Gabriel Velez
Dados Biográficos
| ID | 4395050 |
|---|---|
| NOME | Gabriel Velez |
| PRENOMES | Gabriel |
| SOBRENOME | Velez |
| ASSINATURA | VELEZ G |
| AFILIAÇÕES | Marquette University |
| ORCID | 0000-0002-9128-156X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 33 |
| TOTAL DE CITAÇÕES | 65 |
| OBRAS COMO AUTOR | 32 |
| OBRAS COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
From AI as a Relational Breaker to a Relational Broker
Conceptualised peace
Making Meaning of Justice and Peace
This comprehensive guide navigates the intersection of psychology, peacebuilding, and violence engagement among youth. Beginning with an exploration of psychology's role in social justice, it establishes the groundwork in restorative justice and peace education, areas ripe for psychological exploration. The book introduces the conceptualized peace framework, illuminating how young people interpret societal discourses to shape their identities wit…
Black and Latine youth thinking about punitive and restorative approaches in relation to race/ethnicity
Restorative practices (RPs) are a growing approach to mitigate racial/ethnic disparities in school disciplinary systems. This qualitative study explores the lived experiences of Black and/or Latine students, examining how they perceive and interpret disciplinary approaches in their schools. Using focus groups across seven high schools (N = 93 participants), we explored how students made meaning of the potential of RP. Overall, participants expres…
Adolescents’ Viewpoints on Fair and Unfair Ways to Address Peer Harm in Schools
This study sought to explore what students thought were fair and unfair approaches to addressing peer harm in their school, and how they construct these understandings through their lived experiences. Participants were 33 adolescents (18 girls, 14 boys, 1 other not specified gender; M age = 14.79, SD = 0.90) attending ninth grade in a public urban school in Bogotá, Colombia. Most adolescents were born in Colombia (91%), followed by Venezuela (9%)…
Mapping Ecosystems
Urban minoritized students often face a multitude of systemic challenges that play out in their statistical outcomes. Still, they are also surrounded by cultural, family, and community resources, supports, and funds of knowledge. In this manuscript, we present a methodology for a community-engaged process to urban educational ecosystems as a first step in promoting systems change. We describe the need consider systems, and then discuss our work i…
Manywheres
In this article, we articulate an innovative framework, manywheres , and argue that it can advance the work of fostering youth-led change and progressive world-making. We first root psychological and development science in an applied framework of developing more just, harmonious, and tolerant social worlds. Then, we introduce manywheres , a guiding framework of propositions of attending to the complexity and nuance of meaning-making across indivi…
Teaching field social psychology
A confluence of societal challenges and critiques of dominant modes of psychological science has created an opportunity to reassess how research in the discipline is taught to future generations of researchers. Given this context, psychology instructors must employ approaches and concrete strategies that provide students with research methods and methodologies focused on developing effective and ecologically valid insights about everyday life. In…
Colombian youths’ reasoning about retributive and restorative justice in the 2016 peace accord
This study investigated Colombian adolescents’ evaluations and expectations about different solutions to seeking justice in the aftermath of group-based harms and how their judgments of solutions were associated with self-reported levels of trust. In individual interviews, 74 adolescents (M age = 16.48 years; 36 girls, 38 boys) in Bogotá, Colombia were presented with scenarios depicting two forms of group harm (involving damage to infrastructure …
Rethinking behavioral reassignment in school systems
Growing evidence over the last few decades has highlighted that punitive approaches in schools perpetuate violence, furthering inequities, deepening issues of safety, and negatively impacting young people’s development. These impacts are particularly felt in under-resourced urban schools situated in contexts of community violence. Partially, in response, an increasing number of schools and school districts are engaging in restorative practices. T…
First-Year College Students’ Meaning Making of the Pandemic’s Impacts on Their Academics
The deep reverberations that the COVID-19 pandemic had on adolescents will continue to resonate with them as they age and go to college. In this study, we explore how 70 first year college students make meaning of COVID-19’s impacts on their academic lives as they begin their post-secondary education. Based in a phenomenological approach to ecosystems theory, we interviewed students as they began college to ask about what their academics in high …
From forgiveness and reconciliation to social capital and psychosocial well‐being
In 2016, the Colombian government signed a historic peace accord with the FARC‐EP after 50 years of armed conflict. Still, widespread obstacles to forgiveness and reconciliation remained. The current study explores the potential of reconciliation centres (RC) in Medellin to help counteract a return to violence. These seven RCs included three branches of programming about forgiveness and reconciliation to support community well‐being and social ca…
