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P. Lindsay Chase-Lansdale

Professor Emerita of Human Development and Social Policy

PhD, Developmental Psychology, University of Michigan, 1981

P. Lindsay Chase-Lansdale is an expert on the interface between research and social policy for children and families and the first developmental psychologist to be tenured in a U.S. public policy school. She was a Congressional Science Fellow of the American Association for the Advancement of Science (AAAS)/Society for Research in Child Development (SRCD). She also was the founding director of Cells to Society (C2S): The Center on Social Disparities and Health at IPR for seven years.

From 2013-20, Chase-Lansdale was Northwestern's Associate Provost for Faculty and then Vice Provost for Academics. In 2020, the Provost established the P. Lindsay Chase-Lansdale Undergraduate Summer Research Grant in Social Policy for Children and Families, awarded annually to a student in honor of Chase-Lansdale’s service to the University.

She specializes in multidisciplinary research on social issues and how they affect families and the development of children, youth, and parents. Much of her work addresses family and program strengths that lead to positive social and educational outcomes for families facing economic hardship. Specific topics include two-generation education interventions for parents and children, early childhood education, college promise programs, workforce training, family well-being, parent-child relationships, mothers' employment, and immigration. 

Chase-Lansdale co-directs the Northwestern Two-Generation Research Initiative (NU2Gen). This research program addresses the influence of two-generation education interventions on the psychological health, educational attainment, economic well-being, and healthy functioning of families, children, youth, and adults.

She is an elected member of the National Academy of Education and a fellow in the American Psychological Association and the Association for Psychological Science. She is the recipient of the Society for Research on Adolescence (SRA) Social Policy Award as well as the Society for Research in Child Development (SRCD) Award for Distinguished Contributions to Public Policy for Children. In addition, she was awarded a grant from the Foundation for Child Development to mentor scholars of color at all levels.

Chase-Lansdale recently completed her six-year term as an elected member of the Harvard University Board, also serving as Vice Chair. She is a member of inaugural cohort (2012) of the Aspen Institute’s Ascend Leadership Fellowship, designed to bring innovative leaders together to promote a two-generation approach in policy, practice, and research. She served on the board of the Foundation for Child Development for over 25 years, and she chaired the board from 2002-11. She also served on the National Advisory Committee of the Robert Wood Johnson Foundation Health & Society Scholars Program, chaired the Visiting Committee of the Harvard Graduate School of Education as well as the NIH Study Section on Social Sciences and Population Studies.

Chase-Lansdale received her BA from Harvard University in 1974 and her PhD in developmental psychology from the University of Michigan in 1981. She completed the Advanced Management Program at Northwestern University’s Kellogg School of Management in 2016.

Current Research

Two-Generation Human Capital Interventions. In 2008, Chase Lansdale launched a research project on CareerAdvance®, a model, two-generation education intervention, developed and run by the antipoverty agency CAP Tulsa (Community Action Project of Tulsa County, OK). CareerAdvance® combines education and workforce training for young, low-income parents, with high-quality, early childhood education programs for children. The original research project has evolved into three longitudinal studies that continue into present day.

Together with IPR research associate professor Teresa Eckrich Sommer and IPR developmental psychologist Terri Sabol, Chase-Lansdale evaluates the influence of CareerAdvance® on the psychological health, educational attainment, and economic well-being of families and children. CareerAdvance® provides not only educational programs for both parents and children, but also a number of key supportive components—career coaches, financial incentives, and peer group meetings—to prepare parents for careers in the healthcare sector.

Chase-Lansdale collaborates with Jeanne Brooks-Gunn of Columbia University, Christopher King of the University of Texas at Austin, Amanda Morris of Oklahoma State University, Hiro Yoshikawa of New York University, and CAP Tulsa to continuously expand and study this model, two-generation intervention.  

In addition to her work with CAP Tulsa, Chase-Lansdale collaborates with Sommer and Sabol on the program design and research of Utec, Inc., a nonprofit serving formerly incarcerated fathers and their young children (Lowell, MA). 

Funding for Chase-Lansdale’s research has come from the Administration for Children and Families, U.S. Department of Health and Human Services; Ascend at the Aspen Institute, the Bill and Melinda Gates Foundation; the Foundation for Child Development; the Robert Wood Johnson Foundation, and the W.K. Kellogg Foundation.

Selected Publications

Books 

Smuts, A.B., Smuts, R.W., Smuts, R.M., Smuts, B.B., & Chase-Lansdale, P. L. 2006. Science in the Service of Children: 1893-1935. New Haven: Yale University Press.

