Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence

Educational Psychologist

Volumn 54, Issue 3, 2019, Pages 162-184

  Jagers, Robert J ^a   Rivas Drake, Deborah ^b   Williams, Brittney ^a  

^a Social and Emotional Learning   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85070815043     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520.2019.1623032     Document Type: Article

References (177)

1. Aberson, C. L., Shoemaker, C., & Tomolillo, C. (2004). Implicit bias and contact: The role of interethnic friendships. The Journal of Social Psychology, 144(3), 335–347. doi:10.3200/SOCP.144.3.335-347
2. Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter? In D., Paris & H. S., Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1–21). New York, NY: Teachers College Press.
3. Allen, A., Scott, L. A., & Lewis, C. W. (2013). Racial microaggressions and African American and Hispanic students in urban schools: A call for culturally affirming education. Interdisciplinary Journal of Teaching and Learning, 3(2), 117–129.
4. Allen, J. M., Wright, S., Cranston, N., Watson, J., Beswick, K., & Hay, I. (2018). Raising levels of student engagement and retention in rural, regional and disadvantaged areas: Is it a lost cause? International Journal of Inclusive Education, 22(4), 409–425. doi:10.1080/13603116.2017.1370737
5. Allensworth, E. M., Farrington, C. A., Gordon, M. F., Johnson, K. K., McDaniel, B., & Nagaoka, J. (2018). Supporting social, emotional, & academic development: Research implications for educators. Chicago, IL: University of Chicago Consortium on School Research.
6. Arsonson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163–206. doi:10.3102/0034654315582066
7. Baines, A., DeBarger, A. H., De Vivo, K., & Warner, N. (2017). Why is social and emotional learning essential to project-based learning? (Position Paper 2). San Rafael, CA: George Lucas Educational Foundation. Retrieved from https://www.lucasedresearch.org/files/WhyIsSocialAndEmotionalLearningEssentialToProjectBasedLearning.pdf
8. Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75–78. doi:10.1111/1467-8721.00064
9. Bandura, A. (2002). Selective moral disengagement in the exercise of moral agency. Journal of Moral Education, 31(2), 101–119. doi:10.1080/0305724022014322
10. Banks, J. A. (2017). Failed citizenship and transformative civic education. Educational Researcher, 46(7), 366–377. doi:10.3102/0013189X17726741
11. Barr, D. J., Boulay, B., Selman, R. L., McCormick, R., Lowenstein, E., Gamse, B., … Leonard, M. B. (2015). A randomized controlled trial of professional development for interdisciplinary civic education: Impacts on humanities teachers and their students. Teachers College Record, 117(2), 1–52.
12. Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32(3), 137–151. doi:10.1207/s15326985ep3203_1
13. Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. doi:10.1037//0033-2909.117.3.497
14. Beaumont, E. (2010). Political agency and empowerment: Pathways for developing a sense of political efficacy in young adults. In L., Sherrod, J., Torney-Purta, & C., Flanagan (Eds.), Handbook of research on civic engagement in youth (pp. 525–558). Hoboken, NJ: John Wiley & Sons.
15. Bell, P., Van Horne, K. V., & Cheng, B. H. (2017). Special issue: Designing learning environments for equitable disciplinary identification. Journal of the Learning Sciences, 26(3), 367–375. doi:10.1080/10508406.2017.1336021
16. Berg, J., Osher, D., Same, M. R. N. E., Benson, D., & Jacobs, N. (2017). Identifying, defining, and measuring social and emotional competencies (Final report prepared for the Robert Wood Johnson Foundation). Washington, DC: American Institutes for Research.
17. Blaisdell, B. (2005). Seeing every student as a 10: Using critical race theory to engage White teachers' colorblindness. International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies, 6(1), 31–50.
18. Blakemore, S. J., & Bunge, S. A. (2012). At the nexus of neuroscience and education. Developmental Cognitive Neuroscience, 25, S1–S5. doi:10.1016/j.dcn.2012.01.001
19. Brannon, T. N., & Walton, G. M. (2013). Enacting cultural interests: How intergroup contact reduces prejudice by sparking interest in an out-group’s culture. Psychological Science, 24(10), 1947–1957. doi:10.1177/0956797613481607
20. Brewster, A. B., & Bowen, G. L. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child and Adolescent Social Work Journal, 21(1), 47–67. doi:10.1023/B:CASW.0000012348.83939.6b
21. Brittian-Loyd, A., & Williams, B. V. (2017). The potential for youth programs to promote African American youth's development of ethnic and racial identity. Child Development Perspectives, 11(1), 29–38. doi:10.1111/cdep.12204
22. Buck Institute for Education. (2015). Gold standard PBL: Essential project design elements. Retrieved from https://www.bie.org/object/document/gold_standard_pbl_essential_project_design_elements.
