Elana R McDermott
Biographic Data
| ID | 5124710 |
|---|---|
| NAME | Elana R McDermott |
| GIVEN NAMES | Elana R |
| FAMILY NAME | McDermott |
| SIGNATURE | MCDERMOTT E R |
| AFFILIATIONS | Tufts University |
| ORCID | 0000-0001-7614-0868 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 97 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 6 |
Ethnic-Racial Identity, Discrimination Experiences, and Academic Adjustment among Colombian Adolescents
The deleterious effects of ethnic-racial discrimination on youth’s academic adjustment are well-documented. Although theory and empirical studies point to the protective and promotive role of ethnic-racial identity (ERI) development for academic adjustment in contexts of adversity, its role in the academic adjustment of Colombian adolescents is unknown. Guided by an academic resilience framework, we examined the associations among ERI, ethnic-rac…
The Role of Ethnic-Racial Identity and Self-Esteem in Intergroup Contact Attitudes
Coping with Ethnic–racial Discrimination
Little is known about how Black and Latinx young adults cope with experiences of ethnic-racial discrimination, particularly over short periods of time. A multigroup path model examined the relations between discrimination and five strategies for coping with ethnic-racial discrimination (talking with others, being proud, working hard, being rude, and ignoring) among Black and Latinx young adults (N = 145) at two time points over a six-week period.…
Mexican-Origin Adolescent Mothers’ Economic Contexts, Educational Re-Engagement, and Their Children’s School Readiness
Drawing on data from a longitudinal study of 204 Mexican-origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers’ educational re-engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic context on adolescent mothers’ educational re-engagement and attainment and their children’s academic…
Comparing relations of ethnic-racial public regard, centrality, and intergroup contact attitudes among ethno-racially diverse adolescents
The current cross-sectional study examined how adolescents’ appraisal of how positively others viewed their ethnic-racial group (i.e., public regard) and how integral their ethnic-racial background was to their self-concept (i.e., centrality) related to their intergroup contact approach and avoidance attitudes. Participants were Black, Latinx, and White high school students ( N = 2,609; M age = 16.39, SD = 1.16; 52% female) from the U.S. Southwes…
Measurement equivalence testing of the American Identity Questionnaire across Black, Latino, and White adolescents
Findings suggest that the American Identity Questionnaire can be used to assess associations between American identity and other constructs with samples of Black, Latino, and White adolescents. Mean-level comparisons across the three groups may also be possible. Construct validity results indicated that American identity was positively associated with adolescents' psychosocial adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserve…
Adolescents’ ethnic-racial centrality moderates effect of school-based intervention on ethnic-racial identity exploration
Research suggests that the process of adolescents exploring and developing clarity about their ethnic-racial identity (ERI) is an important developmental competency. However, the extent to which individuals view their ERI as central to their overall self-concept (i.e., ERI centrality) informs the degree to which they choose to explore their ERI, potentially moderating ERI development. Utilizing data from a randomized controlled trial of a school-…
Looking through a kaleidoscope
A significant body of research examines ethnic‐racial socialization among families of color, yet rarely investigates the influence of youths’ phenotype (e.g., skin color) on ethnic‐racial socialization. How families of color make meaning of youths’ skin color may cause variation in ethnic‐racial socialization. To address this gap, we propose the Phenomenological Ethnic‐Racial Socialization Conceptual Model, which details how the meaning families …
The structure of educational inequity
Parents and friends are important influences on adolescents’ academic outcomes. We examine whether and how adolescents’ social networks compensate for or enhance the effects of their parents’ education on academic outcomes. Among a large ethnoracially diverse sample of high school students in the Southwestern ( N = 2,136) and Midwestern ( N = 1,055) United States, results from network autocorrelation models showed that higher levels of mother and…
Contextual Moderators of a School-Based Ethnic-Racial Identity Intervention
Ethnic-racial discrimination experiences and ethnic-racial identity predict adolescents’ psychosocial adjustment
Theory and empirical evidence indicate that ethnic-racial discrimination serves as a risk factor for adolescents’ psychosocial adjustment, whereas ethnic-racial identity (ERI) development promotes positive youth adjustment and can mitigate the negative outcomes of discrimination-related risk. In Colombia, the legacies of an ethnic-racial hierarchy, mestizaje ideology (i.e., the assumption that everyone is racially mixed), and contemporary multicu…
National Identity Development and Friendship Network Dynamics among Immigrant and Non-Immigrant Youth
The development of peer relationships and of one's identity are key developmental proficiencies during adolescence. Understanding how immigrant and non-immigrant adolescents are developing a sense of their national identity and the role that this plays in how they select their friends and are influenced by their friends is essential for developing a more comprehensive understanding of adolescent development in context. The current study used long…
Dropout typologies
