Bernardette J Pinetta
Biographic Data
| ID | 4370731 |
|---|---|
| NAME | Bernardette J Pinetta |
| GIVEN NAMES | Bernardette J |
| FAMILY NAME | Pinetta |
| SIGNATURE | PINETTA B J |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0002-2891-8089 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
“I feel like a space where we all share our identity would be great”: Carving pathways for future Latina researchers via youth participatory action research.
OBJECTIVES: Using the Roadmap for Centering Latinx Youth Voice in Developmental Science (Bañales, Pinetta, et al., 2023) and Positive Youth Development Model for Girls of Color (Clonan-Roy et al., 2016), we explored how youth participatory action research spaces can be attuned to the sociopolitical, professional, and personal needs of Latina youth researchers. METHOD: , a research collaborative of Latina high school students who engaged in dialog…
Inquiry‐Based Learning for Sustained Adolescent Critical Action: A Systematic Review
In an educational climate marked by increasing censorship and the marginalization of historically oppressed communities, fostering critical consciousness (CC) among adolescents is both urgent and necessary. Schools can function as transformative spaces where students critically examine social inequities and work to address them. This systematic review examines how inquiry‐based learning approaches (IBL), specifically Project‐Based Learning (PBL) …
Growing Up Latina in a Hostile Political Climate
Predictors of Biracial adolescent racial self‐categorization when confronted with monoracist demographic forms
The current study draws from literature on Multiracial ethnic-racial identity development processes and utilizes logistic regression models to identify what factors inform ethnic-racial self-categorization choices when confronted with a monoracial paradigm of race in a sample of Biracial high school students. Separate logistic regression models analyzed how family ethnic-racial socialization, phenotype, friend groups, and experiences with discrim…
Facilitating Intersectional Identity Development Among Latina Adolescents Through Critical Inquiry Groups
Using a qualitative case study approach, this study explored how critical inquiry groups, small youth facilitated forums, facilitated the ethnic-racial identity development of Latina adolescents. We highlight how critical inquiry groups helped to position Latina youth as active agents and knowledge keepers of their lived and learned experiences as they make meaning of their ethnic/racial memberships. This study utilized data from an educational i…
I Love that ‘Bout Myself and Us”: Black, Latina, and Afro-Latina Girls’ and Young Women's Self-definition and Valuation Processes as Resistance to Gendered Racism
Gendered racism poses a significant threat to Black, Latina, and Afro-Latina girls’ self-concept. In the current study, we combined self-definition theory and the integrated model of ethnic-racial identity and critical consciousness to explore how these girls and young women critically reflected on gendered racism in relation to their identity beliefs and sense of self. We used plática methodology to talk with 20 Black ( n = 7), Latina ( n = 3), …
A preliminary investigation of longitudinal associations between ethnic–racial identity and critical consciousness among Black and Latinx youth
Results indicate that ERI and CC may be viable entry points into stimulating youths' capacity to challenge racism, although there is promise in activating antiracism action to further stimulate ERI development. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Social identity development and religious discrimination among Muslim American youth
The present study investigated the development of social identity centrality dimensions (i.e., Muslim, ethnic, and American identity centrality) among Muslim American youth as well as associations between religious discrimination and social identity centrality trajectories. Data were collected once annually from 2015 to 2017 with 220 Muslim American youth ( M = 14.20, SD = 0.94) in the Midwest United States (girls = 53.2%; boys = 42.3%; missing =…
Quality of Classroom Interactions and the Demographic Divide: Evidence From the Measures of Effective Teaching Study
Using data from six urban school districts, we examine the relationship between the quality of interactions in the classroom (measured by the Classroom Assessment Scoring System [CLASS] framework) and the racial match or mismatch between teachers and the students in their classes. We find that White teachers have lower scores on the CLASS framework when they teach classes with higher densities of Black students. Furthermore, in classrooms with hi…
Critiquing Inequality in Society and on Campus: Peers and Faculty Facilitate Civic and Academic Outcomes of College Students
