Aprile D Benner
Dados Biográficos
| ID | 81395 |
|---|---|
| NOME | Aprile D Benner |
| PRENOMES | Aprile D |
| SOBRENOME | Benner |
| ASSINATURA | BENNER A D |
| AFILIAÇÕES | The University of Texas at Austin |
| ORCID | 0000-0001-8062-4718 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 80 |
| TOTAL DE CITAÇÕES | 931 |
| TOTAL COMO AUTOR | 80 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 17 |
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…
Accumulating disadvantage
Research has documented the pervasive impact of discrimination on adolescents' mental health, but its impact on physical health at this time in the life course is less understood. The present study fills this gap by investigating how accumulating experiences of peer-perpetrated discrimination across adolescence impact general health and whether unhealthy behaviors (i.e., substance use, poor sleep, lack of exercise) serve as an explanatory mediati…
From status and rank to report card
To advance understanding of the relations between social class and adolescent development, the current study examined the extent to which both objective SES (i.e., parental education level, qualified for Free or Reduced-Price Lunch; FRPL) and adolescents' perceptions of their subjective SES (i.e., subjective social status (SSS), social class identity) influenced educational outcomes via social interactions with peers and psychological well-being …
The Covid ‐19 pandemic and adolescents' and young adults' experiences at school
The COVID‐19 pandemic upended the lives of adolescents and young adults across the globe. In response to the pandemic onset, educational institutions were forced to pivot to online learning, a new teaching and learning format for most secondary and university students. This systematic narrative review summarizes findings from 168 publications spanning 56 countries on students' educational outcomes and school climate as well as the internal assets…
The co‐development of ethnic identity and future orientation among ethnically/racially minoritized adolescents
This brief report examined the co-development of ethnic/racial identity (ERI) and future orientation among ethnically/racially minoritized adolescents. The current study used three waves of longitudinal data (N = 619) spanning 8th to 10th grades from a diverse sample (55.9% Latino/a/x, 21.2% biracial/multiethnic/other, 13.2% Asian, 9.7% Black; 54.1% female; 57.4% economically disadvantaged). We investigated the developmental trajectories of futur…
Promoting Cross-Racial and Ethnic Friendships in Schools
Cross-racial/ethnic friendships are associated with positive outcomes related to social cohesion; however, attention to the specific school contextual factors that promote these friendships during adolescence and how such factors vary by adolescents’ social positions is lacking. This study examined how school diversity and interracial climate were related to students’ friendship diversity and whether these associations differed by immigrant statu…
Through their eyes
To understand adolescents' daily experiences and reactions to vicarious discrimination as well as the role of parent and friend support in these dynamics, this study used a 14-day daily diary research design to examine the daily experiences of vicarious discrimination on adolescents' emotional (i.e., depressed, anxious, angry, positive moods) and cognitive-affective reactions (i.e., perceived safety stress, trouble fitting in with peers). Partici…
Challenges in the transition to kindergarten and children's well-being through elementary school
Consensus statement on developmentally appropriate policy and practice for adolescents in foster care
Peer-based discrimination and adolescent emotional and sleep health
Using 10-day daily diary data collected in 2019 from 10th grade students in southern U.S. (N = 161, 57% Latina/x/o, 21% Biracial, 10% Asian, 9% White, 4% Black; 55% female, Mage = 15.51), this study examined various forms of peer-based discrimination in adolescents’ everyday lives. Results showed that personally experienced discrimination, peer racial teasing, and vicarious discrimination were frequent and impactful events. Results also provided …
“Some people will tell jokes to you; some people be racist
This study examined how adolescents make meaning of racist jokes and their impact on daily well-being using a sequential mixed-methods research design with interview (N = 20; 60% girls, 5% gender-nonconforming; 45% Asian American, 40% Latina/o/x, 10% Black, 5% biracial/multiethnic) and daily diary data (N = 168; 54% girls; 57% Latina/o/x, 21% biracial/multiethnic, 10% Asian American, 9% White, 4% Black). Qualitative results revealed that racist j…
