SRCD 2023 Chat with Leaders

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The Chat with Leaders event is a student tradition at the SRCD Biennial Meetings. This event provides a forum for students to interact with senior scholars who have central roles in the field of child development and the Society.
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The Chat with Leaders event is a student tradition at the SRCD Biennial Meetings. This event provides a forum for students to interact with senior scholars who have central roles in the field of child development and the Society.

Up to five graduate students will be seated at each senior scholars’ table to share conversation and a meal. Prior to the meeting, these young scholars will have the opportunity to send one or two questions to the senior scholar with whom they are scheduled to meet.

Register here

One ticket per registered attendee. For inquiries, please email scholar@srcd.org.

Please note that the fee for Chat with Leaders is $15 per attendee and is non-refundable. You must register for the Biennial to participate in Chat with Leaders. This event is only open to Student and Early Career attendees.

Navigate the Chat with Leaders Schedule:

Thursday Lunch: March 23, 2023, 11:45 a.m – 1:15 p.m MDT

Laura Baams

Laura Baams works as an assistant professor at the Pedagogy and Educational Sciences Department at the University of Groningen. Overall, Laura’s research addresses health disparities among LGBTQ youth, and how these can be exacerbated or diminished by social environmental factors.  

Key Publications: Baams, L., ten Have, M., de Graaf, R., & de Jonge, P. (2021). Childhood trauma and bullying-victimization as an explanation for differences in mental disorders by sexual orientation. Journal of Psychiatric Research, 137, 225-231. doi:10.1016/j.jpsychires.2021.02.046 

Baams, L. (2018). Disparities for LGBTQ and gender nonconforming adolescents. Pediatrics, 141. doi:10.1542/peds.2017-3004    

Professional Website: www.laurabaams.com 

Twitter Handle: @LBaams 

Megan Bang

Megan Bang (Ojibwe and Italian descent) is a Professor of the Learning Sciences at Northwestern University and the Director of the Center for Native American and Indigenous Research. Dr. Bang studies foundational dynamics of culture, learning, and development across the life course particularly with respect the natural world. She has been especially interested in cross-cultural differences in knowledge organization, reasoning, and decision-making about complex socio-ecological systems and the design of more effective and equitable learning environments. She has been especially focused on regenerating Indigenous systems of education for the 21st century. She currently has several major projects across multiple states developing inter-disciplinary place based education STEAM education. Further she brings these programs into teacher education programs as well as educational leader preparation programs. Dr. Bang is a member of the National Academies of Education and a member of the Board of Science Education at the National Academy of Sciences.  

Professional Website: https://sites.northwestern.edu/meganbang/ 

Twitter: @meganbang3  

Natasha Cabrera

Natasha J. Cabrera, Ph.D, is Professor of Human Development at the University of Maryland. Dr. Cabrera’s research focuses on father involvement and children’s social and cognitive development; adaptive and maladaptive factors related to parenting and cultural variation in ethnic minority families; and, the mechanisms linking early experiences to children’s school readiness. Dr. Cabrera has published in peer-reviewed journals on policy, methodology, theory and the implications of fathering and mothering behaviors on child development in low-income minority families. She is the co-editor of the Handbook of Father Involvement: Multidisciplinary Perspectives, 2nd Edition (Taylor & Francis, 2013) and Latina/o Child Psychology and Mental Health: Vol 1 and 2 (Praeger, 2011). She is co-PI at the National Center for Research on Hispanic Families and Children co-directing the fatherhood and healthy marriage focus area.  

Professional Website: http://www.education.umd.edu/HDQM/labs/filab/ 

Twitter Handle: @natashajcabrera 

Gustavo Carlo

Dr. Gustavo Carlo is Professor at the University of California, Irvine. His primary research focuses on understanding positive social development and health in culturally-diverse children and adolescents. He has published over 200 books, chapters, and research papers. He is Associate Editor of Developmental Psychology and Child Development, and Co-Editor of the upcoming APA Handbook of Adolescent and Young Adult Development.  

Key Publications: Laible, D., Carlo, G., & Padilla-Walker, L. (Eds.) (2019). The Oxford Handbook of Parenting and Moral Development. New York: Oxford University Press. 

Padilla-Walker, L. & Carlo, G. (Eds.) (2014). Prosocial Development: A Multidimensional Approach. New York: Oxford University Press. 

Professional Website: https://faculty.sites.uci.edu/carlocrlc/ 

Judith Carta

Dr. Carta is a Senior Scientist in the Institute for Life Span Studies and Professor of Special Education at the University of Kansas. Her science focuses on developing strategies for parents, teachers, and other caregiver that promote young children’s language, early literacy, and social outcomes. Her current research and policy interests include creating multi-sector community-wide interventions for advancing the quality of children’s caregiving environments, and scaling up tiered approaches for enhancing all children’s learning and development. She has been the Principal Investigator of several multi-site research projects and centers funded by the National Institutes of Health, the Institute of Educational Sciences, and the Administration on Children and Families. She currently co-directs the Bridging the Word Gap Research Network, a collaborative of 200 researchers, practitioners, civic leaders and policymakers advancing a research agenda to promote equity in young children’s language learning opportunities 

Professional Website: https://specialedu.ku.edu/people/judith-carta 

Stephen Chen

Stephen Chen is an Associate Professor in the Psychology Department at Wellesley College, where he directs the Culture and Family Development Lab and teaches courses in Asian American Psychology, Cultural Psychology, and Culture and Emotion. His research examines how culture and family processes influence development and mental health across the lifespan. Dr. Chen explores this question primarily in under-represented, underserved, and at-risk populations, with a focus on Asian American immigrant families.   

Key Publications: Chen et al. (2021). Self‐regulatory development in children from Chinese immigrant families: Evidence for commonality and specificity. Child Development, 92(6)     

Chen et al. (2012). Parents’ expression and discussion of emotion in the multilingual family: Does language matter?. Perspectives on Psychological Science, 7(4) 

Professional Website: https://www.wellesley.edu/psychology/faculty/chen 

Twitter Handle: @stephen_h_chen 

Melinda Gonzales-Backen

Melinda Gonzales-Backen, Ph.D. is an Associate Professor in the Department of Human Development and Family Science at Florida State University. She is a Latina first-generation college student and a member of the Choctaw Nation of Oklahoma. These identities are important to her research program which focuses on ethnic-racial identity and other cultural and developmental processes among Latinx youth. In particular she is interested in examining how the intersections of adolescent development, cultural processes, family context, and minority stressors inform adolescent adjustment in the areas of psychosocial well-being and health outcomes. Her current projects include quantitative studies of (1) cultural and familial processes among Latinx youth in rural areas and (2) academic achievement and belonging among Latinx college students.

Key Publications: Gonzales‐Backen, M. A. (2013). An application of ecological theory to ethnic identity formation among biethnic adolescents. Family Relations, 62(1), 92-108.

Gonzales-Backen, M. A., Meca, A., Lorenzo-Blanco, E. I., Des Rosiers, S. E., Córdova, D., Soto, D. W., ... & Unger, J. B. (2018). Examining the temporal order of ethnic identity and perceived discrimination among Hispanic immigrant adolescents. Developmental psychology, 54(5), 929.

Professional Website: https://healthandhumansciences.fsu.edu/human-development-family-science/faculty-staff/gonzales/

Twitter Handle: @DrGonzo_Backen

Amy Green

Dr. Green is a clinical psychologist with two decades of experience leading research on youth mental health, with a focus on LGBTQ young people. As Hopelab’s Head of Research, Dr. Green brings scientific and methodological expertise to collaborative work focused on leveraging technology to promote thriving and health equity for young people. Prior to joining Hopelap, Dr. Green held an academic appointment at UC San Diego in the Department of Psychiatry, and most recently she served as the Vice President of Research at The Trevor Project, the world’s largest suicide prevention and crisis intervention organization for LGBTQ young people.  

Key Publications: Green, A. E., DeChants, J. P., Price, M. N., & Davis, C. K. (2022). Association of gender-affirming hormone therapy with depression, thoughts of suicide, and attempted suicide among transgender and nonbinary youth. Journal of Adolescent Health, 70(4), 643-649.  

Green, A. E., Price, M. N., & Dorison, S. H. (2022). Cumulative minority stress and suicide risk among LGBTQ youth. American journal of community psychology, 69(1-2), 157-168. 

Iheoma Iruka

Iheoma U. Iruka, Ph.D., (from the University of Miami) is a Research Professor in the Department of Public Policy and the Founding Director of the Equity Research Action Coalition at the Frank Porter Graham Child Development Institute at UNC Chapel Hill. Dr. Iruka is leading projects and initiatives focused on ensuring that minoritized children and children from low-income households are thriving through the intersection of anti-bias, anti-racist, culturally grounded research, program, and policy. She serves on numerous national and local boards and committees, including the National Academies of Sciences, Engineering, and Medicine, the American Psychological Association’s Board of Educational Affairs, and the Brady Education Foundation. In addition to being on the National Advisory Committee for the U.S. Census Bureau and a Census Advisor for the National Urban League, Dr. Iruka is the recipient of the 2022 American Psychological Association Mid-Career Award for Outstanding Contributions to Benefit Children, Youth, and Families. 