Urban Colombian youths' perspectives on the armed conflict and possibilities for ways forward
In the aftermath of intractable armed conflict, adolescents can play a critical role in the process of reconciliation and the construction of a culture of peace. The meanings they construct about these processes are a core aspect of their engagement (or lack thereof) in peace‐building initiatives. This study sought to document adolescents' perspectives on the Colombian armed conflict and the 2016 peace treaty, as well as their preferred resolutio…
Bringing Covid to College
As time passes from the start of the COVID-19 pandemic in 2020, new cohorts of emerging adults transition to college , carrying with them experiences and effects of the pandemic on their lives and development. This study uses semi-structured interviews and reflexive thematic analysis to investigate how a cohort of 36 young people made narrative meaning of the pandemic in relation to their identities. Data were collected at the beginning of their …
From Predominantly White to Hispanic-Serving
This study utilized focus groups with Latinx students at a private, Midwestern university to explore the complexities inherent in the process of becoming a Hispanic-Serving Institution (HSI). The purpose of the study was: (a) to better understand Latinx students’ experiences at an “emerging” HSI, and (b) to understand how students understand an institutional journey toward the HSI designation. Findings point toward the value in exploring the Lati…
Messaging and Action around Race and Inclusion at a Predominantly White Institution
As college has increasingly become part of emerging adulthood for United States youth, Predominantly White and Historically White Institutions (PWI/HWIs) have faced pressures to diversify and address problematic racial/ethnic campus climates. Within the rich and evolving literature, there is room for better understanding how Black, Indigenous, and People of Color (BIPOC) emerging adults experience institutional messaging. This report draws on env…
Developing in a Dynamic World
In 2020, the COVID-19 pandemic and other social dynamics created a myriad of challenges and changes for individuals, groups, and societies. The impacts on youth are particularly noteworthy given developmental processes of adolescence and emerging adulthood. As psychologists, we have much to offer in studying how 2020 influenced their development and in shaping effective supports. To be useful, the work must be nuanced, iterative, and attentive to…
The multifaceted challenges of crafting an introductory text into peace and conflict
Adolescents' Retributive and Restorative Orientations in Response to Intergroup Harms in Schools
This mixed-methods study examined how adolescents understand and evaluate different ways to address intergroup harms in schools. In individual interviews, 77 adolescents (M age = 16.49 years; 39 girls, 38 boys) in Bogotá, Colombia, responded to hypothetical vignettes wherein a rival group at school engaged in a transgression against their group. Adolescents reported that students who were harmed should and would talk to school authorities, but al…
Restorative Justice
Teacher and administrator perceptions of peace education in Milwaukee (US) Catholic schools
Often intersecting with systemic inequity and injustice, young people’s exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of pea…
Supporting peaceful individuals, groups, and societies
In 2020, individuals, societies, and the international community were presented with a myriad of challenges that were exacerbated by the COVID-19 pandemic. Social bonds were stretched thin, racial inequity was brought to the forefront, and political polarization deepened. This context heightened the need for effective theoretical frameworks, strategies, and understandings of how to support positive and negative peace and build cultures of peace a…
Learning peace
Young people’s critical role in building peaceful societies has been increasingly recognized in research and policy over the last several decades. This attention has coincided with the development and wider application of peace education in transitional and conflict settings. Within the field, however, there has been less attention to young people’s own perspectives, understandings of their roles, and responses to peace education. This study cont…
A framework for guiding transformative growth after school shootings
For the last 20 years, gun violence has severely compromised safety, learning outcomes, social development, and psychological well-being in many high school communities. An emerging body of international research describes strategies developed to support students and staff members in the wake of school shootings. However, these protocols are typically designed to help administrators manage the immediate sequelae of these incidents, leaving surviv…
Making Meaning of Peace
In post-conflict and transitional settings, adolescents are important civic and political actors as potential peacebuilders. Policy and programming often focus on promoting prosocial outcomes for these younger generations, but there has been growing attention to their perspectives and psychological development. Drawing on theory in developmental psychology, adolescents interpret and respond to context in forming ideas about key concepts like peac…