23. Bui, Y. N., & Fagan, Y. M. (2013). The effects of an integrated reading comprehension strategy: A culturally responsive teaching approach for fifth-grade students’ reading comprehension. Preventing School Failure: Alternative Education for Children and Youth, 57(2), 59–69. doi:10.1080/1045988X.2012.664581
24. Byrd, C. M. (2017). The complexity of school racial climate: Reliability and validity of a new measure for secondary students. British Journal of Educational Psychology, 87(4), 700–721. doi:10.1111/bjep.12179
25. Caballero, J. A. R. (2010). The effects of the teacher-student relationship, teacher expectancy, and culturally-relevant pedagogy on student academic achievement (Doctoral dissertation). Available from Proquest Dissertations and Theses database. (UMI No. 3474274)
26. Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science. Advance online publication. doi:10.1080/10888691.2017.1398649
27. Center on the Developing Child. (2016). From best practices to breakthrough impacts: A science-based approach to building a more promising future for young children and families. Cambridge, MA: Author.
28. Chavous, T. M., Bernat, D. H., Schmeelk‐Cone, K., Caldwell, C. H., & Kohn‐Zimmerman, M. A. (2003). Racial identity and academic attainment among African American adolescents. Child Development, 74(4), 1076–1090. doi:10.1111/1467-8624.00593
29. Cherry, V. R., Belgrave, F. Z., Jones, W., Kennon, D. K., Gray, F. S., & Phillips, F. (1998). NTU: An Africentric approach to substance abuse prevention among African American youth. The Journal of Primary Prevention, 18(3), 319–339. doi:10.1023/A:1024607028289
30. Christianakis, M. (2011). Hybrid texts fifth graders, rap music, and writing. Urban Education, 46(5), 1131–1168. doi:10.1177/0042085911400326
31. Cohen, C., Kahne, J., Marshall, J., Brower, M., & Knight, D. (2018). Let’s go there: Race, ethnicity, and a lived civics approach to civic education. GenForward at the University of Chicago. Chicago, IL. Retrieved from http://www.civicsurvey.org/sites/default/files/publications/LetsGoThere_Paper_FINAL_1538504773.pdf
32. Cohen, D. A., Finch, B. K., Bower, A., & Sastry, N. (2006). Collective efficacy and obesity: The potential influence of social factors on health. Social Science and Medicine, 62(3), 769–778. doi:10.1016/j.socscimed.2005.06.033
33. Collins, C. R., Neal, J. W., & Neal, Z. P. (2014). Transforming individual civic engagement into community collective efficacy: The role of bonding social capital. American Journal of Community Psychology, 54(3–4), 328–336. doi:10.1007/s10464-014-9675-x
34. Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-based learning: A literature review (Working Paper). New York, NY: MDRC. Retrieved from https://s3-us-west-1.amazonaws.com/ler/MDRC+PBL+Literature+Review.pdf
35. Council of Chief State School Officers. (2017). Leading for equity: Opportunities for State Education Chiefs. Washington, D.C. Retrieved from https://ccsso.org/sites/default/files/2018-01/Leading%20for%20Equity_011618.pdf
36. Craig, M. A., & Richeson, J. A. (2017). Information about the US racial demographic shift triggers concerns about anti-White discrimination among the prospective White “minority.” Plus One, 12(9), e0185389. doi:10.1371/journal.pone.0185389
37. Cross, W. E., Jr. (1995). The psychology of nigrescence: Revising the Cross model. In J. G., Ponterotto, J. M., Casas, L. A., Suzuki, & C. M., Alexander (Eds.), Handbook of multicultural counseling (pp. 93–122). Thousand Oaks, CA: Sage.
38. Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–301. doi:10.1080/02619768.2017.1315399
39. Darling-Hammond, L., Cook-Harvey, C., Flook, L., Gardner, M., & Melnick, H. (2018). With the whole child in mind: Insights from the Comer School Development Program. Alexandria, VA: ASCD.
40. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science. Advanced online publication. doi:10.1080/10888691.2018.1537791
41. Denevi, E., & Pastan, N. (2006). Helping whites develop anti-racist identities: Overcoming their resistance to fighting racism. Multicultural Education, 14(2), 70–73.