Key Publications: Iruka, I. U., Durden, T. R., Gardner-Neblett, N., Ibekwe-Okafor, N., Sansbury, A., & Telfer, N. A. (2021). Attending to the adversity of racism against young Black Children. Policy Insights from the Behavioral and Brain Sciences, 8(2), 175-182. https://doi.org/10.1177/23727322211029313    

Iruka, I. U., Gardner-Neblett, N., Telfer, N. A., Ibekwe-Okafor, N., Curenton, S. M., Sims, J., Sansbury, A. B., & Neblett, E. W. (2022). Effects of racism on child development: Advancing ant-racist developmental science. Annual Review for Developmental Psychology. https://doi.org/10.1146/annurev-devpsych-121020-031339 

Professional Website: https://equity-coalition.fpg.unc.edu 

Twitter Handle: @IheomaIruka

Jeffrey Liew

Jeffrey Liew is a Professor in the Department of Educational Psychology in the School of Education and Human Development at Texas A&M University. He is nationally and internationally recognized for his expertise on social-emotional development and emotional self-regulation processes in early childhood to early adulthood. A major strand of Liew’s research focuses on individuals’ resilience, thriving, and flourishing, including the risk and protective or promotive factors that are linked to developmental and academic or learning outcomes. Liew has served in multiple leadership positions, including the Associate Dean for Research in his School and Interim Head for his Department. He is appointed as the next Editor of Early Education and Development and is Co-Editor of the Section on Social Emotional Learning in the Routledge Encyclopedia of Education.  

Key publications: Liew, J., Cao, Q., Hughes, J. N., & Deutz, M. H. F. (2018). Academic resilience despite early academic adversity: A three-wave longitudinal study on regulation-related resiliency, interpersonal relationships, and achievement in 1st to 3rd grade. Early Education and Development, 29, 762-779.     

Liew, J. (2012). Effortful control, executive functions, and education: Bringing self-regulatory and social-emotional competencies to the table, Child Development Perspectives, 6, 105-111. 

Professional Website: https://directory.education.tamu.edu/view/jeffrey.liew 

Twitter Handle: @Liew_Love_Learn 

Gigliana Melzi

Gigliana Melzi is Associate Professor of Applied Psychology and affiliated faculty of Latinx Studies and of the Center for Latin American and Caribbean Studies at NYU. Gigliana’s scholarship centers on the intersection of cultural and linguistic practices and its relation to children’s early learning. Relying on mixed-methods and emic approaches, Gigliana investigates how Latine families nurture their children, the role of language in this process, and how classroom instruction can leverage home-based practices to support Latine children’s school-based learning (https://doi.org/10.1080/10409289.2021.2024749). Her work adopts a collaborative research stance, working in partnership with Latine communities and educational centers serving Latine families. Currently and as part of her work with the cross-university DREME network, she is investigating family math activities and talk in the homes of young Latine children (https://doi.org/10.1016/j.appdev.2022.101409). Most recently and funded by NSF, she is also investigating how oral and written stories might facilitate early science learning for Latine children.  

Professional Website: https://steinhardt.nyu.edu/people/gigliana-melzi 

Twitter Handle: @GiglianaMelzi

Kimberly Noble

Kimberly Noble, MD, PhD, is a Professor of Neuroscience and Education at Teachers College, Columbia University. As a neuroscientist and board-certified pediatrician, she studies how socioeconomic inequity relates to children's cognitive and brain development. She has funding from NIH and more than a dozen private foundations, and is one of the principal investigators of Baby’s First Years, the first clinical trial of poverty reduction in early childhood. Dr. Noble received her undergraduate, graduate and medical degrees at the University of Pennsylvania. She was the recipient of the Association for Psychological Science Janet Taylor Spence Award for Transformative Early Career Contributions, the American Psychological Association award for Distinguished Contributions to Psychology in the Public Interest, and is a Fellow of the Association for Psychological Science. Her TED talk has received more than 2 million views to date, and her work has received worldwide attention in the popular press.  

Key publications: Noble, K.G., Magnuson, K.A., Gennetian, L.A., Duncan, G.J., Yoshikawa, H., Fox, N.A., Halpern-Meekin, S. (2021). Baby’s First Years: Design of a Randomized Controlled Trial of Poverty Reduction in the United States. Pediatrics. doi: 10.1542/peds.2020-049702  

Troller-Renfree, S.V., Costanzo, M.A., Duncan, G.J., Magnuson, K.A., Gennetian, L.A., Yoshikawa, H., Fox, N.A., Halpern-Meekin, S, and Noble, K.G. (2022). The impact of a poverty reduction intervention on infant brain activity. Proceedings of the National Academies of Sciences. doi: 10.1073/pnas.2115649119 

Professional Website: https://needlabcolumbia.wixsite.com/needlab 

Twitter Handle: @KimberlyGNoble 

Natalia Palacios

Natalia Palacios is Associate Professor of Education and Program Coordinator of the Educational Psychology: Applied Developmental Science Program at the School of Education and Human Development at the University of Virginia. She received her B.A. in psychology from Brown University, her Ph.D. in human development and social policy at Northwestern University. Her research focuses on the familial and instructional processes that support children’s academic and socio-emotional development during the transition to school, with a specific focus on Latinx children identified as English learners. Her work has been funded by the Institute for Education Sciences and the Spencer Foundation, and has been published in Child Development, Developmental Psychology, and Journal of Applied Developmental Psychology, among others. She received the Early Career Award from the SRCD Latinx Caucus in 2017.  

Key Publications: Palacios, N., & Bohlmann, N. (2020). School readiness of Latino children: Implications of self-regulatory processes for early reading and mathematics achievement. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2020.101166     

Kibler, A., Paulick, J., Palacios, N., & Hill, T. (2020). Shared book reading and bilingual decoding in Latinx immigrant homes. Journal of Literacy Research, 52, 180-208. https://doi.org/10.1177/1086296X20915511   

Professional Website: https://education.virginia.edu/natalia-palacios 

Twitter Handle: @laprofnp 

Mitch Prinstein

Mitch Prinstein, Ph.D., ABPP is the Chief Science Officer of the American Psychological Association and the John Van Seters Distinguished Professor of Psychology and Neuroscience at the University of North Carolina at Chapel Hill. For over 25 years, and with continuous funding from the National Institutes of Health, Mitch’s research has examined interpersonal models of internalizing symptoms and health risk behaviors among adolescents, with a specific focus on the unique role of on- and off-line peer relationships in the developmental psychopathology of depression and self-injury. He has published over 200 peer-reviewed papers and 10 books, including an undergraduate textbook in clinical psychology, graduate volumes on assessment and treatment in clinical child and adolescent psychology, a set of encyclopedias on adolescent development, the acclaimed trade book, and an adolescent workbook.  

Professional Website: https://mitch.web.unc.edu/ 

Twitter Handle: @mitchprinstein 

Barbara Rogoff

Barbara Rogoff is UCSC Foundation Distinguished Professor of Psychology at UCSanta Cruz. She investigates cultural aspects of children’s learning, especially Learning by Observing and Pitching In to family and community endeavors. She received awards for Distinguished Lifetime Contributions (SRCD), Distinguished Contributions to Developmental Science (Jean Piaget Society), and Outstanding Research (UCSC). She is an elected member of the American Academy of Arts and Sciences and the National Academy of Education, and a Fellow of the AAA, APS, APA, and AERA. She has held the University of California Presidential Chair and Fellowships of the Center for Advanced Study in the Behavioral Sciences, Kellogg Foundation, Spencer Foundation, and the Exploratorium, and served as Editor of Human Development.  

Key Publications: Learning Together: Children and Adults in a School Community; The Cultural Nature of Human Development; and Developing Destinies: A Mayan Midwife and Town. 

Professional Website: https://learningbyobservingandpitchingin.sites.ucsc.edu 

Sarah Schoppe-Sullivan

Sarah Schoppe-Sullivan is a Professor in the Department of Psychology at Ohio State University. Professor Schoppe-Sullivan received her B.A. in Psychology from Northwestern University, and her M.A. and Ph.D. in Developmental Psychology from the University of Illinois at Urbana-Champaign. Professor Schoppe-Sullivan is a nationally and internationally recognized expert on coparenting, father-child relationships, and young children’s social-emotional development. She is a fellow of the American Psychological Association, the Association for Psychological Science, and the National Council on Family Relations. Her research has been funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the National Science Foundation, and the U.S. Department of Health and Human Services. Professor Schoppe-Sullivan is a member of the editorial boards of the Journal of Family Psychology, Parenting: Science and Practice, and the Journal of Family Theory and Review. She has also received numerous awards recognizing the high quality of her teaching and mentoring of undergraduate and graduate students. 

Key Publications: Schoppe-Sullivan, S. J., Nuttall, A. K., & Berrigan, M. N. (2022). Couple, parent, and infant characteristics and perceptions of conflictual coparenting over the transition to parenthood. Journal of Social and Personal Relationships, 39, 908-930. https://doi.org/10.1177%2F02654075211048954  

Schoppe-Sullivan, S. J., & Fagan, J. (2020). Evolution of fathering research in the 21st century: Persistent challenges, new directions. Journal of Marriage and Family, 82, 175-197. https://doi.org/10.1111/jomf.12645  

Eleanor Seaton

Dr. Eleanor Seaton is a Professor at Arizona State University, and a developmental psychologist who examines: 1) the impact of racism on mental health, 2) racial identity as a protective factor for racism, 3) the intersection of race, gender and puberty, and 4) the biopsychosocial impacts of racism. Dr. Seaton is conducting a project examining the impact of Chicago style house music among Black adults. Dr. Seaton is the former chair of SRCD’s ERI Committee and SRA’s Diversity and Equity Committee, and currently serves on SRCD’s Governing Council. Dr. Seaton is dedicated to eradicating racism and developed the Scholars Development Program to address NIH funding disparities. Dr. Seaton is a former co-host of Break it Down on AZ PBS where she discussed how racism impacts various facets of society. Dr. Seaton tends to journal, travel, bake desserts, shop, read, watch movies and dance to Chicago style house music when relaxing. 