Political activism and mental health among Black and Latinx college students
Political activism serves as a protective factor to mitigate the negative effect of R/E discrimination on stress and depressive symptoms for Latinx students. For Black students, higher levels of political activism may exacerbate experiences of R/E microaggressions and relate to more stress and anxiety compared with Black students who are less politically involved. Findings point to the need for a deeper understanding of phenomenological variation…
Field social psychology
Field social psychology is a conceptual and methodological approach to describe, examine, and explain psychological phenomena at multiple levels of analysis with emphasis on the sociocultural environments in which people are embedded, the unfolding of psychological processes over time, and the use of ecologically valid multiple methods in conjunction. In this essay, we first define a contemporary form of field social psychology from its roots in …
Learning peace
Young people’s critical role in building peaceful societies has been increasingly recognized in research and policy over the last several decades. This attention has coincided with the development and wider application of peace education in transitional and conflict settings. Within the field, however, there has been less attention to young people’s own perspectives, understandings of their roles, and responses to peace education. This study cont…
Trust, civic self-efficacy, and acceptance of corruption among Colombian adolescents
Civic self-efficacy and trust are interrelated dimensions of citizenship that are important in adolescence and linked to educational contexts. Furthermore, they have been separately connected to corruption. However, the three factors are seldom looked at together and investigations of them using international education datasets are rarely contextualised within national histories and politics. The current study uses the 2009 and 2016 ICCS and mult…
Teacher and administrator perceptions of peace education in Milwaukee (US) Catholic schools
Often intersecting with systemic inequity and injustice, young people’s exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of pea…
Making Meaning of Peace
In post-conflict and transitional settings, adolescents are important civic and political actors as potential peacebuilders. Policy and programming often focus on promoting prosocial outcomes for these younger generations, but there has been growing attention to their perspectives and psychological development. Drawing on theory in developmental psychology, adolescents interpret and respond to context in forming ideas about key concepts like peac…
Mapping Ecosystems
Urban minoritized students often face a multitude of systemic challenges that play out in their statistical outcomes. Still, they are also surrounded by cultural, family, and community resources, supports, and funds of knowledge. In this manuscript, we present a methodology for a community-engaged process to urban educational ecosystems as a first step in promoting systems change. We describe the need consider systems, and then discuss our work i…
Colombian youths’ reasoning about retributive and restorative justice in the 2016 peace accord
This study investigated Colombian adolescents’ evaluations and expectations about different solutions to seeking justice in the aftermath of group-based harms and how their judgments of solutions were associated with self-reported levels of trust. In individual interviews, 74 adolescents (M age = 16.48 years; 36 girls, 38 boys) in Bogotá, Colombia were presented with scenarios depicting two forms of group harm (involving damage to infrastructure …
From forgiveness and reconciliation to social capital and psychosocial well‐being
In 2016, the Colombian government signed a historic peace accord with the FARC‐EP after 50 years of armed conflict. Still, widespread obstacles to forgiveness and reconciliation remained. The current study explores the potential of reconciliation centres (RC) in Medellin to help counteract a return to violence. These seven RCs included three branches of programming about forgiveness and reconciliation to support community well‐being and social ca…
Adolescents' Retributive and Restorative Orientations in Response to Intergroup Harms in Schools
This mixed-methods study examined how adolescents understand and evaluate different ways to address intergroup harms in schools. In individual interviews, 77 adolescents (M age = 16.49 years; 39 girls, 38 boys) in Bogotá, Colombia, responded to hypothetical vignettes wherein a rival group at school engaged in a transgression against their group. Adolescents reported that students who were harmed should and would talk to school authorities, but al…
Building Human Rights Consciousness in Postconflict Societies
During adolescence, individuals begin to form ideas about human rights as part of the development of a sense of self. The outcomes of these processes are influential in the stability and peace in postconflict societies. However, there remain many questions about how these youth construct ideas about human rights and how they become oriented toward promoting these in society through a developed human rights consciousness. This study investigates h…