42. Desimone, L. M., Smith, T. M., & Frisvold, D. E. (2010). Survey measures of classroom instruction: Comparing student and teacher reports. Educational Policy, 24(2), 267–329. doi:10.1177/0895904808330173
43. DiAngelo, R. (2011). White fragility. International Journal of Critical Pedagogy, 3(3), 54–70.
44. Diemer, M. A., & Li, C. H. (2011). Critical consciousness development and political participation among marginalized youth. Child Development, 82(6), 1815–1833. doi:10.1111/j.1467-8624.2011.01650.x
45. Dimick, A. S. (2012). Students’ empowerment in an environmental science classroom: Toward a framework for social justice science education. Science Education, 96(6), 990–1012. doi:10.1002/sce.21035
46. Duke, N. K., Halvorsen, A. L., & Strachan, S. L. (2016). Project-based learning not just for STEM anymore. Phi Delta Kappan, 98(1), 14–19. doi:10.1177/0031721716666047
47. Duncan-Andrade, J. (2007). Gangstas, wankstas, and ridas: Defining, developing, and supporting effective teachers in urban schools. International Journal of Qualitative Studies in Education, 20, 617–638. doi:10.1080/09518390701630767
48. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.x
49. Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. doi:10.1111/j.1532-7795.2010.00725.x
50. Ensign, J. (2003). Including culturally relevant math in an urban school. Educational Studies, 34, 414–423.
51. Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Philadelphia, PA: Westview Press.
52. Finkelstein, N., Hanson, T., Huang, C. W., Hirschman, B., & Huang, M. (2010). Effects of problem based economics on high school economics instruction. Final Report. NCEE 2010-4002. National Center for Education Evaluation and Regional Assistance.
53. Fiore, S. M., Graesser, A., Greiff, S., Griffin, P., Gong, B., & Kyllonen, P. (2017). Collaborative problem solving: Considerations for the National Assessment of Educational Progress, Washington, D. C. Retrieved from https://nces.ed.gov/nationsreportcard/pdf/researchcenter/collaborative_problem_solving.pdf
54. Flanagan, C., & Levine, P. (2010). Civic engagement and the transition to adulthood. The Future of Children, 20(1), 159–179.
55. Flanagan, C. A., Martinez, M. L., Cumsille, P., & Ngomane, T. (2011). Youth civic development: Theorizing a domain with evidence from different cultural contexts. New Directions for Child and Adolescent Development, 2011(134), 95–109. doi:10.1002/cd.313
56. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. doi:10.3102/00346543074001059
57. Gay, G. (2000). Culturally responsive teaching: Theory, practice and research. New York, NY: Teachers College Press.
58. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.
59. Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48–70. doi:10.1111/curi.12002
60. Ghavami, N., Katsiaficas, D., & Rogers, L. O. (2016). Toward an intersectional approach in developmental science: The role of race, gender, sexual orientation, and immigrant status, equity and justice in developmental science: Theoretical and methodological issues. In S. S., Horn, M. D., Ruck, & L. S., Liben, (Eds.), Advances in child development and behavior (Vol. 50, pp. 31–73). Burlington, VT: Academic Press.
61. Gillen-O’Neel, C., & Fuligni, A. J. (2013). A longitudinal study of school belonging and academic motivation across high school. Child Development, 82(2), 678–692. doi:10.1111/j.1467-8624.2012.01862.x
62. Ginwright, S. (2018). The future of healing: Shifting from trauma informed care to healing centered engagement. Occasional Paper. Retrieved from http://kinshipcarersvictoria.org/wp-content/uploads/2018/08/OP-Ginwright-S-2018-Future-of-healing-care.pdf
63. Ginwright, S., & James, T. (2002). From assets to agents of change: Social justice, organizing, and youth development. New Directions for Youth Development, 96, 27–46. doi:10.1002/yd.25
64. Goddard, R. D. (2000). Collective efficacy and student achievement. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
65. Goff, P. A., Jackson, M. C., Di Leone, B. A., Culotta, C. M., & DiTomasso, N. A. (2014). The essence of innocence: Consequences of dehumanizing Black children. Journal of Personality and Social Psychology, 106(4), 526–545. doi:10.1037/a0035663
66. Grant, S., Hamilton, L. S., Wrabel, S. L., Gomez, C. J., Whitaker, A. A., Leschitz, J. T.,.. Ramos, A. (2017). Social and emotional learning interventions under the Every Child Succeeds Act: Evidence review. Santa Monica, CA: RAND. Retrieved from https://www.rand.org/pubs/research_reports/RR2133.html
67. Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34(1), 37–73. doi:10.2307/30034699
68. Hammond, Z., & Jackson, Y. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.
69. Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure: Alternative Education for Children and Youth, 59(1), 5–13. doi:10.1080/1045988X.2014.919136
70. Hart, A., Heaver, B., Brunnberg, E., Sandberg, A., Macpherson, H., Coombe, S., & Kourkoutas, E. (2014). Resilience-building with disabled children and young people: A review and critique of the academic evidence base. International Journal of Child, Youth and Family Studies, 5, 394–422. doi:10.18357/ijcyfs.harta.532014
71. Hecht, M. L., & Shin, Y. (2015). Culture and social and emotional competencies. In J. A., Durlak, C. E., Domitrovich, R. P., Weissberg, & T. P., Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 50–64). New York, NY: Guilford Press.