Professional Website: www.reylab.com 

Twitter Handle: @SeatonEleanor 

Robey Shah

Dr. Robey B. Shah is an Assistant Professor in the Division of Public Health and the Department of Family Medicine at Michigan State University College of Human Medicine. She also serves as Co-Chair of the SRCD Student and Early Career Council and is on the editorial board of the Journal of Child and Family Studies. Dr. Shah’s research involves partnering with communities to design, implement, and evaluate programs for children and families exposed to potentially traumatic events. She is also actively involved in efforts to advance diversity-, equity-, inclusion-, and justice-centered education and practice. Her scholarship has been published in journals including the American Journal of Public Health, Policy Insights from the Behavioral and Brain Sciences, and the American Journal of Community Psychology. She earned her doctorate in child study and human development from Tufts University and completed her NIH T32 postdoctoral training at the Yale School of Medicine. 

Professional Website:  https://mph.msu.edu/faculty-staff/faculty-bios/56-robey-champine-phd-ms-mph 

Belinda Sims

Belinda E. Sims, PhD, is the Director of the Office of Research Training and Career Development in the  Division of Services and Intervention Research (DSIR), at the National Institute of Mental Health (NIMH). She coordinates research training activities for the division, participates on the NIMH-wide research training team, and she is a program official for currently funded training awards in the division.  Dr. Sims has been a program official at NIH since 2000 (at NIMH and the National Institute on Drug Abuse), and the NIMH/DSIR training director since 2021.  

Key Publications: Sims, B.E., Armstead, T., Niolon, P., Meyer A., & Blachman-Demner D.  Commentary on Scaling-up Evidence-based Interventions in US Public Systems to Prevent Behavioral Health Problems. Prev Sci 20, 1173–1177 (2019). https://doi.org/10.1007/s11121-019-01057-7

Emilie Smith

Smith conducts community-engaged research to understand the ways in which families, schools, and communities interact to affect positive youth development. She is particularly interested in racial-ethnic identity and how multiple family and community contexts foster positive academic and behavioral outcomes among youth facing stereotypes and discrimination. Her research uses rigorous, cluster randomized trials and multilevel methods to examine family and community approaches that reduce disparities and increase equity. Her work is widely cited and has received millions of dollars in external funding.  She has served on the Executive Board of the Society for Prevention Research and currently serves on the Governing Council of SRCD. A Fellow of Division 27 (Community) of the American Psychological Association, she has won multiple local and national awards for her community-engaged research. She currently directs an interdisciplinary collaborative focused on reducing disparities and increasing opportunities relevant to criminal justice, social welfare, education, and human development.  

Key Publications: Smith, E.P., Yzaguirre, M.M., Dwanyen, L. et al. Culturally Relevant Parenting Approaches Among African American and Latinx Children and Families: Toward Resilient, Strengths-Based, Trauma-Informed Practices. ADV RES SCI 3, 209–224 (2022). https://doi.org/10.1007/s42844-022-00059-9     

Yu, D. Smith, E. P. & Oshri, A. (2021) Exploring racial–ethnic pride and perceived barriers in positive youth development: A latent profile analysis, Applied Developmental Science, 25:4, 332-  350, DOI: 10.1080/10888691.2019.1640607  

Professional Website: https://hdfs.msu.edu/people/faculty/smith-emilie-p-phd 

Gabriela Livas Stein

Gabriela Livas Stein, Ph.D., is a licensed psychologist and Professor and Head Psychology at the University of North Carolina at Greensboro. Dr. Stein specializes in cultural resilience in communities of color - especially Latinx youth and their families. She also does research on mental health access and prevention programs for Latinx families. Her research has been funded by NIDA, NIMH, PCORI, and WT GRANT. Clinically, she specializes in the provision of therapeutic services to Latinx families, and provides training to providers working with Latinx communities. 

Professional Website: www.caminoslab.org 

Twitter Handle: @livas_stein 

Carola Suarez-Orozco

Carola Suárez-Orozco is a Professor in Residence at the Harvard Graduate School of Education and the Director of the Immigration Initiative at Harvard. She is also the co-founder of Re-Imagining Migration. Her research focuses on elucidating the child and youth experience of immigration—how is their development shaped by immigration and how are they changed by the process?  A focus on school settings has been an enduring theme in this work as schools are a first contact point between the immigrant children, their families, and the new society. Her books include: Children of Immigration, Learning a New Land, Transitions: The Development of the Children of Immigrants, Education: Our Global Compact in a Time of Crisis, among others. She has been awarded an American Psychological Association (APA) Presidential Citation for her contributions to the understanding of cultural psychology of immigration and is a member of the National Academy of Education.  

Professional Websites: https://www.gse.harvard.edu/faculty/carola-suarez-orozco; https://immigrationinitiative.harvard.edu/  

Russell Toomey

Dr. Russ Toomey (he/they) is Professor of Family Studies and Human Development at the University of Arizona. Dr. Toomey conducts research on the processes by which sexual and gender minority youth thrive and are resilient despite the oppressive barriers and challenges they encounter in society. His research identifies both the individual-level mechanisms (e.g., coping, activism) and systems-level policies (e.g., inclusive school policies) that reduce the impacts of discrimination and contribute to optimal health, well-being, and educational outcomes. At the University of Arizona, he teaches undergraduate and graduate courses on professional development, human sexuality, and advanced graduate-level applied statistics. He serves on the Executive Council for the Society for Research on Adolescence and the Editorial Board for the Journal of Youth and Adolescence.  

Key Publications: 2021 article in Child Development Perspectives (https://doi.org/10.1111/cdep.12405) 

2022 article led by Dr. Toomey's students in LGBT Health (https://doi.org/10.1089/lgbt.2021.0415). 

Professional Website: https://norton.arizona.edu/person/russell-russ-b-toomey-phd

Sara Vecchiotti

Dr. Sara Vecchiotti, Ph.D., Esq., is Vice President at the Foundation for Child Development responsible for program, grants, and communications. Previously, she was Chief Operating Officer, Lutheran Social Services of New York, overseeing all social service programs including, early care and education (ECE), special education, and foster care. At NYC’s Administration for Children’s Services, she was as an Associate Commissioner for Child Care Operations, Assistant Commissioner for Policy, Planning, and Analysis, and Director of Strategic Planning. Sara was a Society for Research in Child Development Congressional Fellow in the Office of Senator Jeff Bingaman and an Executive Branch Fellow in the Office of Child Care, Administration for Children and Families, U.S. Department of Health & Human Services. She was a Putting Children First Fellow at Teachers College, an Urban Education and Child Development Fellow at the Yale Child Study Center, and an Edward Zigler Center in Child Development and Social Policy Fellow. 

Professional Website: https://www.fcd-us.org/  

Ryan Watson

Dr. Watson's program of research is focused on reducing health disparities among sexual and gender minority (SGM) youth and young adults. Motivated by the urgent need to reduce the inequities in health for vulnerable populations, he has focused his scholarship on SGM youth and young adults, their relationships within family and school contexts, and their health experiences.     

Publications can be found here: https://shine.lab.uconn.edu/publications/, https://hdfs.uconn.edu/person/ryan-j-watson/ 

Twitter Handle: @drryanjwatson  

Friday Breakfast (International Leaders Session): March 24, 2023, 8:30 a.m – 10:00 a.m. MDT

Winnie Chan

Dr. Wing Yi (Winnie) Chan is the senior program area director for education at Child Trends. Dr. Chan is an expert on positive youth development, school-based prevention, and justice-oriented research who has dedicated her career to engaging and empowering young people to advance racial justice and equity in the United States. She also has expertise in leading and conducting program evaluations of school- and community-based programs designed to promote educational achievement and well-being for youth of color.

Professional Website: https://www.linkedin.com/in/winnie-chan-82853b19/

Twitter Handle: @winnie_yi_chan

Angelo Brandelli Costa

Angelo Brandelli Costa is an associate professor of social psychology at the Graduate Program in Psychology, the Graduate Program in Social Sciences, and the Graduate Program in Medicine and Health Sciences at the Pontifical Catholic University of Rio Grande do Sul (PUCRS). Researches in the areas of social and health psychology, with an emphasis on prejudice and social attitudes, sexuality, gender, and HIV/AIDS.

Professional Website: https://www.pucrs.br/researchers/angelo-brandelli-costa/

Charissa Cheah

Charissa Cheah, Ph.D. is a Professor in the Department of Psychology and Asian Studies Faculty Affiliate at the University of Maryland, Baltimore County. As a cultural developmental scientist, Dr. Cheah utilizes mixed-method approaches to explore how individual characteristics, relationships, socialization agents, and culture/context interact to influence social-emotional, mental, and physical health. She is particularly interested in understanding these processes among ethnic-racial and religious minority families around the world, considering their ethnic-racial/religious, immigrant, and marginalized intersecting statuses. Dr. Cheah was the chair of the SRCD Asian Caucus (2017-2019) and is currently the President-elect of the Society for Research on Adolescence.

