Josefina Del Toro
Biographic Data
| ID | 832871 |
|---|---|
| NAME | Josefina Del Toro |
| GIVEN NAMES | Josefina |
| FAMILY NAME | Del Toro |
| SIGNATURE | DEL TORO J |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0000-0001-8625-026X |
| VERIFIED | Yes |
| TOTAL WORKS | 46 |
| TOTAL CITATIONS | 206 |
| AUTHOR COUNT | 46 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
The Religious Socialization of African American and Black Caribbean Adolescents: Ethnic Differences and Covariates, Key Socialization Agents, and Parental Messages
Growing up fast, thinking faster: Structural racism, pubertal timing, and executive function in Black American early adolescents.
The Cambridge Handbook of Ethnic and Racial Discrimination and Youth Development
How is ethnic and racial discrimination impacting our young people? Scholars around the world have found that discriminatory interactions of this nature have detrimental impacts on youth and their development. In this handbook, the world's leading experts on this topic examine the current state of the science, presenting current research and tracing foundational theories, empirical findings, multilevel methods, and intervention strategies for chi…
Liberty, Justice, and Sex Education for All: Culturally Relevant, Comprehensive Sex Education as a Structural Intervention in Adolescent Development
Adolescents are experiencing a crisis of disconnection, potentially due to a lack of understanding their own and others’ sexualities and heightened difficulty with developing and maintaining intimate relationships. These challenges may undermine adolescents′ sense of belonging and persist into adulthood. To prevent these issues from emerging in the first place, comprehensive sex education may function as a structural intervention by providing acc…
Black mothers’ racial socialization practices in response to racial unrests in 2020
Study findings fill an important gap in the extant literature on racial socialization that assumes these specific parental practices stop once children enter adolescence or young adulthood, when in fact these data suggest parental racial socialization occurs across the life course, with adult children, and may be shaped by interactions between multiple ecological systems. These findings have important implications for the psychological well-being…
We Have to Be in Fear”: Racism-Related Vigilance Among Older Black Mothers
Racism-related stress has detrimental effects on the health of Black women. However, there is a gap in understanding of how this stress manifests in the lives of Black women at the intersection of gender, age, and motherhood identity. Using a constructivist research paradigm, we employed a phenomenological approach to examine how a sample of 24 Black mothers aged 46–71 from a large, urban Midwestern city reacted to the 2020 racial unrest as a spe…
Which comes first, puberty or identity? The longitudinal interrelations between pubertal timing and sexual minority self-identification among early adolescents
Sexual minority adolescents experience puberty earlier than their heterosexual peers. Early puberty is an indicator of premature aging and can be partly driven by chronic stress linked to discrimination. Nonetheless, the neural, cognitive, and social development linked to puberty enables adolescents to explore and understand their sexual identities. For sexual minority youth, does the stress from identity-based discrimination make them more likel…
A case for change in policy: An integrative conceptual framework to promote more conversations about race/ethnicity in school contexts
Since September 2020, a total of 206 local and state government entities across 43 states have adopted 301 measures, such as policies and resolutions, to prohibit teaching, curricula, and trainings about racism and critical race theory in K-12 education. Recent executive orders, including Executive Order No. 14190, have extended these measures at the federal level and originated from concerns that Black Lives Matter protests in 2020 seeded animos…
Great Expectations: The Importance of Procedural Justice and Parenting for Perceptions of Success Among Youth on Probation
Juvenile probation can be a critical inflection point. As such, researchers, policymakers, and practitioners are interested in enhancing youths’ success on probation, especially pertaining to reducing recidivism and promoting their success in education and employment. Informed by the risk–need–responsivity framework, the present study examined how theoretically derived familial/peer (e.g., social bonds, parental monitoring), societal/community (e…
Racial stereotype and Black adolescents' math achievement: Unpacking the socio-cognitive mechanisms
The spillover effect of school suspensions on adolescents' classroom climate perceptions and academic achievement
Ethnic/racial discrimination, school cultural socialization, and negative affect: Daily diaries reveal African American, Asian American, and Latinx adolescents’ resilience
Cumulative Police Exposures, Police Violence Stress, and Depressive Symptoms: A Focus on Black LGBQ Youth in Baltimore City, Maryland
Employment status and psychosocial adjustment among adolescents and parents during the Covid-19 pandemic: Multi-informant data from ecological momentary assessments