Chase-Lansdale, P.L., K. Kiernan, and R. Friedman. 2004. Human Development Across Lives and Generations: The Potential for Change. New York: Cambridge University Press.

Duncan, G., and P. L. Chase-Lansdale. 2001. For Better and for Worse: Welfare Reform and the Well-Being of Children and Families. New York: Russell Sage Foundation.

Chase-Lansdale, P. L., and J. Brooks-Gunn, eds. 1995. Escape from Poverty: What Makes a Difference for Children? New York: Cambridge University Press.

Articles, Chapters, and Policy Briefs

Sommer, T. E., W. Schneider, E. Chor, T. Sabol, P. L. Chase-Lansdale, J. Brooks-Gunn, … and C. King. 2020. A two-generation education intervention and children’s attendance in Head Start. Child Development 91(6): 1916–933.

Sabol, T., E. Chor, T. E. Sommer, P. L. Chase-Lansdale, A. Morris, J. Brooks-GunnH. Yoshikawa, C. King, and S. Guminski. 2019. The effects of a two-generation education intervention on young children’s outcomes in Head Start. Policy brief, Northwestern University.

Chase-Lansdale, P. L., T. Sabol, T. E. Sommer, E. Chor, A. Cooperman, J. Brooks-Gunn, H. Yoshikawa, and A. Morris. 2019. Effects of a two-generation human capital program on low-income parents’ education, employment and psychological well-being. The Journal of Family Psychology. doi:10.1002/pam.21799

Sommer, T. E., C. Gomez, H. Yoshikawa, T. Sabol, E. Chor, A. Sanchez, P. L. Chase-Lansdale, and J. Brooks-Gunn. 2018. Head Start, two-generation ESL services, and parent engagement. Early Childhood Research Quarterly. doi: 10.1016/j.ecresq.2018.03.008

Sommer, T. E., T. Sabol, E. Chor, W. Schneider, P. L. Chase-Lansdale, J. Brooks-Gunn, M. Small, C. King, and H. Yoshikawa. 2018. A two-generation human capital approach to anti-poverty policy. The Russell Sage Foundation Journal of the Social Sciences 4(3): 118–43. doi: 10.7758/RSF.2018.4.3.07.

Sommer, T. E., T. Sabol, P.L. Chase-Lansdale, M. Small, H. Wilde, S. Brown, and Z. Huang. 2017. Promoting parents’ social capital to increase children’s attendance in Head Start: Evidence from an experimental intervention. Journal of Research on Educational Effectiveness 10(4): 732–66. doi:10.1080/19345747.2016.1258099

Gardner, M., J. Brooks-Gunn, and P. L. Chase-Lansdale. 2017. The two-generation approach to building human capital: Past, present and future. In Handbook of Early Childhood Development Programs, Practices, and Policies: Theory-Based and Empirically-Supported Strategies for Promoting Young Children’s Growth in the United States, ed. E. Votruba-Drzal and E. Dearing. Hoboken, NJ: John Wiley & Sons, Inc.

Dunifon, R., K. Kopko, P. L. Chase-Lansdale, and L. Wakschlag. 2016. Multigenerational relationships in families with custodial grandparents. In Grandparenting in the U.S., ed. M.H. Meyer and Y. Adbul-Malak,133–59. New York: Baywood Publishing. 

Garfield, C., G. Duncan, S. Peters, J. Rutsohn, T. McDade, E. Adam, R. Coley, and P. L. Chase-Lansdale. 2016. Adolescent reproductive knowledge, attitudes, and beliefs and future fatherhood. Journal of Adolescent Health, 30: 1–7. doi:10.1016/j.jadohealth.2015.12.010

McKinney, C., J. Hahn-Holbrook, P. L. Chase-Lansdale, S. Ramey, J. Krohn, M. Reed-Vance, T. N. K. Raju, and M. Shalowitz. 2016. Racial and ethnic difference in breastfeeding. Pediatrics 138(2): 1–11. doi10.1542/peds.2015-2388

Sommer, T. E., T. Sabol, P. L. Chase-Lansdale, and J. Brooks-Gunn. 2016. Two-generation education programs for parents and children. In The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation, ed. S. Jones and N. Lesaux, 135–58. Boston, MA: Harvard Education Press. 

Sabol, T., P. L. Chase-Lansdale, and J. Brooks-Gunn. 2015. Advancing the science of child development: Do we need a new household survey? Journal of Economic and Social Measurement 40: 221–55.