Mary Hamilton
Research Associate,Sr
2007
FLDCWeb Bio Page
Current Activities
Current Research Activities
Hamilton studies the ecology of youth development in communities, the principles for youth development, and the implications for community planning and program implementation. Her research interests also include youth-adult mentoring relationships, emerging adulthood, work and service experience, and youth voice. Her work includes cross-national research and involvement in policy at the state and national levels, and is primarily concerned with youth in poverty.
Biography
Biographical Statement
Mary Agnes Hamilton is a Senior Research Associate in Human Development at Cornell and Director of the Cornell Youth in Society Program in the Family Life Development Center. Her ethnographic research and program development focus on understanding and enhancing the quality of learning environments in the community, mentoring relationships between non-related adults and youth, youth participation, and the transition to adulthood. She seeks to advance educational opportunities and challenges to enable all youth to gain character and competence. Recent publications with S. F. Hamilton include: The youth development handbook: Coming of age in American communities (2004); Work and Service-Learning, in The handbook of youth mentoring (2005); School, Work, and Emerging Adulthood, in Emerging adults in America: Coming of age in the 21st century (2006); and Community Contexts for Mentoring in Journal of Community Psychology (2006). Her M.A.T. is from Duke, C.A.S. is from Harvard, and Ph.D. is from Cornell. Dr. Hamilton taught for four years in public schools in Montgomery County MD and in Richmond, VA. She has been at Cornell since 1977, becoming a senior research associate in 1990.
Education
CORNELL UNIVERSITY, Ithaca, NY
Ph.D. in Human Service Studies, 1979 to 1983.
Thesis title: Learning through work: The educational quality of three work experience programs. Dissertation Abstracts International,1983, 44, 1766A (University Microfilms No. DA8321845).
HARVARD GRADUATE SCHOOL OF EDUCATION, Cambridge, MA
Certificate of Advanced Study in Learning Environments, 1973 to 1974. Class Marshal.
DUKE UNIVERSITY, Durham, NC
M.A.T. in French literature, minor in education, 1967 to 1968.
MARYMOUNT COLLEGE, Tarrytown, NY
B.A. Major in French, minor in German, 1962 to 1966.
SORBONNE, UNIVERSITY OF PARIS, France
Diplome Superieur, 1964 to 1965.
Courses, Websites, Pubs
Related Websites
www.youthinsociety.human.cornell.edu
www.human.cornell.edu/fldc/
Publications
Hamilton, M.A., & Hamilton, S.F. (in press). A precarious passage: Aging out of the child-only caseload. Applied Developmental Science.
Hamilton, S. F., Hamilton, M. A., Hirsch, B.J., Hughes, J., King, J., & Maton, K. (2006). Community contexts for mentoring. Journal of Community Psychology, 34 (6), 727-746.
Hamilton, S.F., & Hamilton, M.A. (2006). School, work, and emerging adulthood. In J.J. Arnett & J.L. Tanner (Eds.), Emerging adults in America: Coming of age in the 21st century (pp. 257-277). Washington, DC: American Psychological Association.
Hamilton, M. A., & Hamilton, S. F. (2005). Work and service-learning. In D. L. Dubois & M. K. Karcher (Eds.), Handbook of youth mentoring (pp. 348-363). Thousand Oaks, CA: Sage.
Hamilton, M. A., & Hamilton, S. F. (2004). Designing work and service for learning. In S.F. Hamilton & M. A. Hamilton (Eds.), The youth development handbook: Coming of age in American communities (pp. 147-169). Thousand Oaks, CA: Sage.
Hamilton, S. F., & Hamilton, M. A. (2004). Implications for youth development practices. In Hamilton, S. F., & Hamilton, M. A. (Eds.), The youth development handbook: Coming of age in American communities (pp. 351-371). Thousand Oaks, CA: Sage.
Hamilton, S. F., & Hamilton, M. A. (2004). Contexts for mentoring: Adolescent-adult relationships in workplaces and communities. In R. M. Lerner & L. Steinberg (Eds.), Handbook of Adolescent Psychology (pp. 395-428). New York: Wiley.
Hamilton, S. F., Hamilton, M. A., & Pittman, K. (2004). Principles for youth development. In Hamilton, S. F., & Hamilton, M. A. (Eds.), The youth development handbook: Coming of age in American communities (pp. 3-22). Thousand Oaks, CA: Sage.
Hamilton, S. F., & Hamilton, M. A. (Eds.). (2004). The youth development handbook: Coming of age in American communities. Thousand Oaks, CA: Sage.
Hamilton, M. A. (2003). Social influence processes: How mentors foster character and competence. In F. Achtenhagen (Series & Vol. Ed.) & E.G. John (Series Ed.), Milestones of vocational and occupational education and training: Vol. 2. Institutional perspectives of vocational and occupational education and training (pp. 145-153). Bielefeld: W. Bertelsmann Verlag.
Hamilton, S. F., & Hamilton, M. A. (2003). Learning by teaching: How instructing apprentices affects adult workers. In J. Oelkers (Ed.), Futures of education II: Essays from an interdisciplinary symposium, (pp. 251-269). Bern: Peter Lang.
Hamilton, M.A., & Hamilton, S.F. (2002). Why mentoring in the workplace works. In J. Rhodes (Ed.) New directions in youth development (pp. 59-89). San Francisco: Jossey-Bass.
Hamilton, S.F., & Hamilton, M.A. (2000). Research, intervention, and social change: Improving adolescents' career opportunities. In L.J. Crockett & R.K. Silbereisen (Eds.), Negotiating adolescence in times of change: Concepts and research. New York: Cambridge University Press.
Hamilton, S.F., & Hamilton, M.A. (1999, November). Building Strong School-to-Work Systems: Illustrations of key components. Washington, DC: U.S. Government Printing Office.
Hamilton, S.F., & Hamilton, M.A. (1999). Creating new pathways to adulthood by adapting German apprenticeship in the United States. In W.R. Heinz (Ed.), From education to work: Cross-national perspectives. New York: Cambridge University Press.
Hamilton, S.F., & Hamilton, M.A., (1997). When is learning work based? Phi Delta Kappan, 78, 677-681.
Hamilton, M.A., & Hamilton, S.F., (1997). Learning Well at Work: Choices for Quality. Washington, DC: U.S. Government Printing Office.
Hamilton, M.A., & Hamilton, S.F. (1997). When