Skip to main content

DR. KATE FOGARTY

ASSOCIATE PROFESSOR


3014-D McCarty Hall D

(352) 273-3527| kfogarty@ufl.edu

DR. KATE FOGARTY

ASSOCIATE PROFESSOR


3014-D McCarty Hall D

(352) 273-3527| kfogarty@ufl.edu

BIOGRAPHY


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 FYCS. 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, as a step in the process) 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 Science. 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, Black 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 Promoting Positive Youth Development (FYC 6223), covering PYD and resilience theories in more depth and application than in FYC 6234.


RESEARCH INTERESTS

Kate has two current research areas related to both 1. youth development and 2. family studies. Dr. Fogarty’s youth development research examines the effects of programmatic features as predictors (independent variables, mediators, or moderators) of youth outcomes. Specific positive youth development programmatic features of interest include: youths’ degree of program involvement; program mentor-youth relationship quality; and inclusion of structured and experiential activities such as STEM or sports. Youth outcomes of interest include: life skills (decision-making, leadership, subject matter specific skills, career development); risk behaviors (delinquency and delinquency pathways); and youth connections to family and community. Her current, applied family-based research examines moderating influences on parents’ perceptions of their college student’s capacities for “adulting.” Her research concentrates on

  • Positive Youth Development
  • Youth Programs
  • Mentor-Mentee Relationships
  • Delinquency
  • Life Skills
  • College Student Adjustment/”Adulting”

BIOGRAPHY


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 FYCS. 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, as a step in the process) 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 Science. 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, Black 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 Promoting Positive Youth Development (FYC 6223), covering PYD and resilience theories in more depth and application than in FYC 6234.


RESEARCH INTERESTS

Kate has two current research areas related to both 1. youth development and 2. family studies. Dr. Fogarty’s youth development research examines the effects of programmatic features as predictors (independent variables, mediators, or moderators) of youth outcomes. Specific positive youth development programmatic features of interest include: youths’ degree of program involvement; program mentor-youth relationship quality; and inclusion of structured and experiential activities such as STEM or sports. Youth outcomes of interest include: life skills (decision-making, leadership, subject matter specific skills, career development); risk behaviors (delinquency and delinquency pathways); and youth connections to family and community. Her current, applied family-based research examines moderating influences on parents’ perceptions of their college student’s capacities for “adulting.” Her research concentrates on

  • Positive Youth Development
  • Youth Programs
  • Mentor-Mentee Relationships
  • Delinquency
  • Life Skills
  • College Student Adjustment/”Adulting”