During the COVID-19 pandemic, many families experienced financial and health stressors associated with parental employment. Using multi-informant and daily-diary data from a nationwide U.S. sample of parents and children (626 dyads; 18,780 daily assessments across 30 days: May 18, 2020-June 1, 2020, October 19, 2020-November 2, 2020; parents: M age = 43, 15% male; children: M age = 15, 42% male; 36% Black, 26% White, 14% multiracial, 12% Latinx, …
When ethnic–racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents: The mediating role of math classroom climate perceptions
Ethnic-racial discrimination is a pernicious experience that affects discriminated adolescents' healthy human development, but the spillover consequences of discrimination on the nondiscriminated adolescent population are less clear. Adolescents who vicariously witness their classmates experience ethnic-racial discrimination from educators may question their educators' authority and classroom rules, and educators who perpetuate discrimination may…
Early adolescents’ ethnic–racial discrimination and pubertal development: Parents’ ethnic–racial identities promote adolescents’ resilience
Ethnically and racially underrepresented adolescents are experiencing pubertal development earlier in life than prior cohorts and their White American peers. This early onset of puberty is partly attributable to ethnic-racial discrimination. To contribute to adolescents' resilience and posttraumatic growth in the face of ethnic-racial discrimination, parents' ethnic-racial identities may spill over into their parenting beliefs and practices. Pare…
Vicarious severe school discipline predicts racial disparities among non-disciplined Black and White American adolescents
Racial disparities in school discipline may have collateral consequences on the larger non-suspended student population. The present study leveraged two longitudinal datasets with 1201 non-suspended adolescents (48% Black, 52% White; 55% females, 45% males; M age: 12–13) enrolled in 84 classrooms in an urban mid-Atlantic city of the United States during the 2016–2017 and 2017–2018 academic years. Classmates' minor infraction suspensions predicted…
Fostering school equity: A racial socialization approach to creating an equitable school climate and reducing disciplinary infractions
Despite numerous efforts to attenuate the Black-White discipline gap in U.S. schools, Black students are still suspended for minor infractions at a disproportionately higher rate than their White peers. Using a racially diverse sample ( n = 1,515; M age = 12.7; 50% boys; 72% Black, 28% White), this 3-year longitudinal study examined whether student perceptions of school racial socialization practices (i.e., cultural socialization, promotion of cu…
The spillover effects of classmates’ police intrusion on adolescents’ school-based defiant behaviors: The mediating role of institutional trust
Peers' negative police encounters may have collateral consequences and shape adolescents' relationship with authority figures, including those in the school context. Due to the expansion of law enforcement in schools (e.g., school resource officers) and nearby neighborhoods, schools include spaces where adolescents witness or learn about their peers' intrusive encounters (e.g., stop-and-frisks) with the police. When peers experience intrusive pol…
Do Black and White Students Benefit From Racial Socialization? School Racial Socialization, School Climate, and Youth Academic Performance During Early Adolescence
With racial inequalities plaguing the U.S. school system, educators have recognized the importance of establishing inclusive, equitable, and diverse school environments where students from different ethnic-racial backgrounds can feel respected and supported. This study examined the longitudinal links between adolescents’ experiences of school racial socialization, school climate perceptions, and academic performance and tested whether these links…
Police Stops and School Engagement: Examining Cultural Socialization From Parents and Schools as Protective Factors Among African American Adolescents
Police stops often perpetuate racial disparities in academic outcomes, yet few studies have examined factors that mitigate these negative consequences. Using two longitudinal studies (Study 1: n = 483, M-age = 12.88, 53% males; Study 2: n = 131, M-age = 15.11, 34% males), this article tests whether parental and school cultural socialization reduced the negative associations between police stops and youth’s school engagement. Results showed that y…
Centering the Heterogeneity of Black Adolescents' Experiences: Guidance for Within‐Group Designs among African Diasporic Communities
Despite notable improvements in theory and methods that center the lived experiences of Black adolescents, White supremacy endures in developmental science. In this article, we focus on one methodological manifestation of White supremacy—sampling decisions that assume Black adolescents are a homogeneous group. We examine overlooked concerns about within‐group designs with Black adolescents, such as the erasure of some African diasporic communitie…
Self-Regulatory Coping Behaviors and Stress Reactivity: Exploring the Environmental Affordance Model of Health Disparities
