Juliana E Karras
Datos Biográficos
| ID | 4642367 |
|---|---|
| NOMBRE | Juliana E Karras |
| NOMBRES | Juliana E |
| APELLIDO | Karras |
| FIRMA | KARRAS J E |
| AFILIACIONES | San Francisco State University |
| ORCID | 0000-0002-2482-4050 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 20 |
| OBRAS COMO AUTOR | 12 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Developmental Shifts in Latinx Immigrant‐Origin Adolescents' Activity Spaces, Sense of Belonging, and Ethnic‐Racial Identity
Latinx immigrant‐origin (IO) youth in the U.S. are developing their ethnic‐racial identity (ERI) and sense of belonging while also contending with the sociopolitical climate shaped by racism and xenophobia, which have been shown to influence their neighborhood context. This qualitative study examined semi‐structured interviews with 29 Latinx immigrant‐origin (IO) youth ( M age = 18.65) to understand how neighborhood context relates to their sense…
Critical reflection in the online context
Social media facilitates sociopolitical development; however, xenophobic sociopolitical climates engender acculturative stressors for immigrant‐origin (IO) youth's online experiences. Through interviews with N = 90 IO youth ( M age = 16.41; 74.44% female‐identifying; 33.33% Asian, 26.67% Latinx, 25.56% Black, 8.89% multi‐racial, 3.33% white, 2.22% Middle Eastern), we qualitatively identified two meta‐themes regarding youth's critical reflection c…
Using an Iterative Approach to Systematically Observe Culturally Responsive Practices Across Classrooms
Though culturally responsive practices (CRP) are widely lauded as important for educational practice, the field to date does not have a systematic video-based strategy to observe CRP across classrooms. Through a qualitative review of 68 classroom videos from the Measures of Effective Teaching dataset, we examined the presence, absence, and antithesis of CRP. Strikingly, our analyses revealed that CRP were largely absent from the observations. Bui…
Combatting risk with resilience
INTRODUCTION: Black immigrant-origin (I-O) youth's well-being is at risk as the systemic mistreatment of Black people within the United States can be intensified by migration-related experiences (e.g., isolationism, xenophobia). These experiences were heightened by the sociopolitical events of 2020 that increased the salience of racism and xenophobia. The current study centered how Black I-O youth's negotiation of their bicultural socialization e…
Taking a “Whole” Classroom Perspective
Inspired by a “whole child” framing, the current study takes a “whole classroom” perspective to consider classroom practice. Study aims included: (1) presenting a systematic video-based observational coding strategy to concurrently consider practice domains that have implications for learning—cognitive instruction, classroom management, and teacher–student relational interactions; (2) identifying distinct and interrelated classroom typologies bas…
Looking within
Over the past century, Black American scholars have designed, applied, and promoted conceptual frameworks and research models that propose nuanced understandings of psychological development. This article highlights examples of their contributions to understanding the differential impact of diverse contextual and situational factors. Through examinations of the psychological effects of Blackness on the development of cognition, competence, identi…
Examining the Sociopolitical Development of Immigrant‐Origin Youth During a Season of Social Unrest
The sociopolitical context for immigrant-origin (I-O) youth's civic development in the U.S. has dramatically shifted in the years following the 2016 election (e.g., heightened xenophobia). I-O children comprise 26% of young people in the U.S. and include those born outside the U.S. (first generation) and those with at least one parent born outside the U.S. (second generation). Using a qualitative approach, this study examined how I-O youth (N = 6…
Everyone collaborated and came together”
Collaborative research can support I-O youths' civic development, though, the resistances encountered and engendered illuminate possible challenges to ensure its benefits. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Confronting whiteness
Beginning with a historical overview of the construction of whiteness, we identify gaps in extant scholarship and provide conceptual, contextual, and methodological considerations for confronting whiteness by advancing critical white ethnic‐racial socialization (ERS) research. First, we consider the mutually influential developmental processes of ERS experiences and the iterative nature of ethnic‐racial identity (ERI) formation among white childr…
Trajectories of civic socialization in context
Little is known about how developmental experiences spanning early childhood through adolescence prepare children and youth to engage with society, and even less so for ethnically diverse Black children and youth. Building from work linking positive youth development (PYD) to civic engagement, this study examined how socialization trajectories from early childhood through adolescence in concert with early childhood experiences and contexts relate…
Does Situation Matter in Conceptions of Children’s Nurturance and Self-determination Rights
Recent work regarding children’s rights has advocated for research in non-Western settings and with participants who are ethnic/racial minorities. We addressed these issues through secondary analysis of interviews with 63 mixed-race South African children (9-, 11-, and 13-year olds) and their mothers. Participants’ responses to hypothetical vignettes depicting children’s nurturance and self-determination rights scenarios were coded using social c…
Sample Retention in an Urban Context
Secondary data analysis was employed to scrutinize factors affecting sample retention in a randomized evaluation of an early childhood intervention. Retention was measured by whether data were collected at 3 points over 2 years. The participants were diverse, immigrant, and U.S.-born families of color from urban, low-income communities. We examined how the initial recruitment and enrollment process, and sample demographics related to retention. E…
Confronting whiteness
Beginning with a historical overview of the construction of whiteness, we identify gaps in extant scholarship and provide conceptual, contextual, and methodological considerations for confronting whiteness by advancing critical white ethnic‐racial socialization (ERS) research. First, we consider the mutually influential developmental processes of ERS experiences and the iterative nature of ethnic‐racial identity (ERI) formation among white childr…
Examining the Sociopolitical Development of Immigrant‐Origin Youth During a Season of Social Unrest
The sociopolitical context for immigrant-origin (I-O) youth's civic development in the U.S. has dramatically shifted in the years following the 2016 election (e.g., heightened xenophobia). I-O children comprise 26% of young people in the U.S. and include those born outside the U.S. (first generation) and those with at least one parent born outside the U.S. (second generation). Using a qualitative approach, this study examined how I-O youth (N = 6…