Key Publications: Vu, K. T. T., Cheah, C. S. L., & Halberstadt, A. (2022). Culture moderates bidirectional associations between Chinese immigrant mothers’ socialization and children’s anger and sadness during disappointment. Social Development. https://doi.org/10.1111/sode.12619

Cheah, C. S. L., Wang, C., Ren, H., Zong, X., Cho, H. S., & Xue, X., (2020). COVID-19 racism and mental health in Chinese American families. Pediatrics, Nov 146 (5). https://pediatrics.aappublications.org/content/early/2020/08/28/peds.2020-021816

Cheah, C. S. L., Gursoy, H., & Balkaya-Ince, M. (2021). Parenting and social identity contributors to character development in Muslim American adolescents. International Journal of Intercultural Relations, 81, 68-78. https://doi.org/10.1016/j.ijintrel.2021.01.002

Professional Website: https://ccadlab.umbc.edu/

Twitter Handle: @CheahCharissa

Linda Juang

Linda Juang is a Professor in the Department of Inclusive Education at the University of Potsdam, Germany. She focuses on how experiences of immigration relate to minoritized adolescents’ development and adjustment in school, family, and community contexts. 

Key Publications: Juang, L., Simpson, J., Lee, R.M., Rothman, A., Titzmann, P., Schachner, M., Korn, L., Heinemeier, D., & Betsch, C. (2018).  Using attachment and relational perspectives to understand adaptation and resilience among immigrant and refugee youth. American Psychologist, Special Issue on New Directions for Developmental Science on Youth Experiencing Marginalization, 73, 797-811.  

Juang, L., Shan, Y., Kim, S.Y., & Wang, Y. (2016). Development of an Asian American parental racial-ethnic socialization scale. Cultural Diversity and Ethnic Minority Psychology, 22, 417-431.

Professional Website: https://www.researchgate.net/profile/Linda-Juang

Twitter Handle: @LindaJuang

Kathryn Modecki

Kathryn Modecki has spent the last 10 years as an academic faculty member in Australia, and is a current member of Menzies Health Institute Queensland and the School of Applied Psychology at Griffith University. Her research program harnesses new technologies in investigating adolescents' diverse pathways of risk, health, and wellbeing, with a focus on youth and families living in the context of structural and socio-economic disadvantage. She maps how adolescents navigate stressors, seek support from those around them (including online), and move onto problematic vs. healthier trajectories at key developmental junctures. Work in the lab applies a lens across years, weeks, days, and moments via longitudinal surveys, daily diaries, experience sampling, and passive sensing approaches.

Professional Website: www.riskyadolescentpathways.com

Twitter Handle: @riskyadpathways

Misaki Natsuaki

Dr. Misaki N. Natsuaki is a Professor of Psychology at University of California, Riverside. After completing her BA and MA in Tokyo, Japan, she earned her Ph.D. in Human Development from University of California, Davis. She held a postdoctoral appointment at the Institute of Child Development, University of Minnesota, Twin Cities. Guided by the developmental psychopathology framework, Dr. Natsuaki’s research emphasizes the importance of the interplay between biology, family, and broader social contexts in understanding the development of (mal)adjustment during the transition from childhood to adolescence. In particular, she examines how, why, when, and for whom puberty is linked to youths’ emotional and behavioral health (e.g., Ge & Natsuaki, 2009; Natsuaki & Yates, 2021). Dr. Natsuaki is also part of the investigative team of the Early Growth and Development Study, a longitudinal adoption study aiming to unravel biological and environmental mechanisms that underly the growth and changes in the life trajectories of children and their families. She currently serves as a mentor for the SRCD Horowitz Early Career Scholar Program.

Professional Website: https://dtl.ucr.edu

Florrie Fei-Yin Ng

Florrie Fei-Yin Ng is an Associate Professor in the Department of Educational Psychology at the Chinese University of Hong Kong.  She received her Ph.D. in developmental psychology from the University of Illinois at Urbana-Champaign. She was a postdoctoral fellow at New York University and the Graduate Center of the City University of New York.  Her main research interest is on how children’s development may be shaped by the sociocultural context through agents of socialization, especially parents.  She is currently an Associate Editor of Child Development.

Key Publications: Ng, F. F., & Wei, J. (2020). Delving into the minds of Chinese parents: What beliefs motivate their learning-related practices? Child Development Perspectives, 14, 61-67.

Ng, F. F. & Wang, Q. (2019). Asian and Asian American parenting. In M. H. Bornstein (Ed.), Handbook of Parenting. Vol. 4. Special Conditions and Applied Parenting (3rd ed., pp. 108-169). New York: Routledge, 2019

Professional Website:  https://www.fed.cuhk.edu.hk/eps/NG.html

Adam Rutland

Adam Rutland is a Professor of Psychology at the University of Exeter, UK. He has previously been a Professor of Psychology at Goldsmiths, University of London and the University of Kent. He is also Special Elected Member of the Graduate Faculty, Graduate School, University of Maryland, College Park, USA. Adam's researches social and moral development, social exclusion within intergroup contexts; prejudice development; group dynamics and bullying; prosocial behavior and bystander challenging; STEM engagement, identity and stereotyping among minoritized youth; development of social identity, acculturation and well-being among  minoritized youth; interventions to reduce the social exclusion of stigmatized youth. 

Key publications: Killen, M. & Rutland, A. (2011). Children and Social exclusion: Morality, Prejudice and Group Identity. Oxford: Wiley-Blackwell. http://dx.doi.org/10.1002/9781444396317 

Rutland, A., Palmer, S.B., Yüksel, A.& Grütter, J. (2023). Social Exclusion: The Interplay between Morality and Group Processes. Handbook of Moral Development, 3rd Edition. M. Killen & Smetana (Eds). Routledge. ISBN 9780367497545

Professional Website: https://psychology.exeter.ac.uk/staff/profile/index.php?web_id=Adam_Rutland

Manuela Verissimo

Manuela Verissimo obtained her Degree in Clinical Psychology at ISPA and her PhD in Developmental Psychology at the University of Quebec in Montreal, Canada. She is presently Vice-Rector and coordinator of the Developmental Psychology Scientific Area of ISPA. She has coordinated several research projects funded by FCT and other institutions. She has published several articles in national and international scientific reviews and presented papers the most important international conferences, relating to Developmental Psychology, having been invited to give Key notes addresses and organizing symposiums. She has consulted in research projects in Spain, France, Peru and the USA. In 2011 she received the Bowlby Ainsworth Award from the Center for Mental Health Promotion e The New York Attachment Consortium for her contribution in investigation and teaching within the field of Attachment Theory. Manuela Verissimo research aims to emphasize the connection between the quality of secure-base relationships, during infancy and childhood, and a range of outcomes in the domains of social and emotional development. She considers that attachment theory needs to incorporate the notion that the child builds an attachment network in the first years of life that will constrain his/her development. In this sense, she is particularly interested in studying the role of father/child interaction and relationship. Finally, her research is profoundly embodied in both developmental and cross-cultural perspectives.

Professional Website: https://williamjamescr.org/people/social-development/manuela-verissimo/

Brit Oppedal

Brit Oppedal is a research professor in the Department of Children and Families of the Norwegian Institute of Public Health. She is the director of the department’s research program “Youth, Culture and Competence Study, YCC, which involves projects targeting both refugee and voluntary immigrant populations of different ages and ethnic groups. She collaborates on several national and international projects. One line of her research is on acculturation and the psycho-social development and integration of children of immigrants. Another focus is on predictors of stability and change in psychological well-being, and psychopathology such as depression and post-traumatic stress problems. A third line is on cultural adaptation of health promoting interventions. A substantial proportion of her research since 2006 has been with unaccompanied asylum-seeking and refugee minors (URMs), both in terms of epidemiological studies of their mental health, predictors of resilience and vulnerabilities among them, and evaluation of interventions to promote their well-being.

Key Publications: Oppedal, B., Keles, S., & Røysamb, E. (2022). Subjective well-being among unaccompanied refugee youths: The longitudinal associations with discrimination and ethnic identity crisis. Frontiers in Psychology, 13:920657. doi:10.3389/fpsyg.2022.920657

Oppedal, B., Keles, S., Cheah, C., & Røysamb, E. (2020). Culture competence and mental health across different immigrant and refugee groups. BMC Public Health 20: 292. https://doi.org/10.1186/s12889-020-8398-1

Professional Website: https://www.fhi.no/en/studies/ungkul/

Qing Zhou

Dr. Zhou is a Professor of Psychology at UC-Berkeley. Her research focuses on cultural, family, and temperament influences on children's executive function, socio-emotional, and academic development from preschool age to young adulthood. She and her collaborators have conducted longitudinal studies of Chinese children in Asia, and Chinese American and Mexican American children in immigrant families in the U.S. 

Key Publications: Curtis, K., Zhou, Q., Tao, A. (2020). Emotion talk in Chinese American immigrant families and longitudinal links to children’s socioemotional competence. Developmental Psychology, 56 (3), 475-488.

Professional Website: https://psychology.berkeley.edu/people/qing-zhou.