Health-harming and health-promoting SRCB are inter-related. Specific behaviors, rather than groupings as health-harming versus -promoting, are related to HPA stress reactivity
Adolescents' views of defunding the police, abolishing the police, and “The Talk”
INTRODUCTION: Definitions regarding defunding or abolishing the police are highly contested in the United States. Moreover, adolescents' definitions and how socialization processes shape their definitions are unclear. METHODS: Within a national sample of 822 adolescents ages 13-17 (49.69% female; 63.22% White, 16.93% Black/African American, 11.01% Hispanic/Latinx) surveyed in July 2020, this study examined how youth define defunding versus abolis…
Racial Stereotype Endorsement, Academic Engagement, Mindset, and Performance among Black and White American Adolescents
Trajectories of Discrimination Across Adolescence: Associations With Academic, Psychological, and Behavioral Outcomes
The authors explored trajectories of perceived discrimination over a 6-year period (five assessments in 6th-11th grade) in relation to academic, behavioral, and psychological adjustment in 8th and 11th grades. They distinguished discrimination from adults versus peers in addition to overt versus covert discrimination from peers. The sample included 226 African American, White, Dominican, Puerto Rican, and Chinese adolescents (ages 11-12 at Time 1…
Trajectories of Online Racial Discrimination and Psychological Functioning Among African American and Latino Adolescents
This study investigated trajectories of individual and vicarious online racial discrimination (ORD) and their associations with psychological outcomes for African American and Latinx adolescents in 6th-12th grade (N = 522; M grade = 9th) across three waves. Data were analyzed using growth mixture modeling to estimate trajectories for ORD and to determine the effects of each trajectory on Wave 3 depressive symptoms, anxiety, and self-esteem. Resul…
The policing paradox: Police stops predict youth’s school disengagement via elevated psychological distress
Negative interactions with the legal system can inform adolescents' relationships with schools. The present daily-diary study examined 13,545 daily survey assessments from 387 adolescents (M age = 13-14; 40% male; 32% Black, 50% White, and 18% Other ethnic-racial minority) across 35 days to assess whether police stops predicted adolescents' school disengagement through their psychological distress as a mediator. Results showed that 9% of youth ex…
Inter-Relations Between Ethnic-Racial Discrimination and Ethnic-Racial Identity Among Early Adolescents
The authors examined whether the longitudinal inter-relations between ethnic-racial discrimination and ethnic-racial identity vary according to the perpetrator of discrimination. The authors used three waves of data from early adolescents (n = 387; ages 11-12 at Wave 1) to assess the strength and direction of relations between perceived discrimination from non-school adults and peers vis-à-vis ethnic-racial identity exploration, commitment, priva…
Trajectories of Discrimination across the College Years: Associations with Academic, Psychological, and Physical Adjustment Outcomes
An Intersectional Approach to Understanding the Academic and Health Effects of Policing Among Urban Adolescents
This brief report examines whether the effects of direct and vicarious police stops on adolescents' academic adjustment via their psychological and physical well-being differ across ethnic-racial and gender groups. Using national and longitudinal survey data from Black, Latinx, and White adolescents (N = 3004; 49% girls), we found that the police stopped more Black boys and Black girls than their ethnic-racial peers. Vicarious stops were prevalen…
Interrelations among dimensions of ethnic-racial identity during adolescence
Two approaches to conceptualizing ethnic-racial identity development dominate the literature within developmental psychology-1 focused on the process of ethnic-racial identity development, including exploration and commitment, and another focused on the evaluative components of identity, including private and public regard. In this study, we examined the interrelations among exploration, commitment, private regard, and public regard across three …
Adolescents' views of defunding the police, abolishing the police, and “The Talk”
INTRODUCTION: Definitions regarding defunding or abolishing the police are highly contested in the United States. Moreover, adolescents' definitions and how socialization processes shape their definitions are unclear. METHODS: Within a national sample of 822 adolescents ages 13-17 (49.69% female; 63.22% White, 16.93% Black/African American, 11.01% Hispanic/Latinx) surveyed in July 2020, this study examined how youth define defunding versus abolis…
The roles of suspensions for minor infractions and school climate in predicting academic performance among adolescents
African American adolescents are grossly overrepresented in rates of school suspensions for minor disciplinary infractions; however, the consequences associated with this disciplinary practice are unknown. African American adolescents who were suspended for minor infractions may perceive school rules and adults as unfair and illegitimate, and these poor perceptions toward school may compromise their social and interpersonal resources necessary fo…