72. Hernández-Ramos, P., & De La Paz, S. (2009). Learning history in middle school by designing multimedia in a project-based learning experience. Journal of Research on Technology in Education, 42(2), 151–173. doi:10.1080/15391523.2009.10782545
73. Holmes, V. L., & Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. The Journal of Educational Research, 109(5), 449–463. doi:10.1080/00220671.2014.979911
74. Holthuis, N., Deutscher, R., Schultz, S. E., & Jamshidi, A. (2018). The new NGSS classroom: A curriculum framework for project-based science learning. American Educator, 42(2), 23–27.
75. Holzberger, D., Philipp, A., & Kunter, M. (2013). How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology, 105(3), 774–786. doi:10.1037/a0032198
76. Hope, E. C., & Jagers, R. J. (2014). The role of sociopolitical attitudes and civic education in the civic engagement of black youth. Journal of Research on Adolescence, 24(3), 460–470. doi:10.1111/jora.12117
77. Hubert, T. L. (2014). Learners of mathematics: High school students’ perspectives of culturally relevant mathematics pedagogy. Journal of African American Studies, 18(3), 324–336. doi:10.1007/s12111-013-9273-2
78. Hughes, J. M., Bigler, R. S., & Levy, S. R. (2007). Consequences of learning about historical racism among European American and African American children. Child Development, 78(6), 1689–1705. doi:10.1111/j.1467-8624.2007.01096.x
79. Hurley, E. A., Allen, B. A., & Boykin, A. W. (2009). Culture and the interaction of student ethnicity with reward structure in group learning. Cognition and Instruction, 27(2), 121–146. doi:10.1080/07370000902797346
80. Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The brain basis for integrated social, emotional and academic development: How emotions and social relationships drive learning. Washington, D.C: Aspen Institute National Commission on Social, Emotional, & Academic Development. Retrieved from https://assets.aspeninstitute.org/content/uploads/2018/09/Aspen_research_FINAL_web-9.20.pdf
81. Immordino-Yang, M. H., & Gotlieb, R. (2017). Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective development. American Educational Research Journal, 54(1_suppl), 344S–367S. doi:10.3102/0002831216669780
82. Jagers, R. J. (2016). Framing social and emotional learning among African-American youth: Toward an integrity-based approach. Human Development, 59(1), 1–3. doi:10.1159/000447005
83. Jagers, R. J., Harris, A., & Skoog, A. (2015). A review of classroom-based SEL programs at the middle school level. In J. A., Durlak, C. E., Domitrovich, R. P., Weissberg, & T. P., Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 167–180). New York, NY: Guilford Press.
84. Jagers, R. J., Rivas-Drake, D., & Borowski, T. (2018). Equity and social-emotional learning: A cultural analysis. CASEL Assessment Work Group Brief series. Retrieved from https://measuringsel.casel.org/wp-content/uploads/2018/11/Frameworks-Equity.pdf
85. Jones, S., Farrington, C. A., Jagers, R., Brackett, M., & Kahn, J. (2019). Social, emotional, and academic development: A research agenda for the next generation. National Commission on Social, Emotional, and Academic Development. Washington, DC: The Aspen Institute.
86. Jones, S. M., & Kahn, J. (2017). The evidence base for how we learn supporting students’ social, emotional, and academic development. National Commission on Social, Emotional, and Academic Development. Washington, DC: The Aspen Institute.
87. Jost, J. (2015). Resistance to change: A social psychological perspective. Social Research, 82(3), 607–636.
88. Jost, J. T., & Kay, A. C. (2010). Social justice: History, theory, and research. In S. T., Fiske, D. T., Gilbert, & G., Lindzey (Eds.), Handbook of social psychology (pp. 1122–1165). Hoboken, NJ: John Wiley & Sons.
