Publications
My work has been published in journals such as Journal of Youth and Adolescence, Human Development, and Identity. The abstracts and links to some of the articles are listed below. You can also find me on ResearchGate.
Investigating white ethnic-racial identity development within the U.S. context:
Abstract: Intervening in White youths’ ethnic-racial identity (ERI) development during adolescence can support the development of positive anti-racist ideologies and behaviors that challenge privilege and oppression, increase awareness of and reduce implicit bias, and embrace positive intergroup contact attitudes; yet, little is known within developmental science regarding how White adolescents develop their ERI within the United States' sociohistorical context. Thus, this paper reviews the current literature on White ERI development and applies the Integrative Model (Garcia Coll et al., 1996), through its keen attention to how structures of power, privilege, and oppression have a direct impact on various environments and experiences for young people, to White youths’ ERI development. The social stratification of whiteness, school ethnic-racial socialization, color-evasive and anti-racist adapting cultural systems, and ethnic-racial socialization in White families are explored as mechanisms that impact White adolescents’ ERI development within a macrosystem characterized by white supremacy.
Abstract: Given persisting systemic inequities, rising white nationalism, and an increasingly diverse ethnic-racial population, there is a need for empirical research on how White youth develop anti-racist competencies during adolescence. Indicators of adolescents’ ethnic-racial identity (ERI), such as ERI negative affect and centrality may play an important role in this process and are important to examine specifically for White youth because they involve feelings and beliefs about membership in a group socially perceived to be dominant. In fact, ERI negative affect and centrality may operate as unique mechanisms through which White youth develop attitudes about interacting with different ethnic-racial groups. Accordingly, the current study used a prospective longitudinal design to test whether White youth’s (N = 1243; Mage = 16.09, SD = 1.20; 47% female, 53% male) ERI negative affect and centrality predicted their ethnic-racial intergroup contact attitudes across a school year. Multivariate path analysis indicated that higher centrality at the beginning of the school year predicted greater avoidance attitudes later in the school year, adjusting for earlier avoidance attitudes. The interaction between ERI negative affect and centrality was marginally significant in predicting later avoidance and approach attitudes. The findings suggest that ERI may function as a mechanism through which White youth develop intergroup contact attitudes.
Examining process and factors within school settings that support ethnic-racial identity and anti-racism development:
Abstract: In the last two decades within the United States (U.S.), discussing race, ethnicity, and identity with students in the classroom has grown in popularity but has also been met with significant backlash. As teachers navigate the calls for and against such work, they also weigh their own trepidations about these conversations. Professional development seeking to effectively prepare teachers for these conversations must take these concerns into account. The current study explored teachers’ perceptions of the challenges related to engaging in conversations and activities related to race, ethnicity, and identity with their students in the classroom. The sample included 20 U.S. high school teachers (14 White, 2 Asian American, 1 Black, 1 Black-Latinx, 2 Latinx; 80% female; teaching experience ranged from 1-27 years) recruited from three public schools in a large metropolitan area in the Northeast U.S. Data were gathered from face-to-face individual interviews. Findings from thematic analysis and consensual qualitative coding and analysis identified seven domains, 11 sub-domains, and 51 categories characterizing teachers’ perceived challenges. Findings provide insights for how to support teachers’ development of the capacities, mindsets, behaviors, and skills necessary for leading conversations about race, ethnicity, and identity with students.