Political activism and mental health among Black and Latinx college students
Political activism serves as a protective factor to mitigate the negative effect of R/E discrimination on stress and depressive symptoms for Latinx students. For Black students, higher levels of political activism may exacerbate experiences of R/E microaggressions and relate to more stress and anxiety compared with Black students who are less politically involved. Findings point to the need for a deeper understanding of phenomenological variation…
Building peace through postconflict youth
Building Human Rights Consciousness in Postconflict Societies
During adolescence, individuals begin to form ideas about human rights as part of the development of a sense of self. The outcomes of these processes are influential in the stability and peace in postconflict societies. However, there remain many questions about how these youth construct ideas about human rights and how they become oriented toward promoting these in society through a developed human rights consciousness. This study investigates h…
Phenomenology and Intersectionality: Using PVEST as a Frame for Adolescent Identity Formation Amid Intersecting Ecological Systems of Inequality
I Wasn’t Expecting It”
For emerging adults transitioning to college, normative social and contextual shifts present challenges that are largely a productive aspect of development. But not all students have the same experiences, nor do all students manage similar experiences in similar ways. Black and Latinx emerging adults transitioning to Historically White Institutions must adjust not only to college life but also to feeling different and, sometimes, isolated. There …
Teaching students how to think, not what to think
Academia is often critiqued as an “ivory tower” where research, thinking, and teaching are isolated from the complexity and everyday experience of so many people. As instructors of political and other psychology courses, we strive to break down these barriers and engage with the dynamic and nuanced nature of phenomena as situated in lived social and political contexts. In this report, we unpack and detail how we strive to achieve this goal by exp…
Trust, civic self-efficacy, and acceptance of corruption among Colombian adolescents
Civic self-efficacy and trust are interrelated dimensions of citizenship that are important in adolescence and linked to educational contexts. Furthermore, they have been separately connected to corruption. However, the three factors are seldom looked at together and investigations of them using international education datasets are rarely contextualised within national histories and politics. The current study uses the 2009 and 2016 ICCS and mult…
Teacher and administrator perceptions of peace education in Milwaukee (US) Catholic schools
Often intersecting with systemic inequity and injustice, young people’s exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of pea…
Supporting peaceful individuals, groups, and societies
In 2020, individuals, societies, and the international community were presented with a myriad of challenges that were exacerbated by the COVID-19 pandemic. Social bonds were stretched thin, racial inequity was brought to the forefront, and political polarization deepened. This context heightened the need for effective theoretical frameworks, strategies, and understandings of how to support positive and negative peace and build cultures of peace a…
Learning peace
Young people’s critical role in building peaceful societies has been increasingly recognized in research and policy over the last several decades. This attention has coincided with the development and wider application of peace education in transitional and conflict settings. Within the field, however, there has been less attention to young people’s own perspectives, understandings of their roles, and responses to peace education. This study cont…
A framework for guiding transformative growth after school shootings
For the last 20 years, gun violence has severely compromised safety, learning outcomes, social development, and psychological well-being in many high school communities. An emerging body of international research describes strategies developed to support students and staff members in the wake of school shootings. However, these protocols are typically designed to help administrators manage the immediate sequelae of these incidents, leaving surviv…
Making Meaning of Peace
In post-conflict and transitional settings, adolescents are important civic and political actors as potential peacebuilders. Policy and programming often focus on promoting prosocial outcomes for these younger generations, but there has been growing attention to their perspectives and psychological development. Drawing on theory in developmental psychology, adolescents interpret and respond to context in forming ideas about key concepts like peac…
Field social psychology
Field social psychology is a conceptual and methodological approach to describe, examine, and explain psychological phenomena at multiple levels of analysis with emphasis on the sociocultural environments in which people are embedded, the unfolding of psychological processes over time, and the use of ecologically valid multiple methods in conjunction. In this essay, we first define a contemporary form of field social psychology from its roots in …