89. Jupp, J. C., Berry, T. R., & Lensmire, T. J. (2016). Second-wave white teacher identity studies: A review of white teacher identity literatures from 2004 through 2014. Review of Educational Research, 86(4), 1151–1191. doi:10.3102/0034654316629798
90. Kaldi, S., Filippatou, D., & Govaris, C. (2011). Project-based learning in primary schools: Effects on pupils' learning and attitudes. Education 3–13, 39(1), 35–47. doi:10.1080/03004270903179538
91. Kirshner, B. (2015). Youth activism in an era of education inequality. New York: New York University Press.
92. Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273. doi:10.1111/j.1746-1561.2004.tb08283.x
93. Kohfeldt, D., Chhun, L., Grace, S., & Langhout, R. D. (2011). Youth empowerment in context: Exploring tensions in school-based YPAR. American Journal of Community Psychology, 47(1–2), 28–45. doi:10.1007/s10464-010-9376-z
94. Kornbluh, M., Ozer, E. J., Allen, C. D., & Kirshner, B. (2015). Youth participatory action research as an approach to sociopolitical development and the new academic standards: Considerations for educators. The Urban Review, 47(5), 868–892. doi:10.1007/s11256-015-0337-6
95. Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. doi:10.3102/0034654318759268
96. Kreuter, M. W., Lukwago, S. N., Bucholtz, D. C., Clark, E. M., & Sanders-Thompson, V. (2003). Achieving cultural appropriateness in health promotion programs: Targeted and tailored approaches. Health Education & Behavior, 30(2), 133–146. doi:10.1177/1090198102251021
97. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. doi:10.3102/00028312032003465
98. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74–84. doi:10.17763/haer.84.1.p2rj131485484751
99. LaFromboise, T., Coleman, H. L. K., & Gerton, J. (1993). Psychological impact of biculturalism: Evidence and theory. Psychological Bulletin, 114(3), 395–412. doi:10.1037/0033-2909.114.3.395
100. Leaper, C. (2015). Gender and social-cognitive development. In L. S., Liben, U., Müller, & R. M., Lerner (Eds.), Handbook of child psychology and developmental science: Cognitive processes (pp. 806–853). Hoboken, NJ: Wiley.
101. Martell, C. C. (2013). Race and histories: Examining culturally relevant teaching in the U.S. history classroom. Theory & Research in Social Education, 41, 65–88. doi:10.1080/00933104.2013.755745
102. Martin, D. B. (2012). Learning mathematics while Black. The Journal of Educational Foundations, 26(1–2), 47–66.
103. McMahon, S. D., Parnes, A. L., Keys, C. B., & Viola, J. J. (2008). School belonging among low‐income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45(5), 387–401. doi:10.1002/pits.20304
104. McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth-and fifth-grade students. The Elementary School Journal, 109(3), 267–281. doi:10.1086/592307
105. Medina, M., Rivas-Drake, D., Jagers, R. J., & Rowley, S. J. (2019). Friends matter: Ethnic-racial identity and school adjustment among African American and Latino early adolescents. Applied Developmental Science. Advanced online publication. doi:10.1080/10888691.2018.1524712
106. Metzger, I., Cooper, S. M., Zarrett, N., & Flory, K. (2013). Culturally sensitive risk behavior prevention programs for African American adolescents: A systematic analysis. Clinical Child and Family Psychology Review, 16(2), 187–212. doi:10.1007/s10567-013-0133-3
107. Miller-Cotto, D., & Byrnes, J. P. (2016). Ethnic/racial identity and academic achievement: A meta-analytic review. Developmental Review, 41, 51–70. doi:10.1016/j.dr.2016.06.003
108. Milner, H. R. (2011). Culturally relevant pedagogy in a diverse urban classroom. The Urban Review, 43(1), 66–89. doi:10.1007/s11256-009-0143-0
109. Mirra, N., & Morrell, E. (2011). Teachers as civic agents: Toward a critical democratic theory of urban teacher development. Journal of Teacher Education, 62(4), 408–420. doi:10.1177/0022487111409417
110. Mohiyeddini, C., & Montada, L. (1998). BJW and self-efficacy in coping with observed victimization. In L., Montada & M., Lerner (Eds.), Responses to victimizations and belief in a just world (pp. 41–54). Boston, MA: Springer.
111. Morenoff, J. D., Sampson, R. J., & Raudenbush, S. W. (2001). Neighborhood inequality, collective efficacy, and the spatial dynamics of urban violence. Criminology, 39(3), 517–558. doi:10.1111/j.1745-9125.2001.tb00932.x
112. Murray, I. E., & Milner, H. R. (2015). Toward a pedagogy of sociopolitical consciousness in outside of school programs. The Urban Review, 47(5), 893–913. doi:10.1007/s11256-015-0339-4
113. Nagaoka, J., Farrington, C. A., Ehrlich, S. B., & Heath, R. (2015). Foundation for young adult success: A developmental framework. Chicago, IL: University of Chicago Consortium on School Research.
114. National Commission on Social, Emotional, & Academic Development (NCSEAD). (2019). From a nation at risk to a nation at hope. Retrieved from http://nationathope.org/wp-content/uploads/2018_aspen_final-report_full_webversion.pdf
115. Nosek, B. A., Greenwald, A. G., & Banaji, M. R. (2007). The Implicit Association Test at age 7: A methodological and conceptual review. In J. A., Bargh (Ed.), Automatic processes in social thinking and behavior (pp. 265–292). New York, NY: Psychology Press.
