D. D., & Baik, S. H. (2013). Demographic group differences in adolescents’ time attitudes. Journal of Adolescence36, 289–301. doi:10.1016/j.adolescence.2012.11.005