Dr. Merry Leigh Dameron

Dr. Merry Leigh Dameron is an Assistant Professor of Psychology and Human Services at Montreat College, where she began teaching in 2024. Her areas of expertise include social justice in education, multicultural education and competency, and school counseling praxis.

What is your favorite thing about working at Montreat?
The best part of working at Montreat is the opportunity to walk alongside students as they grow in their faith, in their thinking, and in their sense of purpose. Being part of a community that nurtures both intellect and character is truly meaningful to me.

What are your hobbies or interests?
My research interests are social justice in education, cultural competence, and school counseling praxis. Personal interests include photography, traveling, hiking, and spending time with friends and family.

Do you have a favorite restaurant in the area?
Taco Billy

What is your favorite thing to do or see in the area?
I feel incredibly grateful to live and work in Black Mountain and Montreat. My family spends a lot of time outdoors walking, hiking, and playing soccer. We enjoy being together and taking in the beauty of creation.

Degrees

B.A., Gardner-Webb University
M.A. Lenoir-Rhyne University
Ph.D. University of North Carolina, Charlotte

Bibliography

Selected Bibliography

Vazquez, M., Elizondo, J. A., Perry, J., Foxx, S. P., Bolin, T., Saunders, R., & Dameron, M. L. (2024). Es nuestra oportunidad: Latinx students seeking independence while maintaining Familismo. Journal of Latinos and Education, 1-12. https://doi.org/10.1080/15348431.2024.2413529 [Peer-Reviewed]

Camp, A. & Dameron, M. L. (2022). Culturally responsive counseling related to poverty, middle class, and affluence. In L. Summers & L. Nelson (Eds). Counseling with cultural responsiveness, humility, and empathy for diverse people.

Dameron, M. L. (2022). We are the bridge builders: School counselors’ role in connecting stakeholders and promoting a just and positive school discipline climate. In J. Williams, A. Davis, & C. W. Lewis (Eds). Reimagining school discipline for the 21st century student: Engaging students, practitioners, and community members.

Dameron, M. L., Perry, J., Saunders, R., & Foxx, S. P. (2021). The impact of training in action research on school counseling students’ data attitudes and data self-efficacy. Journal of School Counseling, 19(56). http:/www.jsc.montana.edu/articles/v19n56.pdf [Peer-Reviewed]

Merlin-Knoblich, C., Dameron, M. L. (2021). An examination of educator multicultural attitudes before and after a Diversity Dinner Dialogue. The Journal for Multicultural Education, 15(1), 85-96. https://doi.org/10.1108/JME-05-2020-0042 [Peer-Reviewed]

Dameron, M. L., Curtis, R. C. (2020). Hope for the hurting: Strategies for school counselors working with heartbroken students. Journal of School Counseling, 18(4), 1-28. http:/www.jsc.montana.edu/articles/v18n4.pdf [Peer-Reviewed]

Merlin-Knoblich, C., Moore, C., & Dameron, M. L. (2022). Examining the impact of a Diversity Dinner Dialogue led by school counselors on student and faculty multicultural attitudes. The Journal of Multicultural Counseling and Development. https://doi.org/ 10.1002/jmcd.12240 [Peer reviewed]

Parikh-Foxx, S., Grimmett, M., Dameron, M. L. (2020). Examining the use of digital storytelling in a multicultural counseling course. The Journal of Multicultural Counseling and Development, 48(3), 137-148. [Peer-Reviewed]

Dameron, M. L., Camp, A., Friedman, B., Parikh-Foxx, S. (2020). Multicultural education and perceived multicultural competency of school counselors. The Journal of Multicultural Counseling and Development, 48(3), 176-190. [Peer-Reviewed]

Dameron, M. L., Parikh-Foxx, S., Flowers, C. (2019). The impact of race, gender, and socioeconomic status on school counselors’ alternative learning program placement decisions: An experimental study. The Urban Review, 51(5), 699–723. [Peer-Reviewed]

Parikh-Foxx, S., Kennedy, S., Dameron, M. L., Bryant, A. (2019). A phenomenological exploration of diversity in counselor education. Journal of Professional Counseling: Practice, Theory & Research, 46, 17-32. [Peer-Reviewed]

Dameron, M. L. (2016). Person-centered counseling and solution-focused brief therapy: An integrative model for school counselors. Journal of School Counseling, 14(10). http://jsc.montana.edu/articles/v14n10.pdf [Peer-Reviewed]