Cathi Propper, PhD

Associate Professor

The University of North Carolina at Chapel Hill
School of Nursing
Campus Box #7460
Chapel Hill, North Carolina 27599

Cathi Propper, PhD, is an Associate Professor in the School of Nursing at the University of North Carolina at Chapel Hill, as well as a faculty fellow at the Frank Porter Graham Child Development Institute and affiliated faculty in the Department of Psychology and Neuroscience. Dr. Propper received her PhD in Developmental Psychology from Duke University in 2006. As a Developmental Scientist, her research investigates child behavioral, emotional, and cognitive outcomes as the result of associations across levels (behavioral, physiological, genetic, environmental) and over time, from the prenatal period to early childhood, with a focus on the early social determinants of health.

She is the principal investigator of multiple NIH-funded grants investigating interactions between parenting behaviors, infant physiological function (e.g., heart rate variability) and other salient prenatal and postnatal experiences as predictors of infant self-regulation, brain development, executive functioning and social-emotional outcomes across the first years of life. The Brain and Early Experiences or BEE Study (R01HD091148) examines associations between living in poverty and brain development in children through age 3, with a focus on early experiences (i.e., infant sleep, parent-child relationships, language exposure) that may improve trajectories of cognitive development and executive functioning. Additional investigations of this sample include a focus on associations between the gut microbiome (R01HD111642) and anxiety, as well as the effects of screen time on brain development (R21HD112773). In addition, her most recent NIH-funded project (R01 HD111642), the Learning and Experiences for All in Preschools (LEAPS) study aims to understand the way in which early childhood physiological and behavioral processes interact with teachers and peers in the preschool classroom to influence current and later success in school, particularly for children at risk.