From home to the streets: Can cultural socialization foster Latinx youths' social responsibility
Grassroots movements such as Poder Quince exemplify how Latinx youth intertwine their cultural heritage and traditions with civic action to create positive change within their communities. Parents' cultural socialization messages have been shown to instill cultural pride and encourage prosocial behaviors (e.g., helping others, caring for younger siblings). However, there is a dearth of research on the sociopolitical discussions Latinx adolescents…
Mapping the Intersections of Adolescents’ Ethnic-Racial Identity and Critical Consciousness
Considering multiple levels of influence on adjustment in school: Ethnic–racial public regard, peer socialization, and social‐emotional learning practices
Adolescence represents a developmental period of marked increase in the development of ethnic–racial identity (ERI) and the importance and influence of friends. Moreover, scores of studies have revealed that ERI and friendships are influential factors in many different academic and psychosocial outcomes for adolescents. However, the development of these relations between ERI, friendships, and academic and psychosocial adjustment do not occur in a…
Inherently Political? Associations of Parent Ethnic–Racial Socialization and Sociopolitical Discussions with Latinx Youths’ Emergent Civic Engagement
The current study expands on ethnic–racial socialization (ERS) among Latinx families to include sociopolitical discussions as a way to better understand how these practices relate to adolescents’ developmental outcomes, including their ethnic–racial identity (ERI) and their sociopolitical development. More specifically, we examined whether there were direct links between parental ERS practices and sociopolitical discussions at home and adolescent…
Illuminating ethnic-racial socialization among undocumented Latinx parents and its implications for adolescent psychosocial functioning
The purpose of this study is to examine how parents' documentation status informs their ethnic-racial socialization (ERS) practices and the subsequent implications for Latinx youths' psychological adjustment. The mixed-methods approach combined convergent and exploratory sequential designs to explore the breadth and depth of Latinx parents' messages to their children regarding race and ethnicity. Qualitative data were used to generate hypotheses …
School-Based Social-Emotional Learning and Ethnic-Racial Identity Among African American and Latino Adolescents
This study sheds light on the interrelations of universal, school-based social-emotional learning strategies and ethnic-racial identity over time. We assessed exposure to social-emotional learning practices and ethnic-racial identity exploration and resolution among 367 middle school students (70% African American, 30% Latinx; 51% girls) across 3 years. The results of a latent growth model with social-emotional learning practices as a time-varyin…
Illuminating ethnic-racial socialization among undocumented Latinx parents and its implications for adolescent psychosocial functioning
The purpose of this study is to examine how parents' documentation status informs their ethnic-racial socialization (ERS) practices and the subsequent implications for Latinx youths' psychological adjustment. The mixed-methods approach combined convergent and exploratory sequential designs to explore the breadth and depth of Latinx parents' messages to their children regarding race and ethnicity. Qualitative data were used to generate hypotheses …
Inherently Political? Associations of Parent Ethnic–Racial Socialization and Sociopolitical Discussions with Latinx Youths’ Emergent Civic Engagement
The current study expands on ethnic–racial socialization (ERS) among Latinx families to include sociopolitical discussions as a way to better understand how these practices relate to adolescents’ developmental outcomes, including their ethnic–racial identity (ERI) and their sociopolitical development. More specifically, we examined whether there were direct links between parental ERS practices and sociopolitical discussions at home and adolescent…
Social identity development and religious discrimination among Muslim American youth
The present study investigated the development of social identity centrality dimensions (i.e., Muslim, ethnic, and American identity centrality) among Muslim American youth as well as associations between religious discrimination and social identity centrality trajectories. Data were collected once annually from 2015 to 2017 with 220 Muslim American youth ( M = 14.20, SD = 0.94) in the Midwest United States (girls = 53.2%; boys = 42.3%; missing =…
From home to the streets: Can cultural socialization foster Latinx youths' social responsibility