A large body of work has examined factors that push and pull youth to drop out. However, a relatively minimal amount of work has examined whether and how these factors cluster in individuals’ lives preceding or concurrent to leaving school. This study used Latent Class Analysis with a national sample (N = 1,942) to examine how push, pull, and protective experiences clustered in the lives of individuals who left high school without graduating. The…
Self-control and persistence in the transition to adulthood
Self-control and persistence may predict employment outcomes among individuals who have no credential, a General Educational Development (GED) credential, or a high school diploma. However, less is known about the stability of that relation after accounting for structural factors (e.g., social relationships) and differences in lived experience (e.g., dropout status). Using data from a national survey of young adults in the USA (n = 1282, M = 21.5…
Youth-serving institutional resources and neighborhood safety
Neighborhoods are critical contexts for adolescent development, but little attention has been paid to how neighborhood characteristics play a role in positive youth development (PYD), notably among predominantly African American youth. This study examined distinct features of the neighborhood, including youth-serving institutional resources (YSI) and safety, as they relate to PYD among adolescents from low-income neighborhoods in an urban setting…
Family ethnic socialization predicts better academic outcomes via proactive coping with discrimination and increased self‐efficacy
As the U.S. Latino youth population grows, understanding how family and individual resources may promote Latino adolescents' academic outcomes is important. The current investigation examined whether family ethnic socialization predicted adolescents' use of proactive strategies for coping with ethnic-racial discrimination and examined a potential pathway through which these contextual and individual resources may relate to educational outcomes. D…
Profiles of Coping with Ethnic-Racial Discrimination and Latina/o Adolescents’ Adjustment
Building relationships between mentors and youth
Self‐control and Adolescent Internalizing and Externalizing Problems
Self‐control may act as a protective factor against the development of internalizing and externalizing problems among adolescents. However, little research has examined how self‐control functions within and across different types of communities. Using two cohorts from the Project on Human Development in Chicago Neighborhoods ( N = 1,072; 51.40% female), we examined how self‐control and neighborhood characteristics were independently and jointly a…
Exploring positive youth development among young people who leave school without graduating high school
Ecology matters
Adolescence can be characterized as a time when aggression, delinquency, and violence (taken together as antisocial behavior) increase. Adolescents who engage in antisocial behavior increase local crime and can create unsafe conditions for families. Understanding the protective factors that mitigate antisocial behavior can help to inform prevention practices. Using data from the Project on Human Development in Chicago Neighborhoods (n = 1,072, 51…
Contextual Moderators of a School-Based Ethnic-Racial Identity Intervention
Profiles of Coping with Ethnic-Racial Discrimination and Latina/o Adolescents’ Adjustment
National Identity Development and Friendship Network Dynamics among Immigrant and Non-Immigrant Youth
The development of peer relationships and of one's identity are key developmental proficiencies during adolescence. Understanding how immigrant and non-immigrant adolescents are developing a sense of their national identity and the role that this plays in how they select their friends and are influenced by their friends is essential for developing a more comprehensive understanding of adolescent development in context. The current study used long…
Family ethnic socialization predicts better academic outcomes via proactive coping with discrimination and increased self‐efficacy
As the U.S. Latino youth population grows, understanding how family and individual resources may promote Latino adolescents' academic outcomes is important. The current investigation examined whether family ethnic socialization predicted adolescents' use of proactive strategies for coping with ethnic-racial discrimination and examined a potential pathway through which these contextual and individual resources may relate to educational outcomes. D…
Building relationships between mentors and youth
Adolescents’ ethnic-racial centrality moderates effect of school-based intervention on ethnic-racial identity exploration
Research suggests that the process of adolescents exploring and developing clarity about their ethnic-racial identity (ERI) is an important developmental competency. However, the extent to which individuals view their ERI as central to their overall self-concept (i.e., ERI centrality) informs the degree to which they choose to explore their ERI, potentially moderating ERI development. Utilizing data from a randomized controlled trial of a school-…
The Role of Ethnic-Racial Identity and Self-Esteem in Intergroup Contact Attitudes
Comparing relations of ethnic-racial public regard, centrality, and intergroup contact attitudes among ethno-racially diverse adolescents
The current cross-sectional study examined how adolescents’ appraisal of how positively others viewed their ethnic-racial group (i.e., public regard) and how integral their ethnic-racial background was to their self-concept (i.e., centrality) related to their intergroup contact approach and avoidance attitudes. Participants were Black, Latinx, and White high school students ( N = 2,609; M age = 16.39, SD = 1.16; 52% female) from the U.S. Southwes…
Ethnic-racial discrimination experiences and ethnic-racial identity predict adolescents’ psychosocial adjustment