Shifting and persisting in the face of life stressors
The current study assessed whether greater use of shift-and persist strategies, which entail the reappraisal of stressors (shifting) and endurance through optimism and meaning-making, buffered the associations between life stressors and adolescents' psychological health (i.e., depressive symptoms, anxiety) and physical health and health behaviors (i.e., self-rated health, sleep quality). Survey data were drawn from a racially/ethnically and socio…
I need new friends! Changes in perceived peer drinking norms and developmental outcomes across the transition to college
The current study investigated changes in proximal descriptive alcohol use norms from high school to college, social integration as a predictor of stable versus shifting peer norms, and the consequences of norm profile membership for developmental outcomes. Using data (N = 9753 12th grade students; 59% female; 80% White, 7% Black, 5% Hispanic, 5% Asian/Pacific Islander, 3% other races/ethnicities) from the Monitoring the Future panel study, we id…
Relationships between sleep duration and health among U.S. adults with a history of household incarceration during childhood
145,102), this study examines how experiencing household incarceration during childhood is associated with mental and physical health in adulthood and mediational pathways through suboptimal sleep (short or long sleep). Results indicate there were significant indirect effects of household incarceration to physical and mental distress through short sleep (≤ 6 hr per 24 hr) and long sleep (≥ 10 hr per 24 hr), and a significant indirect effect of ho…
Structural racism in primary schools and changes in epigenetic age acceleration among Black and White youth
The Potential for Using a Shortened Version of the Everyday Discrimination Scale in Population Research with Young Adults
Discrimination is associated with numerous psychological health outcomes over the life course. The nine-item Everyday Discrimination Scale (EDS) is one of the most widely used measures of discrimination; however, this nine-item measure may not be feasible in large-scale population health surveys where a shortened discrimination measure would be advantageous. The current study examined the construct validity of a combined two-item discrimination m…
Covid-19 Anti-Chinese Discrimination, Current Pandemic Stress, And Adolescents' Mental Health
Ethnic discrimination and self-rated health among Hispanic emerging adults
Measurement considerations in the link between racial/ethnic discrimination and adolescent well-being
Real and assumed sexual minority status
Sexual minority status persists in being linked to poorer adolescent mental health. Using a longitudinal sample (N = 845), we examined how youth's own same-gender attraction and their perceptions of peers' beliefs about their same-gender attraction (i.e., assumed attraction) were associated with trajectories of depressive symptoms from grade eight (when students are typically 13-14 years old) to grade 10. Reporting either same-gender attraction, …
Psychological Resources as a Buffer Between Racial/Ethnic and SES-based Discrimination and Adolescents’ Academic Well-being
Adolescence Amid a Pandemic
Members of the Society for Research on Adolescents COVID-19 Response Team offer this commentary to accompany this special issue of the Journal of Research on Adolescence regarding the impact of the pandemic on adolescents' social, emotional, and academic functioning. In addition to outlining the critical need for scholarly collaboration to address the global impact of this crisis on adolescent development, we argue that a broad investigative lens…
Party, Academic, or Prepped for College? School Norm Profiles and Adolescent Well‐being using National Data
The current study examined how schoolwide norms came together into distinct profiles and how norm profile membership was linked to adolescent well-being. Using school-level (N = 786) and student-level data (N = 174,587 12th grade students; 52% female; 64% White, 13% Latino, 12% Black, 12% other) from Monitoring the Future (MTF), we identified four distinct school profiles-average, academic, prepped-for-college, party-that had unique patterns of s…
Parent and teacher educational expectations and adolescents' academic performance