Friday Lunch: March 24, 2023, 11:45 a.m. – 1:15 p.m. MDT

Kazuko Behrens

Kazuko Behrens is a Professor and Coordinator of the Psychology Program at State University of New York Polytechnic Institute. She received her doctorate from University of California, Berkeley with specific training on parent-child attachment. Her research interests include individual differences in social-emotional development, intergenerational transmission of attachment in cross-cultural context, biophysiological correlates of attachment phenomena, parental sensitivity, and attachment-based interventions. She is known for the first intergenerational transmission of attachment work in Japan that showed significant categorical match between children’s and their mothers’ attachment security, followed by a series of cross-cultural work. Recently she was a Guest Editor for a Special Issue of Attachment & Human Development, titled, Attachment in retrospect and prospect, featuring reflections from leaders in the attachment field about far we have come and where we need to go from here.  

Sheretta Butler-Barnes

Sheretta Butler-Barnes is a developmental psychologist with expertise and scholarly work on the impact of racism and the use of culturally strength-based assets on Black Americans' educational and health outcomes. She is currently an Associate Professor at the WUSTL Brown School of Social Work.  Butler-Barnes received her Ph.D. and MA from Wayne State University in psychology and a BS in psychology from Michigan State University. The two lines of her research agenda include 1) Black families and Racial Justice Project, which is a mixed methodological investigation of Black families' vulnerability to or resilience against marginalization, focusing on parenting practices and adolescent developmental trajectories, and 2) Equity for Black Women and Girls Project which focuses on advancing equity for women and girls of color by identifying risk and protective factors in learning spaces and creating culturally responsive programming that promotes resiliency. 

Christy Byrd

Dr. Byrd’s research examines how students make sense of race and culture in their school environments. She uses quantitative and qualitative methods to explore topics such as racial discrimination, multicultural education, and culturally relevant teaching. One area of research focuses on adolescents’ perceptions of school climate for diversity, which includes intergroup interactions and school ethnic-racial socialization, and how perceptions are shaped by identity development and contextual factors (Saleem & Byrd, 2021). A second area of research considers the motivational factors that promote student engagement in diversity workshops, courses, and programs (Byrd 2021). Her work has shown that when youth experience their schools as positive, identity-affirming spaces, they are more academically engaged and successful.  Saleem, F., & Byrd, C.M. (2021). Unpacking school ethnic-racial socialization: A new conceptual model. Journal of Social Issues.   

Key Publication: Byrd, C.M. (2021). Cycles of development in learning about identities, diversity, and equity. Cultural Diversity and Ethnic Minority Psychology.  

Professional Website: https://byrdlab.wordpress.ncsu.edu 

Twitter Handle: @ChristyMByrd 

Yoonsun Choi

Yoonsun Choi is Professor at the Crown Family School of Social Work, Policy and Practice of the University of Chicago and PI of the Midwest Longitudinal Study of Asian American Families (MLSAAF). Funded by NICHD and Russell Sage Foundation, since 2014, MLSAAF has followed about 800 Filipino American and Korean American families to examine developmental trajectories and their determinants from adolescence to young adulthood. Choi has served as a Chair of SRCD Asian Caucus and is serving on the SRCD Publications Committee.  

Key Publications: Choi, Y., Jeong, E., & Park, M. (2022). Asian Americans’ parent-child conflict and racial discrimination may explain mental distress. Policy Insights from Behavioral and Brain Sciences (PIBBS). 9(1), 18-26.   

Choi, Y., Park, M., Lee, J.P. & Lee, M. (2020). Explaining the Asian American youth paradox: Universal factors vs. Asian American family process among Filipino and Korean American youth. Family Process, 59(4), 1818-1836.  

Tim Curby

Dr. Tim Curby is Professor of Psychology at George Mason University and head of the Applied Developmental Psychology program.  His research focuses on emotion-focused teaching in early childhood classrooms.  He is a co-author of the Emotion Teaching Rating Scale (EMOTERS) – an observational measure of emotion-focused teaching.  The EMOTERS captures three aspects of emotion-focused teaching: Teachers modeling of emotions to children; teachers responding to children’s emotions; and teachers instructing about emotions to children.  Dr. Curby also has extensive experience with the Classroom Assessment Scoring System.  Currently, he is evaluating an Alternative Licensure Program for early childhood teachers in Chicago during which one of the semesters is focused on emotion-focused teaching.  Dr. Curby teaches classes in longitudinal data analysis and development.

Professional Website: https://disc.gmu.edu/

Stacey Doan

Dr. Stacey Doan received her PhD from Cornell University. She is currently an associate professor of psychology at Claremont Mckenna College and population sciences at City of Hope National Medical Center.   Her research is on stress and resilience, emotions, and parenting. She approaches her work through the lens of a bioecological systems framework. Her work has been funded by the National Institutes of Health and the National Science Foundation. She is the author of dozens of publications and two books, the Social Foundations of Emotions and Nature Meets Nurture: Science Based Strategies for Raising Resilient Kids, published by the American Psychological Association.  

Key Publications: Doan, S. N. (2021). Allostatic load: Developmental and conceptual considerations in a multi‐system physiological indicator of chronic stress exposure. Developmental psychobiology, 63(5), 825-836.   

Otto, M. W., Eastman, A., Lo, S., Hearon, B. A., Bickel, W. K., Zvolensky, M., ... & Doan, S. N. (2016). Anxiety sensitivity and working memory capacity: Risk factors and targets for health behavior promotion. Clinical Psychology Review, 49, 67-78.

Professional Website: www.bergerinstitute.org

Bruce Ellis

Bruce J. Ellis, Ph.D., is Professor of Psychology and Anthropology at the University of Utah.  As an interdisciplinary scientist, Dr. Ellis leverages knowledge from both evolutionary biology and developmental science in his research on social and cognitive adaptations to stress.  The guiding premise of his work is that early adversity prompts the development of costly but adaptive strategies that promote survival and reproduction under stressful conditions.  Much of Dr. Ellis’ research employs life history theory to model the effects of stress on adaptation and learning processes.  A major theoretical focus of his work has been the development of Biological Sensitivity to Context theory and its extension the Adaptive Calibration Model, which focus on how our biobehavioral systems respond to specific features of family environments and the larger ecological context.  In 2019, Dr. Ellis received the Distinguished Contributions to Interdisciplinary Understanding of Child Development Award from SRCD. 

Professional Website: https://psych.utah.edu/people/faculty/ellis-bruce.php 

Noni Gaylord-Harden

Noni Gaylord-Harden is a Professor in the Department of Psychological and Brain Sciences at Texas A&M University. Dr. Gaylord-Harden conducts research on traumatic stress and psychosocial functioning in Black youth and families in challenging contexts.  Her most recent work focuses on the impact of exposure to community violence and traumatic loss on Black adolescents and families in disinvested, urban communities. The overarching goals of her work are to address disparities in community violence exposure and traumatic loss and to minimize the adverse impact of violence exposure by enhancing existing strengths and assets embedded in Black youth, families, and communities. Her team aims to utilize findings from this research to develop and implement culturally and contextually relevant interventions for Black adolescents and families. She has received funding from The Office of Juvenile Justice and Delinquency Prevention, the National Institute of Child Health and Human Development, the American Psychological Association, and the Institute of Education Sciences for her research efforts. 

Professional Website: https://liberalarts.tamu.edu/psychology/profile/noni-gaylord-harden/ 

Twitter Handle: @drgaylordharden 

Linda Halgunseth

Linda C. Halgunseth is an associate professor in the Department of Human Development and Family Studies at Michigan State University.  Her research focuses on parenting and children’s health and well-being in African, European, and Latin American families. Her work on parenting in Latinx Families was published in Child Development (2006) and in the Handbook of Parenting (2019).  Dr. Halgunseth is Past Chair of the Latinx Caucus of the Society for Research in Child Development (SRCD).  She received the Early Career Award in Teaching Excellence from AAUP and the Early Career Award in Research from the SRCD Latinx Caucus.  She earned a BA in psychology and Spanish at the University of Texas at Austin, and a MS and PhD in human development and family studies from the University of Missouri.   

Professional Website: https://hdfs.msu.edu/node/270 

Twitter Handle: @lindahalgunseth 

Lionel Howard

Lionel Howard, is an applied developmental psychologist and research methodologist who conducts community- and school-based research. His training and experience as a statistician and qualitative researcher provide a solid foundation for thinking about how both quantitative and qualitative methods of inquiry can be used and better integrated to understand the complexities of social science inquiry. Dr. Howard's research interests focus broadly on gender socialization and identity development across multiple contexts (e.g., school, family, and community) and the interface between identity and academic achievement. Current research studies include the examination of Black males’ socio-emotional development; health and education disparities among Black adolescents; and mixed-method research design and data integration. His research has been funded by NIH, NSF and Kellogg Foundation, and he has (co)authored articles published in the Journal of Applied Developmental Psychology (English et al, 2022) and International Journal of Qualitative Studies in Education (Howard & Hammond, 2019), for example. 

Professional Website: https://gsehd.gwu.edu/directory/lionel-howard 

Twitter Handle: @blkeducator1 

Diane Hughes

Diane Hughes is Professor of Applied Psychology at New York University.  Her research examines ethnic-racial dynamics in families, schools, workplaces and peer groups, focusing on discrimination, racial stereotypes, racial socialization, and ethnic identity as well as factors that shape academic engagement and achievement during adolescence. Hughes received her B.A. in psychology and African American studies from Williams College and her PhD in community and developmental psychology from the University of Michigan. Her research has been funded by the Carnegie Corporation of New York, the John D. and Catherine T. MacArthur Foundation, the William T. Grant Foundation, NSF and NICHD. 