Theory and empirical evidence indicate that ethnic-racial discrimination serves as a risk factor for adolescents’ psychosocial adjustment, whereas ethnic-racial identity (ERI) development promotes positive youth adjustment and can mitigate the negative outcomes of discrimination-related risk. In Colombia, the legacies of an ethnic-racial hierarchy, mestizaje ideology (i.e., the assumption that everyone is racially mixed), and contemporary multicu…
Self‐control and Adolescent Internalizing and Externalizing Problems
Self‐control may act as a protective factor against the development of internalizing and externalizing problems among adolescents. However, little research has examined how self‐control functions within and across different types of communities. Using two cohorts from the Project on Human Development in Chicago Neighborhoods ( N = 1,072; 51.40% female), we examined how self‐control and neighborhood characteristics were independently and jointly a…
Measurement equivalence testing of the American Identity Questionnaire across Black, Latino, and White adolescents
Findings suggest that the American Identity Questionnaire can be used to assess associations between American identity and other constructs with samples of Black, Latino, and White adolescents. Mean-level comparisons across the three groups may also be possible. Construct validity results indicated that American identity was positively associated with adolescents' psychosocial adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserve…
Coping with Ethnic–racial Discrimination
Little is known about how Black and Latinx young adults cope with experiences of ethnic-racial discrimination, particularly over short periods of time. A multigroup path model examined the relations between discrimination and five strategies for coping with ethnic-racial discrimination (talking with others, being proud, working hard, being rude, and ignoring) among Black and Latinx young adults (N = 145) at two time points over a six-week period.…
Looking through a kaleidoscope
A significant body of research examines ethnic‐racial socialization among families of color, yet rarely investigates the influence of youths’ phenotype (e.g., skin color) on ethnic‐racial socialization. How families of color make meaning of youths’ skin color may cause variation in ethnic‐racial socialization. To address this gap, we propose the Phenomenological Ethnic‐Racial Socialization Conceptual Model, which details how the meaning families …
The structure of educational inequity
Parents and friends are important influences on adolescents’ academic outcomes. We examine whether and how adolescents’ social networks compensate for or enhance the effects of their parents’ education on academic outcomes. Among a large ethnoracially diverse sample of high school students in the Southwestern ( N = 2,136) and Midwestern ( N = 1,055) United States, results from network autocorrelation models showed that higher levels of mother and…
Ecology matters
Adolescence can be characterized as a time when aggression, delinquency, and violence (taken together as antisocial behavior) increase. Adolescents who engage in antisocial behavior increase local crime and can create unsafe conditions for families. Understanding the protective factors that mitigate antisocial behavior can help to inform prevention practices. Using data from the Project on Human Development in Chicago Neighborhoods (n = 1,072, 51…
Exploring positive youth development among young people who leave school without graduating high school
Building relationships between mentors and youth
Self‐control and Adolescent Internalizing and Externalizing Problems
Self‐control may act as a protective factor against the development of internalizing and externalizing problems among adolescents. However, little research has examined how self‐control functions within and across different types of communities. Using two cohorts from the Project on Human Development in Chicago Neighborhoods ( N = 1,072; 51.40% female), we examined how self‐control and neighborhood characteristics were independently and jointly a…
Dropout typologies
A large body of work has examined factors that push and pull youth to drop out. However, a relatively minimal amount of work has examined whether and how these factors cluster in individuals’ lives preceding or concurrent to leaving school. This study used Latent Class Analysis with a national sample (N = 1,942) to examine how push, pull, and protective experiences clustered in the lives of individuals who left high school without graduating. The…
Self-control and persistence in the transition to adulthood
Self-control and persistence may predict employment outcomes among individuals who have no credential, a General Educational Development (GED) credential, or a high school diploma. However, less is known about the stability of that relation after accounting for structural factors (e.g., social relationships) and differences in lived experience (e.g., dropout status). Using data from a national survey of young adults in the USA (n = 1282, M = 21.5…
Youth-serving institutional resources and neighborhood safety
Neighborhoods are critical contexts for adolescent development, but little attention has been paid to how neighborhood characteristics play a role in positive youth development (PYD), notably among predominantly African American youth. This study examined distinct features of the neighborhood, including youth-serving institutional resources (YSI) and safety, as they relate to PYD among adolescents from low-income neighborhoods in an urban setting…
Family ethnic socialization predicts better academic outcomes via proactive coping with discrimination and increased self‐efficacy
As the U.S. Latino youth population grows, understanding how family and individual resources may promote Latino adolescents' academic outcomes is important. The current investigation examined whether family ethnic socialization predicted adolescents' use of proactive strategies for coping with ethnic-racial discrimination and examined a potential pathway through which these contextual and individual resources may relate to educational outcomes. D…