Messaging and Action around Race and Inclusion at a Predominantly White Institution
As college has increasingly become part of emerging adulthood for United States youth, Predominantly White and Historically White Institutions (PWI/HWIs) have faced pressures to diversify and address problematic racial/ethnic campus climates. Within the rich and evolving literature, there is room for better understanding how Black, Indigenous, and People of Color (BIPOC) emerging adults experience institutional messaging. This report draws on env…
Developing in a Dynamic World
In 2020, the COVID-19 pandemic and other social dynamics created a myriad of challenges and changes for individuals, groups, and societies. The impacts on youth are particularly noteworthy given developmental processes of adolescence and emerging adulthood. As psychologists, we have much to offer in studying how 2020 influenced their development and in shaping effective supports. To be useful, the work must be nuanced, iterative, and attentive to…
The multifaceted challenges of crafting an introductory text into peace and conflict
Adolescents' Retributive and Restorative Orientations in Response to Intergroup Harms in Schools
This mixed-methods study examined how adolescents understand and evaluate different ways to address intergroup harms in schools. In individual interviews, 77 adolescents (M age = 16.49 years; 39 girls, 38 boys) in Bogotá, Colombia, responded to hypothetical vignettes wherein a rival group at school engaged in a transgression against their group. Adolescents reported that students who were harmed should and would talk to school authorities, but al…
Restorative Justice
Bringing Covid to College
As time passes from the start of the COVID-19 pandemic in 2020, new cohorts of emerging adults transition to college , carrying with them experiences and effects of the pandemic on their lives and development. This study uses semi-structured interviews and reflexive thematic analysis to investigate how a cohort of 36 young people made narrative meaning of the pandemic in relation to their identities. Data were collected at the beginning of their …
From Predominantly White to Hispanic-Serving
This study utilized focus groups with Latinx students at a private, Midwestern university to explore the complexities inherent in the process of becoming a Hispanic-Serving Institution (HSI). The purpose of the study was: (a) to better understand Latinx students’ experiences at an “emerging” HSI, and (b) to understand how students understand an institutional journey toward the HSI designation. Findings point toward the value in exploring the Lati…
Manywheres
In this article, we articulate an innovative framework, manywheres , and argue that it can advance the work of fostering youth-led change and progressive world-making. We first root psychological and development science in an applied framework of developing more just, harmonious, and tolerant social worlds. Then, we introduce manywheres , a guiding framework of propositions of attending to the complexity and nuance of meaning-making across indivi…
Teaching field social psychology
A confluence of societal challenges and critiques of dominant modes of psychological science has created an opportunity to reassess how research in the discipline is taught to future generations of researchers. Given this context, psychology instructors must employ approaches and concrete strategies that provide students with research methods and methodologies focused on developing effective and ecologically valid insights about everyday life. In…
Colombian youths’ reasoning about retributive and restorative justice in the 2016 peace accord
This study investigated Colombian adolescents’ evaluations and expectations about different solutions to seeking justice in the aftermath of group-based harms and how their judgments of solutions were associated with self-reported levels of trust. In individual interviews, 74 adolescents (M age = 16.48 years; 36 girls, 38 boys) in Bogotá, Colombia were presented with scenarios depicting two forms of group harm (involving damage to infrastructure …
Rethinking behavioral reassignment in school systems
Growing evidence over the last few decades has highlighted that punitive approaches in schools perpetuate violence, furthering inequities, deepening issues of safety, and negatively impacting young people’s development. These impacts are particularly felt in under-resourced urban schools situated in contexts of community violence. Partially, in response, an increasing number of schools and school districts are engaging in restorative practices. T…
First-Year College Students’ Meaning Making of the Pandemic’s Impacts on Their Academics
The deep reverberations that the COVID-19 pandemic had on adolescents will continue to resonate with them as they age and go to college. In this study, we explore how 70 first year college students make meaning of COVID-19’s impacts on their academic lives as they begin their post-secondary education. Based in a phenomenological approach to ecosystems theory, we interviewed students as they began college to ask about what their academics in high …
Psychology (26 obras) · Sociology (21 obras) · Political science (19 obras) · Social Psychology (14 obras) · Social Psychology (13 obras) · Social science (9 obras) · Peace and Human Rights Education (8 obras) · Pedagogy (8 obras) · Gender Studies (7 obras) · Law (7 obras)