The current study investigated how parents' and teachers' educational expectations both directly and indirectly shaped young people's academic outcomes in a nationally‐representative sample of high school students (Education Longitudinal Study; N = 9654 adolescents). Higher parent and math teacher expectations in 10th grade were associated with better 12th grade math scores and higher grade point averages, math course‐taking sequence, and educati…
Life Course Transitions and Educational Trajectories
The antecedents and consequences of racial/ethnic discrimination during adolescence
In the current study, we examined the precursors and consequences of discrimination for 876 Latino, African American, and Asian American adolescents (Mage = 16.9 years, SD = 0.43). The race/ethnic characteristics of schools and neighborhoods influenced adolescents' perceptions of the race/ethnic climates of these contexts. In turn, adolescents who viewed climates more negatively were more likely to perceive discriminatory treatment by school pers…
Latino Adolescents’ Experiences of Discrimination Across the First 2 Years of High School
Changes in perceptions of discrimination were examined with 668 Latino students (62% Mexican American; 56% female; M(age) = 14.6 years). Adolescents' reports of discrimination increased across the first 2 years of high school. Perceptions of discrimination were higher for boys and for primary language brokers, as well as for adolescents in schools with more ethnically diverse student bodies but a less diverse teaching staff. Path analysis reveale…
Experiences of discrimination among Chinese American adolescents and the consequences for socioemotional and academic development
This longitudinal study examined the influences of discrimination on socioemotional adjustment and academic performance for a sample of 444 Chinese American adolescents. Using autoregressive and cross-lagged techniques, the authors found that discrimination in early adolescence predicted depressive symptoms, alienation, school engagement, and grades in middle adolescence but that early socioemotional adjustment and academic performance did not pr…
Intergenerational Experiences of Discrimination in Chinese American Families
In this longitudinal study, we investigated the mechanisms by which Chinese American parents' experiences of discrimination influenced their adolescents' ethnicity-related stressors (i.e., cultural misfit, discrimination, attitudes toward education). We focused on whether parents' ethnic-racial socialization practices and perpetual foreigner stress moderated or mediated this relationship. Participants were 444 Chinese American families. Results i…
Socioeconomic status, parental investments, and the cognitive and behavioral outcomes of low-income children from immigrant and native households
Parental Involvement and Adolescents’ Educational Success
The selection of children from low-income families into preschool
Because children from low-income families benefit from preschool but are less likely than other children to enroll, identifying factors that promote their enrollment can support research and policy aiming to reduce socioeconomic disparities in education. In this study, we tested an accommodations model with data on 6,250 children in the Early Childhood Longitudinal Study-Birth Cohort. In general, parental necessity (e.g., maternal employment) and…
Racial/Ethnic Discrimination and Adolescents’ Well-Being
There is an extensive body of work documenting the negative socioemotional and academic consequences of perceiving racial/ethnic discrimination during adolescence, but little is known about how the larger peer context conditions such effects. Using peer network data from 252 eighth graders (85% Latino, 11% African American, 5% other race/ethnicity), the present study examined the moderating role of cross-ethnic friendships and close friends' expe…
The Racial/Ethnic Composition of Elementary Schools and Young Children’s Academic and Socioemotional Functioning
This study attempted to untangle how two dimensions of school racial/ethnic composition—racial/ethnic diversity of the student body and racial/ethnic matching between children and their peers—were related to socioemotional and academic development after the transition into elementary school. Analysis of the Early Childhood Longitudinal Study–Kindergarten Cohort revealed that school racial/ethnic composition was more strongly associated with child…
Discerning direct and mediated effects of ecological structures and processes on adolescents' educational outcomes