Does anyone benefit from exclusionary discipline? An exploration on the direct and vicarious links between suspensions for minor infraction and adolescents’ academic achievement
The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline-especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions-is a known threat to suspended students' academic achievement, but few have examined whether and ho…
Do Black and White Students Benefit From Racial Socialization? School Racial Socialization, School Climate, and Youth Academic Performance During Early Adolescence
With racial inequalities plaguing the U.S. school system, educators have recognized the importance of establishing inclusive, equitable, and diverse school environments where students from different ethnic-racial backgrounds can feel respected and supported. This study examined the longitudinal links between adolescents’ experiences of school racial socialization, school climate perceptions, and academic performance and tested whether these links…
Socially Anxious Science Achievers: The Roles of Peer Social Support and Social Engagement in the Relation Between Adolescents’ Social Anxiety and Science Achievement
Invited Reflection: Intersectionality in Quantitative and Qualitative Research
Theory and empiricism: A comment on "Interrogating the environmental affordances model" by Pamplin and colleagues
Cumulative Police Exposures, Police Violence Stress, and Depressive Symptoms: A Focus on Black LGBQ Youth in Baltimore City, Maryland
The spillover effects of classmates’ police intrusion on adolescents’ school-based defiant behaviors: The mediating role of institutional trust
Peers' negative police encounters may have collateral consequences and shape adolescents' relationship with authority figures, including those in the school context. Due to the expansion of law enforcement in schools (e.g., school resource officers) and nearby neighborhoods, schools include spaces where adolescents witness or learn about their peers' intrusive encounters (e.g., stop-and-frisks) with the police. When peers experience intrusive pol…
Police Stops and School Engagement: Examining Cultural Socialization From Parents and Schools as Protective Factors Among African American Adolescents
Police stops often perpetuate racial disparities in academic outcomes, yet few studies have examined factors that mitigate these negative consequences. Using two longitudinal studies (Study 1: n = 483, M-age = 12.88, 53% males; Study 2: n = 131, M-age = 15.11, 34% males), this article tests whether parental and school cultural socialization reduced the negative associations between police stops and youth’s school engagement. Results showed that y…
Racial Stereotype Endorsement, Academic Engagement, Mindset, and Performance among Black and White American Adolescents
We Have to Be in Fear”: Racism-Related Vigilance Among Older Black Mothers
Racism-related stress has detrimental effects on the health of Black women. However, there is a gap in understanding of how this stress manifests in the lives of Black women at the intersection of gender, age, and motherhood identity. Using a constructivist research paradigm, we employed a phenomenological approach to examine how a sample of 24 Black mothers aged 46–71 from a large, urban Midwestern city reacted to the 2020 racial unrest as a spe…
Which comes first, puberty or identity? The longitudinal interrelations between pubertal timing and sexual minority self-identification among early adolescents
Sexual minority adolescents experience puberty earlier than their heterosexual peers. Early puberty is an indicator of premature aging and can be partly driven by chronic stress linked to discrimination. Nonetheless, the neural, cognitive, and social development linked to puberty enables adolescents to explore and understand their sexual identities. For sexual minority youth, does the stress from identity-based discrimination make them more likel…
When ethnic–racial discrimination from math teachers spills over and predicts the math adjustment of nondiscriminated adolescents: The mediating role of math classroom climate perceptions
Ethnic-racial discrimination is a pernicious experience that affects discriminated adolescents' healthy human development, but the spillover consequences of discrimination on the nondiscriminated adolescent population are less clear. Adolescents who vicariously witness their classmates experience ethnic-racial discrimination from educators may question their educators' authority and classroom rules, and educators who perpetuate discrimination may…
Early adolescents’ ethnic–racial discrimination and pubertal development: Parents’ ethnic–racial identities promote adolescents’ resilience
Ethnically and racially underrepresented adolescents are experiencing pubertal development earlier in life than prior cohorts and their White American peers. This early onset of puberty is partly attributable to ethnic-racial discrimination. To contribute to adolescents' resilience and posttraumatic growth in the face of ethnic-racial discrimination, parents' ethnic-racial identities may spill over into their parenting beliefs and practices. Pare…
Self-Regulatory Coping Behaviors and Stress Reactivity: Exploring the Environmental Affordance Model of Health Disparities