Profiles of Coping with Ethnic-Racial Discrimination and Latina/o Adolescents’ Adjustment
National Identity Development and Friendship Network Dynamics among Immigrant and Non-Immigrant Youth
The development of peer relationships and of one's identity are key developmental proficiencies during adolescence. Understanding how immigrant and non-immigrant adolescents are developing a sense of their national identity and the role that this plays in how they select their friends and are influenced by their friends is essential for developing a more comprehensive understanding of adolescent development in context. The current study used long…
The structure of educational inequity
Parents and friends are important influences on adolescents’ academic outcomes. We examine whether and how adolescents’ social networks compensate for or enhance the effects of their parents’ education on academic outcomes. Among a large ethnoracially diverse sample of high school students in the Southwestern ( N = 2,136) and Midwestern ( N = 1,055) United States, results from network autocorrelation models showed that higher levels of mother and…
Contextual Moderators of a School-Based Ethnic-Racial Identity Intervention
Ethnic-racial discrimination experiences and ethnic-racial identity predict adolescents’ psychosocial adjustment
Theory and empirical evidence indicate that ethnic-racial discrimination serves as a risk factor for adolescents’ psychosocial adjustment, whereas ethnic-racial identity (ERI) development promotes positive youth adjustment and can mitigate the negative outcomes of discrimination-related risk. In Colombia, the legacies of an ethnic-racial hierarchy, mestizaje ideology (i.e., the assumption that everyone is racially mixed), and contemporary multicu…
Mexican-Origin Adolescent Mothers’ Economic Contexts, Educational Re-Engagement, and Their Children’s School Readiness
Drawing on data from a longitudinal study of 204 Mexican-origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers’ educational re-engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic context on adolescent mothers’ educational re-engagement and attainment and their children’s academic…
Comparing relations of ethnic-racial public regard, centrality, and intergroup contact attitudes among ethno-racially diverse adolescents
The current cross-sectional study examined how adolescents’ appraisal of how positively others viewed their ethnic-racial group (i.e., public regard) and how integral their ethnic-racial background was to their self-concept (i.e., centrality) related to their intergroup contact approach and avoidance attitudes. Participants were Black, Latinx, and White high school students ( N = 2,609; M age = 16.39, SD = 1.16; 52% female) from the U.S. Southwes…
Measurement equivalence testing of the American Identity Questionnaire across Black, Latino, and White adolescents
Findings suggest that the American Identity Questionnaire can be used to assess associations between American identity and other constructs with samples of Black, Latino, and White adolescents. Mean-level comparisons across the three groups may also be possible. Construct validity results indicated that American identity was positively associated with adolescents' psychosocial adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserve…
Adolescents’ ethnic-racial centrality moderates effect of school-based intervention on ethnic-racial identity exploration
Research suggests that the process of adolescents exploring and developing clarity about their ethnic-racial identity (ERI) is an important developmental competency. However, the extent to which individuals view their ERI as central to their overall self-concept (i.e., ERI centrality) informs the degree to which they choose to explore their ERI, potentially moderating ERI development. Utilizing data from a randomized controlled trial of a school-…
Looking through a kaleidoscope
A significant body of research examines ethnic‐racial socialization among families of color, yet rarely investigates the influence of youths’ phenotype (e.g., skin color) on ethnic‐racial socialization. How families of color make meaning of youths’ skin color may cause variation in ethnic‐racial socialization. To address this gap, we propose the Phenomenological Ethnic‐Racial Socialization Conceptual Model, which details how the meaning families …
Coping with Ethnic–racial Discrimination
Little is known about how Black and Latinx young adults cope with experiences of ethnic-racial discrimination, particularly over short periods of time. A multigroup path model examined the relations between discrimination and five strategies for coping with ethnic-racial discrimination (talking with others, being proud, working hard, being rude, and ignoring) among Black and Latinx young adults (N = 145) at two time points over a six-week period.…
The Role of Ethnic-Racial Identity and Self-Esteem in Intergroup Contact Attitudes
Ethnic-Racial Identity, Discrimination Experiences, and Academic Adjustment among Colombian Adolescents
The deleterious effects of ethnic-racial discrimination on youth’s academic adjustment are well-documented. Although theory and empirical studies point to the protective and promotive role of ethnic-racial identity (ERI) development for academic adjustment in contexts of adversity, its role in the academic adjustment of Colombian adolescents is unknown. Guided by an academic resilience framework, we examined the associations among ERI, ethnic-rac…
Psychology (21 works) · Developmental psychology (20 works) · Ethnic group (12 works) · Racial and Ethnic Identity Research (12 works) · Early Childhood Education and Development (11 works) · Social Psychology (11 works) · Social Psychology (11 works) · Sociology (10 works) · Clinical Psychology (7 works) · Medicine (6 works)