116. Osher, D., Cantor, P., Berg, J., Rose, T., & Steyer, L. (2017). The Science of learning and development. Washington, DC: American Institutes for Research, Turnaround for Children, The Opportunity Institute, The Learning Policy Institutes, Education Counsel.
117. Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 22, 1–31. doi:10.1080/10888691.2017.1398650
118. Osta, K., & Vasquez, H. (n.d). Implicit bias and structural inequity. Retrieved from the National Equity Project website: https://nationalequityproject.org/wp-content/uploads/National-Equity-Project-Implicit-Bias.pdf
119. Ozer, E. J. (2016). Youth-led participatory action research: Developmental and equity perspectives. In S. S., Horn, M. D., Ruck, & L. S., Liben (Eds.), Equity and justice in developmental sciences: Theoretical and methodological issues (pp. 189–207). New York, NY: Oxford University Press.
120. Ozer, E., & Douglas, L. (2013). The impact of participatory research on urban teens: An experimental evaluation. American Journal of Community Psychology, 51, 66–75. doi:10.1007/s10464-012-9546-2
121. Ozer, E. J., Ritterman, M. L., & Wanis, M. G. (2010). Participatory action research (PAR) in middle school: Opportunities, constraints, and key processes. American Journal of Community Psychology, 46(1–2), 152–166. doi:10.1007/s10464-010-9335-8
122. Ozer, E. J., & Wright, D. (2012). Beyond school spirit: The effects of youth‐led participatory action research in two urban high schools. Journal of Research on Adolescence, 22(2), 267–283. doi:10.1111/j.1532-7795.2012.00780.x
123. Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83–93. doi:10.1037/0022-0663.99.1.83
124. Piff, P. K., Dietze, P., Feinberg, M., Stancato, D. M., & Keltner, D. (2015). Awe, the small self, and prosocial behavior. Journal of Personality and Social Psychology, 108(6), 883–899. doi:10.1037/pspi0000018
125. Piff, P. K., Kraus, M. W., Côté, S., Cheng, B. H., & Keltner, D. (2010). Having less, giving more: The influence of social class on prosocial behavior. Journal of Personality and Social Psychology, 99(5), 771–784. doi:10.1037/a0020092
126. Powell, J. A. (2012). Poverty and race through a belongingness lens. Policy Matters, 1(5), 1–26. Retrieved from https://www.law.berkeley.edu/files/PolicyMatters_powell_V4.pdf
127. Putney, L. G., & Broughton, S. H. (2011). Developing collective classroom efficacy: The teacher’s role as community organizer. Journal of Teacher Education, 62(1), 93–105. doi:10.1177/0022487110381760
128. Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A., Curby, T. W., & Abry, T. (2015). To what extent do teacher–student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170–185. doi:10.1037/a0037252
129. Rivas‐Drake, D., & Umaña‐Taylor, A. J. (2019). Below the surface: Talking with teens about race, ethnicity, and identity. Princeton, NJ: Princeton University Press.
130. Rivas-Drake, D., Jagers, R., & Martinez, K. (2019). Race, ethnicity, and socioemotional health. In D., Osher, M., Mayer, K., Osher, R., Jagers, & K., Kendziora (Eds.), Keeping students safe and helping them thrive: A collaborative handbook for education, mental health, safety, and justice professionals, families, and communities. Santa Barbara, CA: Praeger.
131. Rivas-Drake, D., Saleem, M., Schaefer, D., Medina, M., & Jagers, R. (2019). Intergroup contact attitudes across peer networks in school: Selection, influence, and implications for cross-group friendships. Child Development. Advanced online publication. doi:10.1111/cdev.13061
132. Rivas-Drake, D., Seaton, E. K., Markstrom, C., Quintana, S., Syed, M., Lee, R. M., … Yip, T. (2014). Ethnic and racial identity in adolescence: Implications for psychosocial, academic, and health outcomes. Child Development, 85(1), 40–57. doi:10.1111/cdev.12200
133. Rivas-Drake, D., Syed, M., Umaña‐Taylor, A., Markstrom, C., French, S., … Lee, R. (2014). Feeling good, happy, and proud: A meta‐analysis of positive ethnic–racial affect and adjustment. Child Development, 85(1), 77–102. doi:10.1111/cdev.12175
134. Rodríguez, L. F. (2014). The time is now: Understanding and responding to the Black and Latina/o dropout crisis in the U.S. New York, NY: Peter Lang.