Professional Websites: http://www.dianehughesphd.comhttps://steinhardt.nyu.edu/people/diane-hughes 

Twitter Handle: @dianehughes05 

Tamar Kushnir

Dr. Kushnir is a Professor of Psychology and Neuroscience at Duke University. Research interests include cognitive development, causal learning, social cognition, moral cognition, theory of mind, cultural psychology, free will, counterfactual thinking, imagination, self-control, rational constructivist approaches to learning and development. 

Key Publications: Found at https://scholar.google.com/citations?user=TMuSMXoAAAAJ&hl=en   

Professional Website: https://ecclabduke.com/ 

Twitter Handle: @tamarkushnir 

Jin Li

Dr. Jin Li is Professor of Education and Human Development at Brown University. Originally from China, earning her B.A. in German, then her Ed.M. in education and Ed.M. in social policy in the U.S., she received her Ed.D. in human development and psychology from Harvard University in 1997. Dr. Li’s research focuses on East Asian virtue-oriented and Western mind-oriented learning models and their respective influence on children’s learning beliefs, parental socialization, and achievement. Her 2012 book Cultural Foundations of Learning: East and West synthesizes related research and offers new perspectives on the indispensable role of culture in human learning. Dr. Li was an inaugural Berggruen Fellow 2015-17 and wrote her new book To be or to become: Philosophical origins and psychological expressions of self in the West and East Asia where she synthesized philosophy with psychological research to examine how the self is conceptualized and functions in these two cultural systems. 

Professional Website: https://vivo.brown.edu/display/jili 

Lisa Lopez

Dr. Lisa M. López is Professor of Educational Psychology at University of South Florida. Her research agenda involves furthering our understanding of, and improving upon, the educational and environmental opportunities of Latine DLL children in the U.S. Her research has been funded by NIH, IES, and ACF, and published in journals focused on both education and developmental psychology. She has won numerous awards for her scholarly and community work with the Latine DLL population. In 2020, she published her first book which highlights effective research-based home and classroom practices for working with DLLs, providing practical strategies geared towards the implementation of culturally and linguistically responsive instruction within early childhood classrooms.  She is past-chair of the SRCD Latinx Caucus and member of the SRCD Ethnic Racial Issues Committee.    

Key Publications: López, L.M. & Foster, M.E. (2021). Examining heterogeneity among Latino dual language learners’ school readiness profiles of English and Spanish at the end of Head Start. Journal of Applied Developmental Psychology, 73. https://doi.org/10.1016/j.appdev.2021.101239   

López, L.M., Komaroff, E., Hammer, C.S., Rodriguez, B., Scarpino, S., *Bitetti, D., & Goldstein, B. (2020). Are we all speaking the same language? Exploring language interactions in the homes of young Latino DLLs living in the U.S.. Early Education and Development. https://doi.org/10.1080/10409289.2020.1718473   

Professional Website: https://www.usf.edu/education/faculty/faculty-profiles/lisa-lopez.aspx 

Twitter Handle: @lisapsy1

Aerika Loyd

Dr. Aerika Brittian Loyd is an interdisciplinary, community-engaged developmental scientist, who employs psychology, human development, and prevention science theories to understand how intersections of race, ethnicity, gender, and identity inform health and development for youth and young adults of color (e.g., African American and Latinx). The ultimate goal of her research program is to provide recommendations for culturally informed youth practice, prevention, and policy.     

Key Publications: Cooper, S. M., Hurd, N. M., & Loyd, A. B. (2022). Advancing scholarship on anti-racism within developmental science: Reflections on the special section and recommendations for future research. Child Development, 93, 619-632.      

Loyd, A. B., & 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, 29-38. 

Professional Website: https://profiles.ucr.edu/app/home/profile/aerikal 

Twitter Handle: @DrABLoyd

Dana McCoy

Dana Charles McCoy is the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at the Harvard Graduate School of Education. Her work focuses on understanding the ways that poverty-related risk factors in children's home, school, and neighborhood environments affect the development of their cognitive and socioemotional skills in early childhood. She is also interested in the development, refinement, and evaluation of early intervention programs designed to promote positive development and resilience in young children, particularly in terms of their self-regulation and executive function. McCoy's research is centered in both domestic and international contexts, including Brazil, Peru, Ghana, Tanzania, and Zambia. She has a particular interest in interdisciplinary theory, causal methodology, and ecologically valid measurement. She graduated with an A.B. in psychological and brain sciences from Dartmouth College and received her Ph.D. in applied psychology with a concentration in quantitative analysis from New York University.      

Key Publications: McCoy, D. C. (2022). Building a model of cultural universality with specificity for global early childhood development. Child Development Perspectives, 16(1), 27-33.     

McCoy, D. C., Waldman, M., Team, C. F., & Fink, G. (2018). Measuring early childhood development at a global scale: Evidence from the Caregiver-Reported Early Development Instruments. Early Childhood Research Quarterly, 45, 58-68. 

Professional Website: seed.gse.harvard.edu/ 

Twitter Handle: @DanaCMcCoy 

Jayanthi Mistry

Jayanthi Mistry is a Professor in the Eliot-Pearson Department of Child Study & Human Development at Tufts University. She received her doctorate in Child Development from Purdue University in 1983. Her research and scholarship are based on cultural perspectives on children’s development and the use of interpretive methods. Current research projects broadly address issues of equity and access, including analysis of narratives of marginalization, perceived discrimination in neighborhood contexts, and a research and curriculum development project based on home-school collaborations in Head Start classrooms.    

Key Publications: Mistry, J. & Kiyama, F. (2021). Navigating Marginalization and Invisibility as Asian Americans in the U.S. American Psychologist, Vol. 76(4): 582-595. https://doi.org/10.1037/amp0000782   

Mistry, J., Segovia, J., Li, L. W., McWayne, C. M., Zan, B. & Greenfield, D. (2022) “I woke up to Science’: Teacher narratives of growth in a culturally sustaining preschool STEM program. In JADP Special Issue: Building from Strengths: Culturally Situated STEM Learning in Childhood. Vol. 83. https://doi.org/10.1016/j.appdev.2022.101456 

Professional Website: https://as.tufts.edu/epcshd/people/faculty/jayanthi-mistry 

Vaishali Raval

Dr. Vaishali Raval is a cultural clinical developmental psychologist. To advance scientific knowledge about globally and locally underrepresented groups in psychological science, her program of research focuses on three interrelated areas: 1) cultural and contextual foundations of parenting, with a focus on emotion processes and how they relate to child and adolescent mental health outcomes, 2) global mental health with a focus on contextual understanding of psychopathology and culturally informed mental health interventions, and 3) experiences of marginalization and their impact on mental health.  She works towards internationalization of our field through her role as the associate editor for Journal of Research on Adolescence and Journal of Cross-Cultural Psychology, as well as the chair of the international committee of the Society for Research on Adolescence, and a member of US National committee for the International Union of Psychological Sciences. She is committed to teaching and mentoring graduate and undergraduate students.     

Key Publications: Raval, V. V. & Walker, B. L. (2019). Unpacking ‘culture’: Caregiver socialization of emotion and child functioning in diverse families. Developmental Review, 51, 146-174.   

Raval, V. V. (2022). Towards a decolonial parenting science through centering Majority World parenting: A commentary. Journal of Cross-Cultural Psychology.   

Professional Website: https://www.miamioh.edu/cas/academics/departments/psychology/about/faculty-staff/raval-vaishali/?_ga=2.18895486.777694645.1665006409-792707108.1662412251 

Twitter Handle: @VaishaliRaval4 

Miriam Steele

Miriam Steele is the Alfred J and Monette C. Marrow Professor in Psychology and co-director of the Center for Attachment Research at the New School for Social Research. Miriam Steele’s work encompasses a developmental psychopathology framework bridging her work as a child and adolescent clinician with contemporary research in child development. Her research began with the study of “Intergenerational Patterns of Attachment” which embodied one of the first prospective longitudinal studies incorporating the Adult Attachment Interview and Strange Situation protocols. This work was important in initiating the concept of reflective functioning and providing empirical data to demonstrate the importance of parental states of mind in the social and emotional development of their children with a longitudinal focus on their development into adulthood. Her current projects include studies exploring attachment and body representations across a range of individuals including mother-child dyads and individuals with physical disabilities, studies of children in foster care and adoption and child and adolescent global mental health. 

Dena Phillips Swanson

Within an applied developmental framework, Dr. Swanson's research examines identity processes under conditions of stress for racially and ethnically diverse adolescents. She focuses on contextual processes and life experiences that impact psychological outcomes for children and adolescents, contributing to their vulnerability and resilience. The research challenges deficit perspectives of diverse youth (and their families) to consider their adaptability to difficult circumstances and contextual challenges within developmental processes. Dr. Swanson focuses on investigating the impact of stressful life experiences, contextual supports, and adolescent identity processes in terms of how they interact to deter negative adaptive behaviors and contribute to positive future trajectories. Continuing to empirically explore these processes has remained relevant in identifying appropriate strategies and opportunities for adolescents’ successful transition into adulthood. She has mentored many doctoral students and early career professionals in launching academic and non-academic careers in the U.S. and abroad.       

Key Publications: Jee, S., Swanson, D.P., Couderc, J.P., & Sugarman, L.I. (2019). It takes a village: Reflections on a randomized control trial to teach self-regulation and mindfulness skills to teens in foster and kinship care. Developmental Child Welfare, 1(1), 94-104. doi.org/10.1177/2516103218810938.    