This short-term longitudinal study examined the relations among family and school characteristics, family-level processes (youth perceptions of parent-adolescent interactions), school-level processes (youth perceptions of school belonging, school climate), adolescents' school engagement, and later academic performance. Participants were an ethnically diverse, urban sample of 1,120 9th-grade students (M age = 14.6 years). The structural characteri…
Cultural Socialization Across Contexts
Family and social risk, and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes
Expanding the Family Economic Stress Model
The current study used a mixed-methods approach to examine how low-income mothers managed their household economies, their experiences of economic pressure, and the consequences for family and child functioning. Qualitative analyses (N = 32 families) revealed that experiences of economic pressure were associated with an inability to afford both basic needs and some modest but highly valued "extras." To meet demands, mothers reported using a varie…
Navigating the Transition to Multi‐Ethnic Urban High Schools
This short‐term longitudinal study investigated 918 students' school‐related affect across the transition to high school. The study focused specifically on the moderating effect of change in student ethnic congruence from middle to high school. Results indicate that students experiencing more ethnic incongruence from middle to high school, in particular African American and male students, reported declining feelings of school belonging over time.…
The Toll of Racial/Ethnic Discrimination on Adolescents' Adjustment
Experiences of racial/ethnic discrimination are all too common in the lives of adolescents of color. In this article, I identify who is at risk for discriminatory treatment and describe the far-reaching effects of discrimination on adolescents' adjustment, including their mental and physical health, academic performance and engagement, and risky behaviors. After establishing the impact of racial/ethnic discrimination during adolescence, I then ad…
Parents' Perceived Discrimination and Adolescent Adjustment in Chinese American Families
Parental discriminatory experiences can have significant implications for adolescent adjustment. This study examined family processes linking parental perceived discrimination to adolescent depressive symptoms and delinquent behaviors by using the family stress model and incorporating family systems theory. Participants were 444 Chinese American adolescents (M age.wave1 = 13.03) and their parents residing in Northern California. Testing of actor-…
Understanding Chinese American Adolescents' Developmental Outcomes
In this brief report, we investigated whether the Family Stress Model could be replicated with a sample of Chinese American families. Path analyses with 444 adolescents and their parents provided support for the model's generalizability. Specifically, mothers' and fathers' reports of economic status (i.e., income, financial and job instability) were associated with parents' economic stress. Economic stress and economic status were related to pare…
Parent–Adolescent Discrepancies in Reports of Parenting and Adolescent Outcomes in Mexican Immigrant Families
Latino Adolescents’ Loneliness, Academic Performance, and the Buffering Nature of Friendships
Schools, Peers, and Prejudice in Adolescence
Adolescents' perceptions of the prejudice in their social environments can factor into their developmental outcomes. The degree to which others in the environment perceive such prejudice-regardless of adolescents' own perceptions-also matters by shedding light on the contextual climate in which adolescents spend their daily lives. Drawing on the National Longitudinal Study of Adolescent Health, this study revealed that schoolwide perceptions of p…
Understanding Students’ Transition to High School
Externalizing Behaviors Exacerbate the Link between Discrimination and Adolescent Health Risk Behaviors
Adolescence Amid a Pandemic
Members of the Society for Research on Adolescents COVID-19 Response Team offer this commentary to accompany this special issue of the Journal of Research on Adolescence regarding the impact of the pandemic on adolescents' social, emotional, and academic functioning. In addition to outlining the critical need for scholarly collaboration to address the global impact of this crisis on adolescent development, we argue that a broad investigative lens…
A Longitudinal Study of the Simultaneous Influence of Mothers’ and Teachers’ Educational Expectations on Low-income Youth’s Academic Achievement
Mother-Adolescent Language Proficiency and Adolescent Academic and Emotional Adjustment Among Chinese American Families
Congruence of mother and teacher educational expectations and low-income youth's academic competence.