Health-harming and health-promoting SRCB are inter-related. Specific behaviors, rather than groupings as health-harming versus -promoting, are related to HPA stress reactivity
Consequences of fearing police: Associations with youths' mental health and felt obligation to obey both the law and school rules
Mental Health Consequences of Racial/Ethnic Disparities in Policing Among Adolescents in the United States and the United Kingdom
Mental Health Consequences of Racial/Ethnic Disparities in Policing Among Adolescents in the United States and the United Kingdom Juan Del ToroPhD Affiliation Juan Del Toro is with the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA. CopyRightCorrespondence should be sent to Juan Del Toro, Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Office #511C, Pittsburgh, PA 15260 (e-m…
A Bibliography of the Collective Biography of Spanish America
A Transactional/Ecological Perspective on Ethnic–Racial Identity, Socialization, and Discrimination
Invited Reflection: Intersectionality in Quantitative and Qualitative Research
Trajectories of Discrimination Across Adolescence: Associations With Academic, Psychological, and Behavioral Outcomes
The authors explored trajectories of perceived discrimination over a 6-year period (five assessments in 6th-11th grade) in relation to academic, behavioral, and psychological adjustment in 8th and 11th grades. They distinguished discrimination from adults versus peers in addition to overt versus covert discrimination from peers. The sample included 226 African American, White, Dominican, Puerto Rican, and Chinese adolescents (ages 11-12 at Time 1…
Interrelations among dimensions of ethnic-racial identity during adolescence
Two approaches to conceptualizing ethnic-racial identity development dominate the literature within developmental psychology-1 focused on the process of ethnic-racial identity development, including exploration and commitment, and another focused on the evaluative components of identity, including private and public regard. In this study, we examined the interrelations among exploration, commitment, private regard, and public regard across three …
The criminogenic and psychological effects of police stops on adolescent black and Latino boys
Significance Four waves of longitudinal survey data demonstrate that contact with law enforcement predicts increases in black and Latino adolescents’ self-reported criminal behaviors 6, 12, and 18 months later. These results are partially mediated by psychological distress. The younger boys are when stopped for the first time, the stronger these relationships. Boys’ race and prior engagement in delinquent behaviors did not moderate the effect. Th…
Trajectories of Discrimination across the College Years: Associations with Academic, Psychological, and Physical Adjustment Outcomes
Socially Anxious Science Achievers: The Roles of Peer Social Support and Social Engagement in the Relation Between Adolescents’ Social Anxiety and Science Achievement
Inter-Relations Between Ethnic-Racial Discrimination and Ethnic-Racial Identity Among Early Adolescents
The authors examined whether the longitudinal inter-relations between ethnic-racial discrimination and ethnic-racial identity vary according to the perpetrator of discrimination. The authors used three waves of data from early adolescents (n = 387; ages 11-12 at Wave 1) to assess the strength and direction of relations between perceived discrimination from non-school adults and peers vis-à-vis ethnic-racial identity exploration, commitment, priva…
Trajectories of Online Racial Discrimination and Psychological Functioning Among African American and Latino Adolescents
This study investigated trajectories of individual and vicarious online racial discrimination (ORD) and their associations with psychological outcomes for African American and Latinx adolescents in 6th-12th grade (N = 522; M grade = 9th) across three waves. Data were analyzed using growth mixture modeling to estimate trajectories for ORD and to determine the effects of each trajectory on Wave 3 depressive symptoms, anxiety, and self-esteem. Resul…
School Cultural Socialization and Academic Performance: Examining Ethnic-Racial Identity Development as a Mediator Among African American Adolescents
Historic racial disparities in the United States have created an urgent need for evidence-based strategies promoting African American students’ academic performance via school-based ethnic-racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant literature. This longitudinal study examined whether school cultural socialization predicted 961 African…
More Than Growth Mindset: Individual and Interactive Links Among Socioeconomically Disadvantaged Adolescents’ Ability Mindsets, Metacognitive Skills, and Math Engagement
This article used self-regulated learning as a theoretical lens to examine the individual and interactive associations between a growth mindset and metacognition on math engagement for adolescent students from socioeconomically disadvantaged schools. Across three longitudinal studies with 207, 897, and 2,325 11- to 15-year-old adolescents, students’ beliefs that intelligence is malleable and capable of growth over time only predicted higher math …
Skill, Thrill, and Will: The Role of Metacognition, Interest, and Self-Control in Predicting Student Engagement in Mathematics Learning Over Time