LeCuyer, E.A., & Swanson, D.P. (2017). A within group analysis of African American mothers' authoritarian attitudes, limit-setting and children's self-regulation. Journal of Child and Family Studies, 26, 833-842.  

Professional Website: LinkedIn

Qi Wang

Qi Wang is the Joan K. and Irwin M. Jacobs Professor in Human Ecology at Cornell University. Her research integrates developmental, cognitive, and sociocultural perspectives to examine the mechanisms underlying the development of a variety of social-cognitive skills, including autobiographical memory, self, future thinking, and emotion knowledge. She also leads the research effort to examine the impact of the Internet and social media as a cultural force unique to our time on memory and psychosocial functioning. Wang frequently publishes in scientific journals and in volumes of collected works. Her single-authored book "The autobiographical self in time and culture" (Oxford University Press, August 2013) is regarded as a definitive work on culture and autobiographical memory. A graduate of Peking University, China, Qi Wang earned a Ph.D. in psychology in 2000 at Harvard University.     

Key Publications: Wang, Q. (2021). The cultural foundation of human memory. Annual Review of Psychology, 72, 151-179. doi:10.1146/annurev-psych-070920-023638     

Wang, Q. (2021). Cultural pathways and outcomes of autobiographical memory development. Child Development Perspectives, 15(3), 196-202. DOI:10.1111/cdep.12423 

Professional Website: https://culcogcornell.org/ 

Twitter Handle: @QiWang_Cornell 

T'Pring Westbrook

Dr. T’Pring Westbrook is an applied social scientist who believes that lessons learned from scientific endeavors should be translated into actionable guidance for practitioners and policymakers. Dr. Westbrook takes an interdisciplinary approach to examining the complex issues of poverty and societal inequities. Additionally, Dr. Westbrook has an interest in evidence-based programs (EBPs) and regularly presents and consults on issues related to implementing, evaluating, and adapting EBPs. Dr. Westbrook works with the Annie E. Casey Foundation as a Senior Research Associate where she manages a portfolio that encompasses two-generation approaches, community development, economic mobility, child and adult education, and housing. Further, Dr. Westbrook co-founded TR Consulting to provide evidence-informed technical assistance to nonprofits. She is the host of Elephant Stories, a podcast that explores inequity from multiple professional and scientific perspectives. Dr. Westbrook also serves as an Assistant Professor at the University of Maryland, Global Campus.  

Twitter Handle: @TwestbrookPhD 

Rebecca M.B. White

Rebecca (who is comfortable with she/her/they/them pronouns) is Professor of Family and Human Development at Arizona State University (ASU) and Interim Editor in Chief of Child Development Perspectives. Across their research, teaching, and service, Rebecca strives to advance a more just version of the developmental sciences. Rebecca’s program of research, which has been funded by the William T. Grant Foundation, the National Institutes of Health, and the National Science Foundation, examines Latinx adolescents’ development within cultural, neighborhood, and family contexts (e.g., 10.1037/amp0000237; 10.1111/jora.12711). Rebecca has served on numerous editorial boards, as a member of SRCD’s Ethnic and Racial Issues committee, and as Secretary of SRCD’s Latinx Caucus. Rebecca trained in general studies and American Sign Language at New River Community College (2000), in human services counseling at Old Dominion University (2000), in public health at the University of Arizona (2003), and in family and human development at ASU (2008).    

Professional Website: https://search.asu.edu/profile/398321 

Adam Winsler

Adam Winsler does research on private speech and self-regulation, and bilingual language development, long-term effects of pre-K programs, and educational trajectories for immigrant and Black and Latine youth in public schools among many other things.  

For access to Key Publications: https://scholar.google.com/citations?user=_Ekthu4AAAAJ&hl=en

Professional Website: https://adp.gmu.edu/research/winsler-lab

Tiffany Yip

Tiffany Yip, Ph.D. is a Professor of Psychology at Fordham University. She completed an undergraduate degree at Cornell University, earned her MA and PhD at NYU, and completed a postdoctoral fellowship at the University of Michigan. Her research on ethnic identity, discrimination, and sleep disparities among BIPOC adolescents and young adults has been published in Pediatrics, American Psychologist, Child Development, and Current Directions in Psychological Science. She has served as an Associate Editor for Developmental Psychology, Child Development, Cultural Diversity and Ethnic Minority Psychology, and the Asian American Journal of Psychology. She is a Fellow of the American Psychological Association, the Association for Psychological Science, and the Academy of Behavioral Medicine and Research. Her research has been funded by the National Institutes of Health and the National Science Foundation and has been featured in the NY Times, Washington Post, Los Angeles Times, CBS and Psychology Today.     

Key Publications: Yip, T., Xie, M. Cham, H. & El-Sheikh, M. (2022). Linking ethnic/racial discrimination to adolescent mental health: Sleep disturbance as an explanatory pathway, Child Development, 93(4), 974-994, https://doi.org/10.1111/cdev.13747   

Yip, T., Wang, Y., Mootoo, C., & Mirpuri, S. (2019). Moderating the association between discrimination and adjustment: A Meta-analysis of ethnic/racial identity, Developmental Psychology, 55 (6), 1274-1298. http://dx.doi.org/10.1037/dev0000708   

Professional Website: https://www.fordham.edu/info/21660/psychology_faculty_and_staff/5443/tiffany_yip 

Saturday Breakfast: March 25, 2023, 8:30 a.m. – 10:00 a.m. MDT

Mayra Y. Bámaca

Dr. Mayra Y. Bámaca immigrated from Guatemala at the age of 16.5. She attended Los Angeles City College and California State University, Northridge (Psychology), earned a master’s degree in Human and Community Development at University of Illinois, Urbana-Champaign and a PhD in Human Development and Family Studies at Arizona State University. She was an Associate Professor in Human Development and Family Studies at the Pennsylvania State University before joining the University of California, Merced as Associate Professor of Psychological Sciences.  Her research focuses on Latinx youth’s adaptation at the intersection of individual (puberty, age), contextual (family, schools), and sociocultural (acculturation) processes within racialized contexts. She is a Consulting Editor for the Journal of Research on Adolescence and is one of three advisory board members who run the Horowtiz Early Career Scholars Program for the Society for Research in Child Development.  

Key Publications: Bámaca, M. Y., *Martinez, G., Schroeder, K. M., *Lobo, F., & Witherspoon, D. P. (2022). Daily Discrimination and Affect in Latinx Adolescent-Parent Dyads Residing in Northeast U.S. Journal of Research on Adolescence, Special Issue-“Truth is on the side of the oppressed”: Systems of Opression Afffecting BIPOC Youth, 32, 611-624. https://doi.org/10.1111/jora.12750 

Bámaca-Colbert, M. Y., Gonzales-Backen, M., Henry, C. S., *Kim, P. S. Y., *Roblyer, M. Z., Plunkett, S. W., & Sands, T. (2018). Family profiles of cohesion and parenting practices and Latino youth adjustment. Family Process, 57, 719-736. doi: https://doi.org/10.1111/famp.12314 

Professional website: https://impactlabucm.wixsite.com/impactlab 

Twitter Handle: @profBamaca

Kimberly Boller

Dr. Kimberly Boller is the Senior Director for Science Affairs at the American Psychological Association (APA). She has conducted policy and program research on early childhood services and systems in more than 10 countries. Her research in the United States has focused on Early Head Start; home visiting to prevent child maltreatment; and child care quality, rating, and improvement systems. She recently served as the Chief Strategy and Evaluation Officer and Executive Director at The Nicholson Foundation, a family foundation focused on early childhood and health. Her current portfolio includes research ethics and the future of psychological science.   

Key Publications: Jennifer E. Lansford, Theresa S. Betancourt, Kimberly Boller, Jill Popp, Elisa Rachel Pisani Altafim, Orazio Attanasio & Chemba Raghavan (2022). The Future of Parenting Programs: II Implementation, Parenting, 22:3, 235-257, DOI: 10.1080/15295192.2022.2086807   

Kimberly Boller, Jessica F. Harding (2020). Child Care: Policy, Characteristics, and Associations with Children's Development, Editor(s): Janette B. Benson, Encyclopedia of Infant and Early Childhood Development (Second Edition), Elsevier, 271-280, DOI: 10.1016/B978-0-12-809324-5.23675-4 

Twitter Handle: @KimBoller1

Christia Spears Brown

Christia Spears Brown, Ph.D., is the Lester and Helen Milich Professor of Children at Risk in the Department of Psychology and Associate Dean for Inclusive Excellence at the University of Kentucky. Her research focuses on children’s perceptions of gender and ethnic discrimination, the development of stereotypes and group identity, and the impact of gender and ethnic discrimination and stereotypes on academic outcomes. She is the author of Discrimination in Childhood and Adolescence and co-edited the Wiley Handbook of Group Processes in Children and Adolescents. She is also an Associate Editor of British Journal of Developmental Psychology. 

Professional Website: christiabrown.com

Twitter Handle: @ChristiaBrown 

Michael Cunningham

Michael Cunningham holds the academic rank of Professor at Tulane University where he has a joint faculty appointment in Psychology and the undergraduate program in Africana Studies. As a developmental scientist, his program of research focuses on racial, psychosocial, and socioeconomic processes that affect psychological well‐being, adjustment to chronic stressful events, and academic achievement among African American adolescents and their families. He uses mixed methods to examine gender‐specific patterns of resilience and vulnerability. He completed his PhD at Emory University after completing a BA at Morehouse College. Dr. Cunningham also completed a postdoc at the University of Pennsylvania. His current professional service includes serving as Editor-in-chief for Research in Human Development. His mentoring experiences include a Faculty Mentor for the APA Minority Fellow Program’s Psychology Summer Institute and SRCD Towards the 2044 Horowitz Scholars Program. Dr. Cunningham was as a recipient for the Society for Research on Adolescence’s Mentoring Award; and he was selected as Tulane University’s recipient of the Oliver Fund Award for Excellence in Faculty Mentoring in 2021.   

