Dr. Fogarty's contact information:
Dr. Kate Fogarty
Kate Fogarty’s specialty area is in youth development with a 45% Extension / 4-H Youth Development, a 40% teaching and 15% research appointment in the Department of Family, Youth, and Community Sciences. Her experience in Extension includes stage-appropriate youth development programming and research and evaluation of youth programs. Special interest areas of research and practice include preventing youth problematic behavior and evaluating features of youth programs that produce positive outcomes. Specifically, she is interested in features of mentoring (such as adult mentor with youth mentee relationship quality) that influence positive youth outcomes or indicators of thriving (avoidance of risk and improved school performance and career development). Another area of her research has examined how the mentoring and managing roles of 4-H adult volunteers working with youth mediates (explains) how youth experience in the 4-H youth development program translates into youth life skill development.
Kate completed both her M.S. and Ph.D. research at the University of Georgia in the Department of Human Development and Family Sciences. Her thesis research entitled, A personal perspective on adolescent risk behavior: Validation of a developmental measure of personal meaning, examined how personal meaning of risk behavior bridges the “knowledge-action gap” to explain why at-risk, minority, inner city youth engage in risky behavior, even when they seem to understand the dangerous consequences.
Her dissertation research entitled, Long-term effectiveness of early intervention: Testing a mediator model of adolescent risk, was conducted using data from the Woodlawn Epidemiological Mental Health Longitudinal Study, consisting of a cohort of low-income, minority youth followed from their first grade years to young adulthood (age 32). Although minimal first grade intervention effects were found on young adult outcomes (employment and educational attainment), risk behavior and family emotional climate in adolescence appeared to explain the effect of elementary school intelligence and classroom behavior on employment and educational attainment in adulthood.
In her teaching role at both the undergraduate and graduate levels, Kate enjoys teaching about Contemporary Youth Problems (FYC 4212), Theoretical Approaches to Youth Development (FYC 6234), covering a variety of theories of youth development, and Positive Youth Development and Resilience (FYC 6224), covering PYD and resilience theories in more depth and application than in FYC 6234.