Grassroots movements such as Poder Quince exemplify how Latinx youth intertwine their cultural heritage and traditions with civic action to create positive change within their communities. Parents' cultural socialization messages have been shown to instill cultural pride and encourage prosocial behaviors (e.g., helping others, caring for younger siblings). However, there is a dearth of research on the sociopolitical discussions Latinx adolescents…
School-Based Social-Emotional Learning and Ethnic-Racial Identity Among African American and Latino Adolescents
This study sheds light on the interrelations of universal, school-based social-emotional learning strategies and ethnic-racial identity over time. We assessed exposure to social-emotional learning practices and ethnic-racial identity exploration and resolution among 367 middle school students (70% African American, 30% Latinx; 51% girls) across 3 years. The results of a latent growth model with social-emotional learning practices as a time-varyin…
Considering multiple levels of influence on adjustment in school: Ethnic–racial public regard, peer socialization, and social‐emotional learning practices
Adolescence represents a developmental period of marked increase in the development of ethnic–racial identity (ERI) and the importance and influence of friends. Moreover, scores of studies have revealed that ERI and friendships are influential factors in many different academic and psychosocial outcomes for adolescents. However, the development of these relations between ERI, friendships, and academic and psychosocial adjustment do not occur in a…
A preliminary investigation of longitudinal associations between ethnic–racial identity and critical consciousness among Black and Latinx youth
Results indicate that ERI and CC may be viable entry points into stimulating youths' capacity to challenge racism, although there is promise in activating antiracism action to further stimulate ERI development. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Mapping the Intersections of Adolescents’ Ethnic-Racial Identity and Critical Consciousness
Considering multiple levels of influence on adjustment in school: Ethnic–racial public regard, peer socialization, and social‐emotional learning practices
Adolescence represents a developmental period of marked increase in the development of ethnic–racial identity (ERI) and the importance and influence of friends. Moreover, scores of studies have revealed that ERI and friendships are influential factors in many different academic and psychosocial outcomes for adolescents. However, the development of these relations between ERI, friendships, and academic and psychosocial adjustment do not occur in a…
Inherently Political? Associations of Parent Ethnic–Racial Socialization and Sociopolitical Discussions with Latinx Youths’ Emergent Civic Engagement
The current study expands on ethnic–racial socialization (ERS) among Latinx families to include sociopolitical discussions as a way to better understand how these practices relate to adolescents’ developmental outcomes, including their ethnic–racial identity (ERI) and their sociopolitical development. More specifically, we examined whether there were direct links between parental ERS practices and sociopolitical discussions at home and adolescent…
Illuminating ethnic-racial socialization among undocumented Latinx parents and its implications for adolescent psychosocial functioning
The purpose of this study is to examine how parents' documentation status informs their ethnic-racial socialization (ERS) practices and the subsequent implications for Latinx youths' psychological adjustment. The mixed-methods approach combined convergent and exploratory sequential designs to explore the breadth and depth of Latinx parents' messages to their children regarding race and ethnicity. Qualitative data were used to generate hypotheses …
School-Based Social-Emotional Learning and Ethnic-Racial Identity Among African American and Latino Adolescents
This study sheds light on the interrelations of universal, school-based social-emotional learning strategies and ethnic-racial identity over time. We assessed exposure to social-emotional learning practices and ethnic-racial identity exploration and resolution among 367 middle school students (70% African American, 30% Latinx; 51% girls) across 3 years. The results of a latent growth model with social-emotional learning practices as a time-varyin…
Critiquing Inequality in Society and on Campus: Peers and Faculty Facilitate Civic and Academic Outcomes of College Students
From home to the streets: Can cultural socialization foster Latinx youths' social responsibility
Grassroots movements such as Poder Quince exemplify how Latinx youth intertwine their cultural heritage and traditions with civic action to create positive change within their communities. Parents' cultural socialization messages have been shown to instill cultural pride and encourage prosocial behaviors (e.g., helping others, caring for younger siblings). However, there is a dearth of research on the sociopolitical discussions Latinx adolescents…