135. Rubin, B. C., El-Haj, T. R. A., Graham, E., & Clay, K. (2016). Confronting the urban civic opportunity gap: Integrating youth participatory action research into teacher education. Journal of Teacher Education, 67(5), 424–436. doi:10.1177/0022487116667195
136. Ryan, D. A., Singh, M. R., Hentschke, E. A., & Bullock, H. E. (2018). “Minding the gap”: Social psychological insights for strengthening interclass relations and advancing economic justice. Translational Issues in Psychological Science, 4(2), 187–197. doi:10.1037/tps0000158
137. Salter, P., & Adams, G. (2013). Toward a critical race psychology. Social and Personality Psychology Compass, 7(11), 781–793. doi:10.1111/spc3.12068
138. Sampson, J., Jr., Peterson, G., Lenz, J., Reardon, R., & Saunders, D. (1998). The design and use of a measure of dysfunctional career thoughts among adults, college students, and high school students: The Career Thoughts Inventory. Journal of Career Assessment, 6(2), 115–134. doi:10.1177/106907279800600201
139. Sampson, R. J., Raudenbush, S., & Earls, F. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277(5328), 918–924. doi:10.1126/science.277.5328.918
140. Scroggins, W. A., Mackie, D. M., Allen, T. J., & Sherman, J. W. (2016). Reducing prejudice with labels: Shared group memberships attenuate implicit bias and expand implicit group boundaries. Personality and Social Psychology Bulletin, 42(2), 219–229. doi:10.1177/0146167215621048
141. Seider, S. (2008). Resisting obligation: How privileged adolescent conceive of their social responsibility to others. Journal of Research on Character Education, 6(1), 3–19.
142. Sellers, R. M., Copeland-Linder, N., Martin, P., & Lewis, R. (2006). Racial identity matters: The relationship between racial discrimination and psychological functioning in African American adolescents. Journal of Research on Adolescence, 16(2), 187–216. doi:10.1111/j.1532-7795.2006.00128.x
143. Sellers, R. M., Smith, M. A., Shelton, J. N., Rowley, S. A. J., & Chavous, T. M. (1998). Multidimensional model of racial identity: A reconceptualization of African American racial identity. Personality and Social Psychology Review, 2(1), 18–39. doi:10.1207/s15327957pspr0201_2
144. Smith, L., Baranowski, K., Abdel-Salam, L., & McGinley, M. (2018). Youth participatory action research: Agency and unsilence as anti-classist practice. Translational Issues in Psychological Science, 4(2), 176–186. doi:10.1037/tps0000155
145. Smith, T. B., & Silva, L. (2011). Ethnic identity and personal well-being of people of color: A meta-analysis. Journal of Counseling Psychology, 58(1), 42–60. doi:10.1037/a0021528
146. Solorzano, D. G., & Delgado-Bernal, D. (2001). Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308–342. doi:10.1177/0042085901363002
147. Sosa, T., & Gomez, K. (2012). Connecting teacher efficacy beliefs in promoting resilience to support of Latino students. Urban Education, 47(5), 876–909. doi:10.1177/0042085912446033
148. Stafford-Brizard, K. B. (2016). Nonacademic skills are the necessary foundation for learning. Education Week. Retrieved from http://www.edweek.org/ew/articles/2016/07/21/nonacademic-skills-are-the-necessary-foundation-for.html
149. Stephanou, G., Gkavras, G., & Doulkeridou, M. (2013). The role of teachers’ self-and collective-efficacy beliefs on their job satisfaction and experienced emotions in school. Psychology, 4(3), 268–278. doi:10.4236/psych.2013.43A040
150. Surr, W., Zeiser, K., Briggs, O., & Kendziora, K. (2018). Learning with others: A study exploring the relationship between collaboration, personalization, and equity. Washington, DC: American Institutes for Research.
151. Swanson, D. P., Cunningham, M., Youngblood, J., & Spencer, M. B. (2009). Racial identity development during childhood. In H., Neville, B., Tynes, & S., Utsey (Eds.), Handbook of African American psychology (pp. 269–281). Thousand Oaks, CA, Sage.
152. Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156–1171. doi:10.1111/cdev.12864
153. Tennant, J. E., Demaray, M. K., Malecki, C. K., Terry, M. N., Clary, M., & Elzinga, N. (2014). Students’ ratings of teacher support and academic and social–emotional well-being. School Psychology Quarterly, 30(4), 494–512. doi:10.1037/spq0000106
154. Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189–209. doi:10.1080/15700760490503706
155. Tuck, E., & Yang, K. W. (2011). Youth resistance revisited: New theories of youth negotiations of educational injustices. International Journal of Qualitative Studies in Education, 24(5), 521–530. doi:10.1080/09518398.2011.600274
156. Tyler, K. M., Boykin, A. W., Boelter, C. M., & Dillihunt, M. L. (2005). Examining mainstream and Afro-cultural value socialization in African American households. Journal of Black Psychology, 31(3), 291–311. doi:10.1177/0095798405278199
157. U.S. Census Bureau. (2012). Annual population estimates by age, sex, race, and Hispanic origin and estimated components of population change by race and Hispanic origin. Washington, DC: U.S. Census Bureau.
