- Monday, Tuesday, Wednesday, Thursday, 1-2PM
- PY3120 Research Methods II: Basic Statistics for Psychologists
- PY3215 Foundations of Child Development
- 2017 Ph.D. Developmental Psychology - The CUNY Graduate Center, New York, NY
- 2013 M.Phil Developmental Psychology - The CUNY Graduate Center, New York, NY
- 2007 BA. &. M.A. 5-year Combined Degree Program Faculty of Philosophy - University of Belgrade, Belgrade, Serbia
Dr. Jović’s research concerns socio-cognitive development among children and youth in challenging contexts, including poverty, migration, cultural diversity, and integration. Dr. Jović studies the effects inequality has on development from the perspective of human potential and resilience, rather than a deficit-oriented perspective. Through acknowledging the detrimental effects of the socioeconomic (and political) challenges that many adolescents—especially the underrepresented—experience, Dr. Jović’s work emphasizes the socio-cognitive advantages that young people growing up in adversity acquire. Grounded in sociocultural psychology, which asserts that being a person is fundamentally a social transaction, Dr. Jović’s research recognizes that human nature is not fixed, but rather arises out of changing social conditions that it, in turn, produces. Moving away from individualistic and decontextualized notions of human development, Dr. Jović’s work situates psychological processes as relational and socioculturally embedded. Dr. Jović employ narrative and discourse as research tools for studying the relationship between sociocultural context and individuals.
Select publications & presentations:
 Jović, S. (2018). “We know how it feels on both sides”: Adolescents from contrasting socioeconomic backgrounds narrate injustice. American Educational Research Association (AERA)
 Jović, S. (2015). Who you are is where you are: Urban youth’s context-dependent experiences of the important life aspects. In B. Selau & R. Fonseca (Eds.), Cultural-historical approach: Educational research in different contexts (pp. 161–191). Porto Alegre, Brazil: EDIPUCRS.
 Jović, S. (2014). Evaluative devices as a narrative tool for enacting relational complexity: A window into implicit meaning in adolescents’ narratives. Narrative Inquiry, 24(1), 113–131.
 Brooks, P., Dow, E., Jović, S., Kreniske, P., Panjwani, A., Sawyer, J., Schwartz, A., Shane-Simpson, C., Yannaco, F. & P. Yuksel-Sokmen, O. (2014). Useful books and websites for developing pedagogy. In B. Beins, & W. Buskist, (Eds.). Preparing the new professoriate: Helping graduate students become competent teachers (2nd ed., pp. 258–275). Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/page-1862898
 Shane-Simpson, C., Jović, S., Obeid, R., Fiani, T. & Brooks, P. (2014). History of the Graduate Student Teaching Association (GSTA). In B. Beins, & W. Buskist, (Eds.). Preparing the new professoriate: Helping graduate students become competent teachers (2nd ed., pp. 27–35). Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/page-1862898
 Jović, S. (2013) Urban youth’s context-dependent experiences of the most salient aspects of their lives. American Educational Research Association (AERA).
 Žeželj, I., Jović, S., Mihajlović, B., Savić, S., Tadić, M., & Vučetić, A. (2006). Experimental test of efficiency of different strategies used to build resistance to persuasion conditional on category of medium that transmits the message. Psihologija (Psychology), 39(2), 147-167.
 Chancellor, J. & Jović, S. (2015). 2nd edition, Writing Across the Curriculum: A Resource Book for Faculty (Social Science Edition), Prepared for Bronx Community College, CUNY (https://bcc-cuny.digication.com/writing_across_the_curriculum_at_bronx_c...)
 Chancellor, J. & Jović, S. (2015). 2nd edition, Writing Across the Curriculum: A Resource Book for Faculty (Humanities Edition), Prepared for Bronx Community College, CUNY (https://bcc-cuny.digication.com/writing_across_the_curriculum_at_bronx_c...