Maintaining learning engagement throughout adolescence is critical for long-term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11–15), metacognitive skills, interest, and self-control each uniquely predicted math engagement. Additionally, metacognitive skills worked with…
Mental Health Consequences of Racial/Ethnic Disparities in Policing Among Adolescents in the United States and the United Kingdom
Mental Health Consequences of Racial/Ethnic Disparities in Policing Among Adolescents in the United States and the United Kingdom Juan Del ToroPhD Affiliation Juan Del Toro is with the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA. CopyRightCorrespondence should be sent to Juan Del Toro, Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Office #511C, Pittsburgh, PA 15260 (e-m…
Longitudinal Inter-relations between School Cultural Socialization and School Engagement among Urban Early Adolescents
The roles of suspensions for minor infractions and school climate in predicting academic performance among adolescents
African American adolescents are grossly overrepresented in rates of school suspensions for minor disciplinary infractions; however, the consequences associated with this disciplinary practice are unknown. African American adolescents who were suspended for minor infractions may perceive school rules and adults as unfair and illegitimate, and these poor perceptions toward school may compromise their social and interpersonal resources necessary fo…
An Intersectional Approach to Understanding the Academic and Health Effects of Policing Among Urban Adolescents
This brief report examines whether the effects of direct and vicarious police stops on adolescents' academic adjustment via their psychological and physical well-being differ across ethnic-racial and gender groups. Using national and longitudinal survey data from Black, Latinx, and White adolescents (N = 3004; 49% girls), we found that the police stopped more Black boys and Black girls than their ethnic-racial peers. Vicarious stops were prevalen…
Theory and empiricism: A comment on "Interrogating the environmental affordances model" by Pamplin and colleagues
Centering the Heterogeneity of Black Adolescents' Experiences: Guidance for Within‐Group Designs among African Diasporic Communities
Despite notable improvements in theory and methods that center the lived experiences of Black adolescents, White supremacy endures in developmental science. In this article, we focus on one methodological manifestation of White supremacy—sampling decisions that assume Black adolescents are a homogeneous group. We examine overlooked concerns about within‐group designs with Black adolescents, such as the erasure of some African diasporic communitie…
Self-Regulatory Coping Behaviors and Stress Reactivity: Exploring the Environmental Affordance Model of Health Disparities
Health-harming and health-promoting SRCB are inter-related. Specific behaviors, rather than groupings as health-harming versus -promoting, are related to HPA stress reactivity
Adolescents' views of defunding the police, abolishing the police, and “The Talk”
INTRODUCTION: Definitions regarding defunding or abolishing the police are highly contested in the United States. Moreover, adolescents' definitions and how socialization processes shape their definitions are unclear. METHODS: Within a national sample of 822 adolescents ages 13-17 (49.69% female; 63.22% White, 16.93% Black/African American, 11.01% Hispanic/Latinx) surveyed in July 2020, this study examined how youth define defunding versus abolis…
Racial Stereotype Endorsement, Academic Engagement, Mindset, and Performance among Black and White American Adolescents
Consequences of fearing police: Associations with youths' mental health and felt obligation to obey both the law and school rules
The policing paradox: Police stops predict youth’s school disengagement via elevated psychological distress
Negative interactions with the legal system can inform adolescents' relationships with schools. The present daily-diary study examined 13,545 daily survey assessments from 387 adolescents (M age = 13-14; 40% male; 32% Black, 50% White, and 18% Other ethnic-racial minority) across 35 days to assess whether police stops predicted adolescents' school disengagement through their psychological distress as a mediator. Results showed that 9% of youth ex…
Does anyone benefit from exclusionary discipline? An exploration on the direct and vicarious links between suspensions for minor infraction and adolescents’ academic achievement
The intended purpose of exclusionary discipline is to improve the learning environment by removing disruptive students; however, emerging evidence has suggested that these practices may have the opposite effect. Exclusionary discipline-especially policies that use suspensions as punishment for minor, developmentally normative behavioral infractions-is a known threat to suspended students' academic achievement, but few have examined whether and ho…
Psychology (38 works) · Developmental psychology (32 works) · Ethnic group (19 works) · Social Psychology (17 works) · Sociology (17 works) · Early Childhood Education and Development (16 works) · Social Psychology (16 works) · Medicine (15 works) · Racial and Ethnic Identity Research (15 works) · Political science (12 works)