In this study, the authors examined the independent effects of teacher and mother expectations on youth achievement outcomes, the mediating factors that explain the relationship between adult expectations and student achievement, and the effects of congruent vs. dissonant adult expectations on achievement. Participants were an ethnically diverse sample of 522 low-income, urban youth (ages 9-16). Youth's mothers and teachers also participated. Fin…
Navigating the Transition to Multi‐Ethnic Urban High Schools
This short‐term longitudinal study investigated 918 students' school‐related affect across the transition to high school. The study focused specifically on the moderating effect of change in student ethnic congruence from middle to high school. Results indicate that students experiencing more ethnic incongruence from middle to high school, in particular African American and male students, reported declining feelings of school belonging over time.…
Socioeconomic status, parental investments, and the cognitive and behavioral outcomes of low-income children from immigrant and native households
Discerning direct and mediated effects of ecological structures and processes on adolescents' educational outcomes
This short-term longitudinal study examined the relations among family and school characteristics, family-level processes (youth perceptions of parent-adolescent interactions), school-level processes (youth perceptions of school belonging, school climate), adolescents' school engagement, and later academic performance. Participants were an ethnically diverse, urban sample of 1,120 9th-grade students (M age = 14.6 years). The structural characteri…
Children of Filipino Immigrants in Hawai'i
Approximately 12% of the United States population today is foreign-born (Schmidley, 2003). Children of immigrants face greater obstacles compared to children of U.S.-born parents. They are more likely to be poor, to live in crowded housing, to feel peer pressure to engage in risky behaviors, and to experience less of the parental support that might help them resist such pressures (Yu, Huang, Schwalberg, Overpeck, & Kogan, 2003). Despite these cha…
Expanding the Family Economic Stress Model
The current study used a mixed-methods approach to examine how low-income mothers managed their household economies, their experiences of economic pressure, and the consequences for family and child functioning. Qualitative analyses (N = 32 families) revealed that experiences of economic pressure were associated with an inability to afford both basic needs and some modest but highly valued "extras." To meet demands, mothers reported using a varie…
The Transition to High School as a Developmental Process Among Multiethnic Urban Youth
The high school transition was examined in an ethnically diverse, urban sample of 1,979 adolescents, followed from 7th to 10th grade (Mage = 14.6, SD = .37 in 7th grade). Twice annually, data were gathered on adolescents’ perceptions of school climate, psychological functioning, and academic behaviors. Piecewise growth modeling results indicate that adolescents were doing well before the transition but experienced transition disruptions in psycho…
A Longitudinal Study of the Simultaneous Influence of Mothers’ and Teachers’ Educational Expectations on Low-income Youth’s Academic Achievement
Mother-Adolescent Language Proficiency and Adolescent Academic and Emotional Adjustment Among Chinese American Families
Experiences of discrimination among Chinese American adolescents and the consequences for socioemotional and academic development
This longitudinal study examined the influences of discrimination on socioemotional adjustment and academic performance for a sample of 444 Chinese American adolescents. Using autoregressive and cross-lagged techniques, the authors found that discrimination in early adolescence predicted depressive symptoms, alienation, school engagement, and grades in middle adolescence but that early socioemotional adjustment and academic performance did not pr…
Intergenerational Experiences of Discrimination in Chinese American Families
In this longitudinal study, we investigated the mechanisms by which Chinese American parents' experiences of discrimination influenced their adolescents' ethnicity-related stressors (i.e., cultural misfit, discrimination, attitudes toward education). We focused on whether parents' ethnic-racial socialization practices and perpetual foreigner stress moderated or mediated this relationship. Participants were 444 Chinese American families. Results i…
Understanding Chinese American Adolescents' Developmental Outcomes
In this brief report, we investigated whether the Family Stress Model could be replicated with a sample of Chinese American families. Path analyses with 444 adolescents and their parents provided support for the model's generalizability. Specifically, mothers' and fathers' reports of economic status (i.e., income, financial and job instability) were associated with parents' economic stress. Economic stress and economic status were related to pare…
Family and social risk, and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes
The Transition to High School
