Angela Malorni
Datos Biográficos
| ID | 4100435 |
|---|---|
| NOMBRE | Angela Malorni |
| NOMBRES | Angela |
| APELLIDO | Malorni |
| FIRMA | MALORNI A |
| AFILIACIONES | Rutgers, the State University of New Jersey |
| ORCID | 0000-0003-2026-6319 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 15 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Beyond inclusion and participation
Youth Participatory Action Research (YPAR) can democratize knowledge production with disabled youth, challenging oppressive research dynamics. Power sharing is crucial in YPAR, yet the intersection of adultism and ableism remains underexamined. This scoping review addresses two questions: (1) How is power sharing with disabled youth conceptualized in YPAR? (2) How is it practiced? Only 48% of articles conceptualized power sharing, defining it as …
Digitalization and ICT in Social Work Education
Digital technologies or information and communication technologies (ICTs) are essential tools for enhancing educational learning outcomes. These technologies can be harnessed by social work educators for greater engagement and to foster critical thinking of social work students. However, there has been a lack of research that highlights how digital technologies are being used in social work education. This scoping review provides an overview of h…
Co‐creating a youth development survey with racial, ethnic, and gender diverse young people
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 …
Unpacking social media's role in sociopolitical development amidst the dual pandemics
Dual pandemics" refers to the combination of COVID-19 and structural racism in U.S. society-two forces that intersect to exacerbate inequities for marginalized and underrepresented communities. Today, we see marked differences in civic engagement for youth who were adolescents at the onset of the dual pandemics. Recent studies suggest that youth are disconnecting from political parties, and turnout among young voters has dropped. These shifts may…
Social Media and Youth Sociopolitical Identity Development
Sociopolitical development (SPD) is a protective and promotive factor for racial- and gender-marginalized youth. More than ever, social media and other information communication technologies (ICT) serve as a context for youth SPD. However, the relationship between social media and youth SPD is poorly understood. This study investigates the interaction between social media and the sociopolitical identity development of racial- and gender-marginali…
Youth Voice is Heard Here
The role of teacher critical racial consciousness in cultivating student–teacher relationships and school belonging for Black, Indigenous, and youth of color
Relationships between students and teachers are a critical protective factor for all students, especially for Black, Indigenous, and youth of color (BIYOC). Critical racial consciousness is the ability to recognize and resist racism. This study explores how teacher critical racial consciousness contributes to shaping learning environments, how teachers perceive their interactions with BIYOC, and BIYOC perceptions of their relationships with their…
Youth sociopolitical development
Youth sociopolitical development (SPD) is a powerful protective and promotive factor for marginalized adolescents' social, emotional, physical, and academic well‐being. Despite having unique insight and experiential knowledge about SPD processes, youth have been excluded from conceptual framework and model development. As part of a Youth Participatory Action Research project, 11 adolescents (ages 14–19) and one adult ask “How do adolescent commun…
Revamping Advocacy for the Digital Age
Collaborative autoethnography as a Tool for Research–Practice partnerships
A research–practice partnership (RPP) is a collaborative, long-term partnership between researchers and practitioners. Autoethnography is a form of qualitative research where researchers recount stories of their personal experience to reflect on and better understand the wider cultural, social, and political world around them. In this paper, we demonstrate a collaborative approach to autoethnography that can serve as a useful tool for studying an…
The role of colorblind racism and white fragility in maintaining racist bullying in middle school
The present study sought to understand how colorblind racism (CBR) and white fragility (WF) influence the presence and perpetration of racist bullying in a middle school setting. Five focus groups and one interview ( n = 20) were conducted with school administrators, teachers, and racially and ethnically diverse students to elicit their experiences and perspectives concerning racist bullying. Focus groups were analyzed using template analysis. Ra…
Centering marginalized positive youth development constructs
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…
Adult and student perspectives on racial and ethnic equity‐informed school‐based strategies
Although racial and ethnic equity‐informed school‐based strategies are important to addressing racialized structures and processes that create and sustain racial trauma, disadvantage and disparity, little is known about the process of embedding racial and ethnic equity in school‐based strategies and how adults and young people perceive them to promote a positive school climate and youth development. Using a qualitative research approach that incl…
Centering Racial Equity in Measures of School Climate
Leading with data
Weissberg, Durlak, Domitrovich, and Gullotta (2015) note that social and emotional learning (SEL) is increasingly recognized as a critical component of academic and life success. In many schools around the nation, SEL is becoming (or has become) part of a comprehensive strategy to strengthen students' academic performance, improve school and classroom climate, and lessen conduct problems. A recent benefit-cost analysis by Belfield et al. (2015) o…
Everybody is an Artist”
Although arts‐based programming is shown to positively influence the development of youth exposed to adversity, little is known about the influence these programs have on formerly incarcerated emerging adult Black men enrolled in an alternative school. With educational resilience as a guiding framework, this qualitative case study explored the ways in which an arts‐based program in the context of an alternative school designed for formerly incarc…
The Motivation at Work Scale
The Motivation at Work Scale (MAWS) was developed in accordance with the multidimensional conceptualization of motivation postulated in self-determination theory. The authors examined the structure of the MAWS in a group of 1,644 workers in two different languages, English and French. Results obtained from these samples suggested that the structure of motivation at work across languages is consistently organized into four different types: intrins…
Everybody is an Artist”
Although arts‐based programming is shown to positively influence the development of youth exposed to adversity, little is known about the influence these programs have on formerly incarcerated emerging adult Black men enrolled in an alternative school. With educational resilience as a guiding framework, this qualitative case study explored the ways in which an arts‐based program in the context of an alternative school designed for formerly incarc…
