Henry Joel Crumé
Biographic Data
| ID | 3557415 |
|---|---|
| NAME | Henry Joel Crumé |
| GIVEN NAMES | Henry Joel |
| FAMILY NAME | Crumé |
| SIGNATURE | CRUMÉ H J |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Co‐creating a youth development survey with racial, ethnic, and gender diverse young people: Examining psychometric properties and measurement invariance
The present study reports on the process of creating a Positive youth development (PYD) survey with racially, ethnically, and gender-minoritized youth and PYD practitioners by measuring (1) Racial, Ethnic, and Gender Identity, (2) Social-Emotional Development, and (3) Program Environments. The Phase 1 survey was developed and piloted following interviews with PYD leaders, youth focus groups, and cognitive interviews (n = 320). The Phase 2 survey …
Centering marginalized positive youth development constructs: Examining Perspectives and Experiences of Racially, Ethnically, and Gender Minoritized Practitioners and Youth
Positive youth development (PYD) measurement tools are influenced by the social positionalities, ideologies, and interests of those who create them. Historically, racial, ethnic, and gender-minoritized practitioners and youth program participants have been excluded from the development and testing of PYD measures. In particular, they have been excluded from the conceptual work of defining and operationalizing central PYD constructs, from which PY…
School Engagement Among Youth Entering Probation
Traditions Are Not for Me: Curriculum, Alternative Schools, and Formerly Incarcerated Young Black Men's Academic Success
Literature suggests that culturally promotive curricula can counter the effect of anti-Blackness in United States (U.S.) schools by cultivating Black students' cultural, social, and academic development and fostering learning environments in which they feel respected, connected, and invested in their school communities. However, Black students, especially young Black men, who return to school following a period of incarceration, face discriminati…
Cumulative adversity profiles among youth experiencing housing and parental care instability
Centering marginalized positive youth development constructs: Examining Perspectives and Experiences of Racially, Ethnically, and Gender Minoritized Practitioners and Youth
Positive youth development (PYD) measurement tools are influenced by the social positionalities, ideologies, and interests of those who create them. Historically, racial, ethnic, and gender-minoritized practitioners and youth program participants have been excluded from the development and testing of PYD measures. In particular, they have been excluded from the conceptual work of defining and operationalizing central PYD constructs, from which PY…
Traditions Are Not for Me: Curriculum, Alternative Schools, and Formerly Incarcerated Young Black Men's Academic Success
Literature suggests that culturally promotive curricula can counter the effect of anti-Blackness in United States (U.S.) schools by cultivating Black students' cultural, social, and academic development and fostering learning environments in which they feel respected, connected, and invested in their school communities. However, Black students, especially young Black men, who return to school following a period of incarceration, face discriminati…
Co‐creating a youth development survey with racial, ethnic, and gender diverse young people: Examining psychometric properties and measurement invariance
The present study reports on the process of creating a Positive youth development (PYD) survey with racially, ethnically, and gender-minoritized youth and PYD practitioners by measuring (1) Racial, Ethnic, and Gender Identity, (2) Social-Emotional Development, and (3) Program Environments. The Phase 1 survey was developed and piloted following interviews with PYD leaders, youth focus groups, and cognitive interviews (n = 320). The Phase 2 survey …
Cumulative adversity profiles among youth experiencing housing and parental care instability
Cumulative adversity profiles among youth experiencing housing and parental care instability
Traditions Are Not for Me: Curriculum, Alternative Schools, and Formerly Incarcerated Young Black Men's Academic Success
Literature suggests that culturally promotive curricula can counter the effect of anti-Blackness in United States (U.S.) schools by cultivating Black students' cultural, social, and academic development and fostering learning environments in which they feel respected, connected, and invested in their school communities. However, Black students, especially young Black men, who return to school following a period of incarceration, face discriminati…
School Engagement Among Youth Entering Probation
Centering marginalized positive youth development constructs: Examining Perspectives and Experiences of Racially, Ethnically, and Gender Minoritized Practitioners and Youth
Positive youth development (PYD) measurement tools are influenced by the social positionalities, ideologies, and interests of those who create them. Historically, racial, ethnic, and gender-minoritized practitioners and youth program participants have been excluded from the development and testing of PYD measures. In particular, they have been excluded from the conceptual work of defining and operationalizing central PYD constructs, from which PY…
Co‐creating a youth development survey with racial, ethnic, and gender diverse young people: Examining psychometric properties and measurement invariance
The present study reports on the process of creating a Positive youth development (PYD) survey with racially, ethnically, and gender-minoritized youth and PYD practitioners by measuring (1) Racial, Ethnic, and Gender Identity, (2) Social-Emotional Development, and (3) Program Environments. The Phase 1 survey was developed and piloted following interviews with PYD leaders, youth focus groups, and cognitive interviews (n = 320). The Phase 2 survey …
Psychology (5 works) · Developmental psychology (4 works) · Early Childhood Education and Development (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Sociology (3 works) · Youth Development and Social Support (3 works) · Child Abuse and Trauma (2 works) · Clinical Psychology (2 works) · Clinical Psychology (2 works)