Quality of Classroom Interactions and the Demographic Divide: Evidence From the Measures of Effective Teaching Study
Using data from six urban school districts, we examine the relationship between the quality of interactions in the classroom (measured by the Classroom Assessment Scoring System [CLASS] framework) and the racial match or mismatch between teachers and the students in their classes. We find that White teachers have lower scores on the CLASS framework when they teach classes with higher densities of Black students. Furthermore, in classrooms with hi…
A preliminary investigation of longitudinal associations between ethnic–racial identity and critical consciousness among Black and Latinx youth
Results indicate that ERI and CC may be viable entry points into stimulating youths' capacity to challenge racism, although there is promise in activating antiracism action to further stimulate ERI development. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Social identity development and religious discrimination among Muslim American youth
The present study investigated the development of social identity centrality dimensions (i.e., Muslim, ethnic, and American identity centrality) among Muslim American youth as well as associations between religious discrimination and social identity centrality trajectories. Data were collected once annually from 2015 to 2017 with 220 Muslim American youth ( M = 14.20, SD = 0.94) in the Midwest United States (girls = 53.2%; boys = 42.3%; missing =…
Predictors of Biracial adolescent racial self‐categorization when confronted with monoracist demographic forms
The current study draws from literature on Multiracial ethnic-racial identity development processes and utilizes logistic regression models to identify what factors inform ethnic-racial self-categorization choices when confronted with a monoracial paradigm of race in a sample of Biracial high school students. Separate logistic regression models analyzed how family ethnic-racial socialization, phenotype, friend groups, and experiences with discrim…
Facilitating Intersectional Identity Development Among Latina Adolescents Through Critical Inquiry Groups
Using a qualitative case study approach, this study explored how critical inquiry groups, small youth facilitated forums, facilitated the ethnic-racial identity development of Latina adolescents. We highlight how critical inquiry groups helped to position Latina youth as active agents and knowledge keepers of their lived and learned experiences as they make meaning of their ethnic/racial memberships. This study utilized data from an educational i…
I Love that ‘Bout Myself and Us”: Black, Latina, and Afro-Latina Girls’ and Young Women's Self-definition and Valuation Processes as Resistance to Gendered Racism
Gendered racism poses a significant threat to Black, Latina, and Afro-Latina girls’ self-concept. In the current study, we combined self-definition theory and the integrated model of ethnic-racial identity and critical consciousness to explore how these girls and young women critically reflected on gendered racism in relation to their identity beliefs and sense of self. We used plática methodology to talk with 20 Black ( n = 7), Latina ( n = 3), …
“I feel like a space where we all share our identity would be great”: Carving pathways for future Latina researchers via youth participatory action research.
OBJECTIVES: Using the Roadmap for Centering Latinx Youth Voice in Developmental Science (Bañales, Pinetta, et al., 2023) and Positive Youth Development Model for Girls of Color (Clonan-Roy et al., 2016), we explored how youth participatory action research spaces can be attuned to the sociopolitical, professional, and personal needs of Latina youth researchers. METHOD: , a research collaborative of Latina high school students who engaged in dialog…
Inquiry‐Based Learning for Sustained Adolescent Critical Action: A Systematic Review
In an educational climate marked by increasing censorship and the marginalization of historically oppressed communities, fostering critical consciousness (CC) among adolescents is both urgent and necessary. Schools can function as transformative spaces where students critically examine social inequities and work to address them. This systematic review examines how inquiry‐based learning approaches (IBL), specifically Project‐Based Learning (PBL) …
Growing Up Latina in a Hostile Political Climate
Psychology (12 works) · Social Psychology (10 works) · Ethnic group (9 works) · Sociology (9 works) · Socialization (7 works) · Youth Development and Social Support (7 works) · Developmental psychology (6 works) · Early Childhood Education and Development (6 works) · Gender Studies (6 works) · Parental Involvement in Education (6 works)