Centering marginalized positive youth development constructs
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…
Youth Voice is Heard Here
Co‐creating a youth development survey with racial, ethnic, and gender diverse young people
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 …
Revamping Advocacy for the Digital Age
Centering Racial Equity in Measures of School Climate
The Motivation at Work Scale
The Motivation at Work Scale (MAWS) was developed in accordance with the multidimensional conceptualization of motivation postulated in self-determination theory. The authors examined the structure of the MAWS in a group of 1,644 workers in two different languages, English and French. Results obtained from these samples suggested that the structure of motivation at work across languages is consistently organized into four different types: intrins…
Everybody is an Artist”
Although arts‐based programming is shown to positively influence the development of youth exposed to adversity, little is known about the influence these programs have on formerly incarcerated emerging adult Black men enrolled in an alternative school. With educational resilience as a guiding framework, this qualitative case study explored the ways in which an arts‐based program in the context of an alternative school designed for formerly incarc…
Leading with data
Weissberg, Durlak, Domitrovich, and Gullotta (2015) note that social and emotional learning (SEL) is increasingly recognized as a critical component of academic and life success. In many schools around the nation, SEL is becoming (or has become) part of a comprehensive strategy to strengthen students' academic performance, improve school and classroom climate, and lessen conduct problems. A recent benefit-cost analysis by Belfield et al. (2015) o…
Centering Racial Equity in Measures of School Climate
Adult and student perspectives on racial and ethnic equity‐informed school‐based strategies
Although racial and ethnic equity‐informed school‐based strategies are important to addressing racialized structures and processes that create and sustain racial trauma, disadvantage and disparity, little is known about the process of embedding racial and ethnic equity in school‐based strategies and how adults and young people perceive them to promote a positive school climate and youth development. Using a qualitative research approach that incl…
Collaborative autoethnography as a Tool for Research–Practice partnerships
A research–practice partnership (RPP) is a collaborative, long-term partnership between researchers and practitioners. Autoethnography is a form of qualitative research where researchers recount stories of their personal experience to reflect on and better understand the wider cultural, social, and political world around them. In this paper, we demonstrate a collaborative approach to autoethnography that can serve as a useful tool for studying an…
The role of colorblind racism and white fragility in maintaining racist bullying in middle school
The present study sought to understand how colorblind racism (CBR) and white fragility (WF) influence the presence and perpetration of racist bullying in a middle school setting. Five focus groups and one interview ( n = 20) were conducted with school administrators, teachers, and racially and ethnically diverse students to elicit their experiences and perspectives concerning racist bullying. Focus groups were analyzed using template analysis. Ra…
Centering marginalized positive youth development constructs
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…
The role of teacher critical racial consciousness in cultivating student–teacher relationships and school belonging for Black, Indigenous, and youth of color
Relationships between students and teachers are a critical protective factor for all students, especially for Black, Indigenous, and youth of color (BIYOC). Critical racial consciousness is the ability to recognize and resist racism. This study explores how teacher critical racial consciousness contributes to shaping learning environments, how teachers perceive their interactions with BIYOC, and BIYOC perceptions of their relationships with their…
Youth sociopolitical development
Youth sociopolitical development (SPD) is a powerful protective and promotive factor for marginalized adolescents' social, emotional, physical, and academic well‐being. Despite having unique insight and experiential knowledge about SPD processes, youth have been excluded from conceptual framework and model development. As part of a Youth Participatory Action Research project, 11 adolescents (ages 14–19) and one adult ask “How do adolescent commun…
Revamping Advocacy for the Digital Age
Digitalization and ICT in Social Work Education
Digital technologies or information and communication technologies (ICTs) are essential tools for enhancing educational learning outcomes. These technologies can be harnessed by social work educators for greater engagement and to foster critical thinking of social work students. However, there has been a lack of research that highlights how digital technologies are being used in social work education. This scoping review provides an overview of h…
Co‐creating a youth development survey with racial, ethnic, and gender diverse young people
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 …
Unpacking social media's role in sociopolitical development amidst the dual pandemics
Dual pandemics" refers to the combination of COVID-19 and structural racism in U.S. society-two forces that intersect to exacerbate inequities for marginalized and underrepresented communities. Today, we see marked differences in civic engagement for youth who were adolescents at the onset of the dual pandemics. Recent studies suggest that youth are disconnecting from political parties, and turnout among young voters has dropped. These shifts may…
Social Media and Youth Sociopolitical Identity Development
Sociopolitical development (SPD) is a protective and promotive factor for racial- and gender-marginalized youth. More than ever, social media and other information communication technologies (ICT) serve as a context for youth SPD. However, the relationship between social media and youth SPD is poorly understood. This study investigates the interaction between social media and the sociopolitical identity development of racial- and gender-marginali…
Youth Voice is Heard Here
Beyond inclusion and participation
Youth Participatory Action Research (YPAR) can democratize knowledge production with disabled youth, challenging oppressive research dynamics. Power sharing is crucial in YPAR, yet the intersection of adultism and ableism remains underexamined. This scoping review addresses two questions: (1) How is power sharing with disabled youth conceptualized in YPAR? (2) How is it practiced? Only 48% of articles conceptualized power sharing, defining it as …
Sociology (12 obras) · Psychology (11 obras) · Social Psychology (9 obras) · Developmental psychology (8 obras) · Political science (8 obras) · Positive Youth Development (8 obras) · Youth Development and Social Support (8 obras) · Early Childhood Education and Development (7 obras) · Pedagogy (6 obras) · Education Discipline and Inequality (5 obras)