Everyone collaborated and came together”
Collaborative research can support I-O youths' civic development, though, the resistances encountered and engendered illuminate possible challenges to ensure its benefits. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Trajectories of civic socialization in context
Little is known about how developmental experiences spanning early childhood through adolescence prepare children and youth to engage with society, and even less so for ethnically diverse Black children and youth. Building from work linking positive youth development (PYD) to civic engagement, this study examined how socialization trajectories from early childhood through adolescence in concert with early childhood experiences and contexts relate…
Sample Retention in an Urban Context
Secondary data analysis was employed to scrutinize factors affecting sample retention in a randomized evaluation of an early childhood intervention. Retention was measured by whether data were collected at 3 points over 2 years. The participants were diverse, immigrant, and U.S.-born families of color from urban, low-income communities. We examined how the initial recruitment and enrollment process, and sample demographics related to retention. E…
Does Situation Matter in Conceptions of Children’s Nurturance and Self-determination Rights
Recent work regarding children’s rights has advocated for research in non-Western settings and with participants who are ethnic/racial minorities. We addressed these issues through secondary analysis of interviews with 63 mixed-race South African children (9-, 11-, and 13-year olds) and their mothers. Participants’ responses to hypothetical vignettes depicting children’s nurturance and self-determination rights scenarios were coded using social c…
Trajectories of civic socialization in context
Little is known about how developmental experiences spanning early childhood through adolescence prepare children and youth to engage with society, and even less so for ethnically diverse Black children and youth. Building from work linking positive youth development (PYD) to civic engagement, this study examined how socialization trajectories from early childhood through adolescence in concert with early childhood experiences and contexts relate…
Everyone collaborated and came together”
Collaborative research can support I-O youths' civic development, though, the resistances encountered and engendered illuminate possible challenges to ensure its benefits. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Confronting whiteness
Beginning with a historical overview of the construction of whiteness, we identify gaps in extant scholarship and provide conceptual, contextual, and methodological considerations for confronting whiteness by advancing critical white ethnic‐racial socialization (ERS) research. First, we consider the mutually influential developmental processes of ERS experiences and the iterative nature of ethnic‐racial identity (ERI) formation among white childr…
Examining the Sociopolitical Development of Immigrant‐Origin Youth During a Season of Social Unrest
The sociopolitical context for immigrant-origin (I-O) youth's civic development in the U.S. has dramatically shifted in the years following the 2016 election (e.g., heightened xenophobia). I-O children comprise 26% of young people in the U.S. and include those born outside the U.S. (first generation) and those with at least one parent born outside the U.S. (second generation). Using a qualitative approach, this study examined how I-O youth (N = 6…
Looking within
Over the past century, Black American scholars have designed, applied, and promoted conceptual frameworks and research models that propose nuanced understandings of psychological development. This article highlights examples of their contributions to understanding the differential impact of diverse contextual and situational factors. Through examinations of the psychological effects of Blackness on the development of cognition, competence, identi…
Combatting risk with resilience
INTRODUCTION: Black immigrant-origin (I-O) youth's well-being is at risk as the systemic mistreatment of Black people within the United States can be intensified by migration-related experiences (e.g., isolationism, xenophobia). These experiences were heightened by the sociopolitical events of 2020 that increased the salience of racism and xenophobia. The current study centered how Black I-O youth's negotiation of their bicultural socialization e…
Taking a “Whole” Classroom Perspective
Inspired by a “whole child” framing, the current study takes a “whole classroom” perspective to consider classroom practice. Study aims included: (1) presenting a systematic video-based observational coding strategy to concurrently consider practice domains that have implications for learning—cognitive instruction, classroom management, and teacher–student relational interactions; (2) identifying distinct and interrelated classroom typologies bas…
Using an Iterative Approach to Systematically Observe Culturally Responsive Practices Across Classrooms
Though culturally responsive practices (CRP) are widely lauded as important for educational practice, the field to date does not have a systematic video-based strategy to observe CRP across classrooms. Through a qualitative review of 68 classroom videos from the Measures of Effective Teaching dataset, we examined the presence, absence, and antithesis of CRP. Strikingly, our analyses revealed that CRP were largely absent from the observations. Bui…
Developmental Shifts in Latinx Immigrant‐Origin Adolescents' Activity Spaces, Sense of Belonging, and Ethnic‐Racial Identity
Latinx immigrant‐origin (IO) youth in the U.S. are developing their ethnic‐racial identity (ERI) and sense of belonging while also contending with the sociopolitical climate shaped by racism and xenophobia, which have been shown to influence their neighborhood context. This qualitative study examined semi‐structured interviews with 29 Latinx immigrant‐origin (IO) youth ( M age = 18.65) to understand how neighborhood context relates to their sense…
Critical reflection in the online context
Social media facilitates sociopolitical development; however, xenophobic sociopolitical climates engender acculturative stressors for immigrant‐origin (IO) youth's online experiences. Through interviews with N = 90 IO youth ( M age = 16.41; 74.44% female‐identifying; 33.33% Asian, 26.67% Latinx, 25.56% Black, 8.89% multi‐racial, 3.33% white, 2.22% Middle Eastern), we qualitatively identified two meta‐themes regarding youth's critical reflection c…
Psychology (10 obras) · Sociology (10 obras) · Developmental psychology (6 obras) · Context (archaeology (5 obras) · Political science (5 obras) · Racial and Ethnic Identity Research (5 obras) · Social Psychology (5 obras) · Social science (5 obras) · Early Childhood Education and Development (4 obras) · Immigration (4 obras)