158. U.S. Census Bureau. (2016). Income and Poverty in the United States: 2015. (P60-256). Retrieved from http://www.census.gov/library/publications/2016/demo/p60-256.html
159. Umaña‐Taylor, A. J., Douglass, S., Updegraff, K. A., & Marsiglia, F. F. (2018). A small‐scale randomized efficacy trial of the Identity Project: Promoting adolescents’ ethnic–racial identity exploration and resolution. Child Development, 89(3), 862–870. doi:10.1111/cdev.12755
160. Van Horne, K., & Bell, P. (2017). Youth disciplinary identification during participation in contemporary project-based science investigations in school. Journal of the Learning Sciences, 26(3), 437–476. doi:10.1080/10508406.2017.1330689
161. Varelas, M., Martin, D. B., & Kane, J. M. (2012). Content learning and identity construction: A framework to strengthen African American students’ mathematics and science learning in urban elementary schools. Human Development, 55(5–6), 319–339. doi:10.1159/000345324
162. Voight, A. (2015). Student voice for school‐climate improvement: A case study of an urban middle school. Journal of Community & Applied Social Psychology, 25(4), 310–326. doi:10.1002/casp.2216
163. Voight, A., Hanson, T., O’Malley, M., & Adekanye, L. (2015). The racial school climate gap: Within-school disparities in students’ experiences of safety, support, and connectedness. American Journal of Community Psychology, 56(3–4), 252–267. doi:10.1007/s10464-015-9751-x
164. Warikoo, N., Sinclair, S., Fei, J., & Jacoby-Senghor, D. (2016). Examining racial bias in education: A new approach. Educational Researcher, 45(9), 508–514. doi:10.3102/0013189X16683408
165. Warren, C. A. (2018). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169–183. doi:10.1177/0022487117712487
166. Watson, D. C. (2016). Dominance and prestige in materialism. North American Journal of Psychology, 18(2), 359–376.
167. Watts, R. J., Diemer, M. A., & Voight, A. (2011). Critical consciousness: Current status and future directions. In C. A., Flanagan & B. D., Christens (Eds.), Youth civic development: Work at the cutting edge. New directions for child and adolescent development (Vol. 134, pp. 43–57). Hoboken, NJ: Wiley & Sons. doi:10.1002/cd.310
168. Watts, R. J., & Guessous, O. (2006). Sociopolitical development: The missing link in research and policy on adolescents. In Beyond resistance (pp. 59–80). London, UK: Routledge.
169. Watts, R. J., Williams, N. C., & Jagers, R. J. (2003). Sociopolitical development. American Journal of Community Psychology, 31(1–2), 185–194. doi:10.1023/A:1023091024140
170. Way, N., & Rogers, L. O. (2017). Resistance to dehumanization during childhood and adolescence. In N., Budwig, E., Turiel, & P.D, Zelazo (Eds.), New perspectives on human development (pp. 229–257). Cambridge, UK: Cambridge University.
171. Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present and future. In J. A., Durlak, C. E., Domitrovich, R. P., Weissberg, & T. P., Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). New York, NY: Guilford Press.
172. Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269. doi:10.3102/00028312041002237
173. Williamson, P., Carnahan, C. R., Birri, N., & Swoboda, C. (2015). Improving comprehension of narrative using character event maps for high school students with autism spectrum disorder. The Journal of Special Education, 49(1), 28–38. doi:10.1177/0022466914521301
174. Wong, N. T., Zimmerman, M. A., & Parker, E. A. (2010). A typology of youth participation and empowerment for child and adolescent health promotion. American Journal of Community Psychology, 46(1–2), 100–114. doi:10.1007/s10464-010-9330-0
175. Woolley, M. E., & Bowen, G. L. (2007). In the context of risk: Supportive adults and the school engagement of middle school students. Family Relations, 56(1), 92–104. doi:10.1111/j.1741-3729.2007.00442.x
176. Zimmerman, M. A. (1995). Psychological empowerment: Issues and illustrations. American Journal of Community Psychology, 23(5), 581–599. doi:10.1007/BF02506983
177. Zimmerman, M. A., Ramirez-Valles, J., & Maton, K. I. (1999). Resilience among urban African American male adolescents: A study of the protective effects of sociopolitical control on their mental health. American Journal of Community Psychology, 27(6), 733–751. doi:10.1023/A:1022205008237