Miranda, A., Radliff, K., Graves, S., &  Worrell, F. (2014). Culture Counts:  Preparing school psychologists for working with diverse populations. Psychology in the Schools, 51, 329-331.

Graves, S., Proctor, S., & Aston, C. (2014). Professional roles and practices of urban school  psychologists. Psychology in the Schools, 51, 384-394.

Graves, S., & Serpell, Z. (2013). Racial Differences in Medication Use in a National Sample of Children with ADHD Enrolled in Special Education. School Mental Health, 5, 175-182.

Smith, L., Blake, J., & Graves, S. (2013). School psychology programs effort to recruit culturally diverse students. Trainers Forum, 32 (1), 4-23. 

Brown-Wright, L., Tyler, K., Graves, S., Thomas, D., Stevens-Watkins, D., & Mulder, S.  (2013). Examining the Associations among Home-School Dissonance, Motivation, and Classroom Disruptive Behavior for Urban High School Students. Education and Urban Society, 45, 142-162.

Graves, S. & Brown-Wright, L. (2013). A qualitative study of Ethnically Diverse School Psychology Faculty Experiences in the Professoriate: Implications for Increasing Diversity in Higher Education. Trainers Forum, 31(2), 29-46.

Graves, S., Blake, J., Kim, E. (2012). Differences in parent and teacher ratings of Preschool Problem Behavior in a National Sample: The significance of gender and SES. Journal of Early Intervention, 34, 151-165.

Proctor, S. L., Graves, S. L., & Esch, R. C.  (2012). Assessing African American students for specific learning disabilities: The promises and perils of Response to Intervention. The Journal of Negro Education, 81, 268-282.

Graves, S. (2011). School and Child level predictors of academic success for African American children in 3rd grade: Implications for No Child Left Behind. Race, Ethnicity, and Education, 14, 675-697.

Graves, S., & Mitchell, A. (2011). Is the Moratorium Over? African American PsychologyProfessionals’ Views on Intelligence Testing in Response to Changes to Federal Policy. Journal of Black Psychology. 37, 407-425.

Graves, S. & Howes, C. (2011). Ethnic Differences in Behavioral Problems in Preschool: The impact of Teacher Child Relationships, Ethnic Match, and Classroom Quality. School Psychology Quarterly, 26, 202- 214.

Stevens-Watkins, D., & Graves, S. (2011). Differences between African American males who are and are not involved in the Criminal Justice System: Evidence from a National Sample. Ethnicity in Criminal Justice, 9, 136-151.

Graves, S., & Wright, L. (2011). Parent Involvement at School Entry: A National Examination of group differences and Achievement. SchoolPsychology International, 32, 35-48

Harris, T. & Graves, S. (2010). The influence of cultural capital transmission on reading achievement in African American fifth grade boys. Journal of NegroEducation, 79, 447-457. 

Graves, S. (2010). Are we neglecting African American males: Parental involvement differences between African American males and females during elementary school? Journalof African  American Studies, 14,263-276.

Graves, S. & Wright, L. (2009). HBCU students’ and faculties’ views of School Psychology: Implications for increasing diversity in higher education. Psychology in theSchools, 46, 616-626.

Graves, S. & Frohwerk, A. (2009). Multilevel Modeling and School Psychology: A review and practical example. School Psychology Quarterly, 24, 84-94.

Graves, S. (2009). Albert Sidney Beckham: The first African American school psychologist. SchoolPsychology International, 30,5-23.

Sullivan, A. L., A’Vant, E., Baker, J., Chandler, D., Graves, S., et al. (2009, October). Confronting inequity in special education: Promising practices for addressing disproportionality. NASP Communiqué, 38(2), 1.

Sullivan, A. L., A’Vant, E., Baker, J., Chandler, D., Graves, S., et al. (2009, September). Confronting inequity in special education: Understanding the problem of disproportionality: Part I. NASP Communiqué, 38(1), 1, 16.

Graves, S., & Wright, L. (2007). Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology. Psychologyin the Schools, 44, 865-872.