Latino Adolescents’ Loneliness, Academic Performance, and the Buffering Nature of Friendships
The Racial/Ethnic Composition of Elementary Schools and Young Children’s Academic and Socioemotional Functioning
This study attempted to untangle how two dimensions of school racial/ethnic composition—racial/ethnic diversity of the student body and racial/ethnic matching between children and their peers—were related to socioemotional and academic development after the transition into elementary school. Analysis of the Early Childhood Longitudinal Study–Kindergarten Cohort revealed that school racial/ethnic composition was more strongly associated with child…
Latino Adolescents’ Experiences of Discrimination Across the First 2 Years of High School
Changes in perceptions of discrimination were examined with 668 Latino students (62% Mexican American; 56% female; M(age) = 14.6 years). Adolescents' reports of discrimination increased across the first 2 years of high school. Perceptions of discrimination were higher for boys and for primary language brokers, as well as for adolescents in schools with more ethnically diverse student bodies but a less diverse teaching staff. Path analysis reveale…
The antecedents and consequences of racial/ethnic discrimination during adolescence
In the current study, we examined the precursors and consequences of discrimination for 876 Latino, African American, and Asian American adolescents (Mage = 16.9 years, SD = 0.43). The race/ethnic characteristics of schools and neighborhoods influenced adolescents' perceptions of the race/ethnic climates of these contexts. In turn, adolescents who viewed climates more negatively were more likely to perceive discriminatory treatment by school pers…
How Do Drinking, Emotional Health, and Academic Success of Teens Influence Each Other in Different Kinds of Schools
Because American middle and high schools bring together large numbers of teenagers for long periods of time, they serve as sites of peer culture and social and emotional development, in addition to being centers of instruction and learning. Some of the most important conventional tasks of the teenage years, such as academic progress, are tangled up with some of the riskier realities of this period, such as the tendency for teenage peer culture to…
Drinking, Socioemotional Functioning, and Academic Progress in Secondary School
Secondary schools are sites of academic instruction but also contexts of socioemotional development, and the intertwining of these two functions has consequences for adolescents' future health and education. Drawing on nationally representative data from the National Longitudinal Study of Adolescent Health ( n = 8,271), this study explored the bidirectional associations among indicators of adolescents' alcohol use and their feelings of social int…
Schools, Peers, and Prejudice in Adolescence
Adolescents' perceptions of the prejudice in their social environments can factor into their developmental outcomes. The degree to which others in the environment perceive such prejudice-regardless of adolescents' own perceptions-also matters by shedding light on the contextual climate in which adolescents spend their daily lives. Drawing on the National Longitudinal Study of Adolescent Health, this study revealed that schoolwide perceptions of p…
Demographic Marginalization, Social Integration, and Adolescents’ Educational Success
Shifting attendance trajectories from middle to high school
In the current study, we examine patterns of school attendance across middle and high school with a diverse sample of 8,908 students (48% female; 54% Latino, 31% White, 13% African American, 2% Asian American). Attendance declined from middle through high school, but this overall pattern masked important variations. In total, 44% of students maintained their attendance trajectories from middle to high school (11% stable high, 19% high-decreasing,…
Academic achievement as a moderator of genetic influences on alcohol use in adolescence
Prior research suggests a link between academic performance and alcohol use during adolescence, but the degree to which this association reflects actual protective effects continues to be debated. We investigated the role of genetic factors in the association between academic achievement and adolescent alcohol use and whether achievement might constrain the translation of genetic influences on drinking into actual behavior (a Gene × Environment i…
Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School
Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort ( N = 13,970), we examined whether two aspects of school-family connections-parental involvement and communication quality-accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to elementary school. For students with more same-race/ethnic representation in their classrooms, greater classr…
Psychology (73 obras) · Developmental psychology (63 obras) · Early Childhood Education and Development (47 obras) · Medicine (40 obras) · Ethnic group (35 obras) · Social Psychology (35 obras) · Racial and Ethnic Identity Research (33 obras) · Social Psychology (33 obras) · Child and Adolescent Psychosocial and Emotional Development (27 obras) · Sociology (27 obras)