Key Publication: Hodge, J. D., & Cunningham, M. (2022). Academic self-esteem as a buffer between negative youth experiences and academic achievement in African American adolescents. Youth & Society, 0044118X211063919.  

Professional Website: https://sse.tulane.edu/psyc/faculty/cunningham

Twitter Handle: @mikecham70130 

Stephanie M Curenton

Stephanie M Curenton Ph.D is an associate professor at Boston University in the Education Leadership and Policy Studies Department. She is also the founding and executive director of the Center on the Ecology of Early Childhood.     

Links to Key Publications: https://scholar.google.com/citations?view_op=view_citation&hl=en&user=6nKXhW0AAAAJ&citation_for_view=6nKXhW0AAAAJ:_xSYboBqXhAC    

https://scholar.google.com/citations?view_op=view_citation&hl=en&user=6nKXhW0AAAAJ&citation_for_view=6nKXhW0AAAAJ:HoB7MX3m0LUC     

Professional Website: Bu-CEED.org

Twitter Handle: @CeedBu 

Lisa Diamond

For nearly 3 decades, Lisa Diamond has studied the development and expression of gender and sexuality across the life course. Her most recent work focuses on the psychobiological mechanisms through which stigmatization and marginalization shape the health and well-being of sexually-diverse and gender-diverse individuals at different stages of development (https://pubmed.ncbi.nlm.nih.gov/35662651/).  She also studies religious trauma among sexually-diverse and gender-diverse individuals who are members of invaliding faith traditions.  Dr. Diamond has a passion for “demystifying” academia and helping students, postdocs, and junior faculty find their own pathway to authentic thriving (especially those who face marginalization due to ethnicity, social class, sexual identity, gender identity and expression, neurodiversity, physical and mental abilities, histories of adversity, etc.).  She teaches workshops on scientific writing and grant writing, and is currently working to develop web-based professional development trainings that tackle the hidden challenges of academia and provide students with guidance on non-academic careers in developmental science (public policy, government, nonprofit management, consulting, school administration, etc.).  

Professional Website: https://psych.utah.edu/people/faculty/diamond-lisa.php 

Jessica Fish

Dr. Jessica Fish is an Assistant Professor in the Department of Family Science at the University of Maryland School of Public Health and the Deputy Director for Research and Evaluation of the CDC-funded University of Maryland Prevention Research Center. Her research and scholarship are in service to understanding the development, health, and well-being of lesbian, gay, bisexual, transgender, and queer/questioning youth and their families. She has published over 90 peer-reviewed studies and book chapters on the topic of LGBTQ youth, development, and health. Broadly, her research aims to identify modifiable factors that contribute to LGBTQ-related health disparities to inform developmentally sensitive policies, programs, and prevention strategies that promote the health of sexual and gender minority people across the life course. Dr. Fish is the current chair of the SRCD SOGIE Caucus.     

Key Publications: Fish, J. N. (2020). Future directions in understanding and addressing mental health among LGBTQ youth. The Journal of Clinical Child and Adolescent Psychology, 49(6), 943-956. https://doi.org/10.1080/15374416.2020.     

Fish, J. N., +Bishop. M. D., & Russell, S. T. (2021). Developmental differences in sexual orientation and gender identity-related substance use disparities: Findings from population-based data. Journal of Adolescent Health, 68(6), 1162-1169. https://doi.org/10.1016/j.jadohealth.2020.10.023.  

Professional Website: https://sph.umd.edu/people/jessica-fish 

Twitter Handle: @DrJessicaNFish 

Tamara Halle

Tamara Halle, Ph.D., is a developmental scientist and a Senior Research Scholar in the Early Childhood Research area at Child Trends. She has over 25 years of experience conducting research and evaluation studies on children’s early development; early care and education settings; and early childhood policies at the national and state levels. She is known both nationally and internationally as an expert on early childhood development, the early childhood workforce, and implementation science. Publications include scholarly articles on school readiness (e.g., Halle et al., 2014), reports on the ECE workforce (e.g., Paschall, Madill, & Halle, 2020), and books and chapters on applying implementation science in the early childhood field (e.g., Halle, 2020). She currently directs several large, multi-year projects for the Office of Planning, Research and Evaluation (OPRE), U.S. Department of Health and Human Services. She also serves on the Implementation Research Advisory Committee for the Foundation for Child Development  

Professional Website: www.childtrends.org 

Twitter Handle: @tamara_halle

Brenda Jones Harden

Brenda Jones Harden is the Ruth Ottman Professor of Child and Family Welfare at Columbia University School of Social Work, and is Professor Emerita of Human Development at the University of Maryland. Her research examines the development and mental health of young children experiencing adversity, particularly maltreatment, foster care, or other forms of trauma (Jones Harden et al., 2016). She focuses on preventing maladaptive developmental outcomes through early childhood programs, on which she has conducted numerous evaluations (Jones Harden et al., 2021). She received a PhD in developmental and clinical psychology from Yale University and a Master’s in Social Work from New York University.     

Key Publications: Jones Harden, B., Buhler, A., & Jimenez Parra, L. (2016). Maltreatment in infancy: A developmental perspective on preventive intervention. Trauma, Violence & Abuse; Special Issue on Public Health Prevention and Resilience, 17(4), 366-386.     

Jones Harden, B., Martoccio, T., & Berlin, L. (2021). Maternal psychological risk moderates the impacts of attachment-based intervention on mother-toddler mutuality and toddler behavior problems:  A randomized controlled trial. Prevention Science, 1-12.   

Elan Hope

Elan C. Hope, PhD, is the Program Area Director for Research and Evaluation at Policy Research Associates. As Program Area Director, Dr. Hope develops and provides oversight on research projects and uses her area’s research findings to inform and strengthen PRA’s technical assistance efforts. Dr. Hope has a strong background in research focused on academic, civic, and psychological well-being for racially marginalized groups, youth, and emerging adults.    Dr. Hope takes an assets-based approach to understanding individual and community factors that promote well-being for adolescents and young adults, particularly structural barriers to wellness. Dr. Hope uses qualitative and quantitative methods to examine factors related to behavioral health and well-being, including racial identity, critical consciousness, socialization, and activism. Dr. Hope is also an Associate Editor at the Journal of Adolescent Research. Prior to joining PRA, Dr. Hope was an associate professor of psychology and a university scholar at NC State University.     

Key Publications: Bañales, J., Hope, E. C., Rowley, S. J., & Cryer‐Coupet, Q. R. (2021). Raising justice‐minded youth: Parental ethnic‐racial and political socialization and Black youth's critical consciousness. Journal of Social Issues, 77(4), 964-986.     

Publication 2 found here: https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/cdev.13744 

Professional Website: https://www.prainc.com/about-us/our-staff/elan-hope/ 

Twitter Handle: @HopesPsychology 

Marisha L Humphries

Marisha L. Humphries, Ph.D. is an Associate Professor and licensed clinical psychologist who engages in developmental and prevention science research that takes an integrated approach to studying African-American children's normative and prosocial development while centering the role of race. Her work examines African-American children's emotional and social competence, and the ways in which schools can support this development to facilitate equitable learning environments. She is committed to engaging in work that acknowledges and supports the optimal development of African American children in spite of pervasive racial inequalities. She also serves on the SRCD Teaching Committee.  

Key Publications: Humphries, M.L. & McKay-Jackson, C.  (2022). The role of race in social and emotional learning (SEL) training for pre-service school social workers and teachers. Children & Schools, 44, 7-16. https://doi.org/10.1093/cs/cdab031   

Gardner-Neblett, N., Iruka, I. U., & Humphries, M., (2021). Dismantling the Black-White achievement gap paradigm: Why and how we need to focus instead on systemic change. Journal of Education. https://doi.org/10.1177/00220574211031958 

Professional Website: https://education.uic.edu/profiles/marisha-humphries/ 

Doré LaForett

Doré R. LaForett, Ph.D. is a Research Scholar at Child Trends, and an Advanced Research Scientist at FPG Child Development Institute at UNC Chapel Hill. She received her B.A. from the University of Denver (Psychology, Spanish), her M.A. from the University of South Carolina (Clinical-Community Psychology), her Ph.D. from Temple University (Clinical Psychology), and completed two post-docs at UNC-CH (Early Education Sciences, Developmental Disabilities). Dr. LaForett studies contexts that shape the experiences of young children and families; educational, social-behavioral, and family-focused interventions; and early childhood programming. Her expertise includes conducting research with populations living in low-resource environments and with culturally and linguistically diverse children and families. Her work has been funded by federal and state agencies, as well as private foundations. She is the Chair-Elect for the SRCD Latinx Caucus, and is an Associate Editor for the Journal of Early Intervention. Dr. LaForett is a licensed psychologist in North Carolina.     

Key Publications: LaForett, D. R., & De Marco, A. (2019). A logic model for educator-level intervention research to reduce racial disparities in student suspension and expulsion. Cultural Diversity & Ethnic Minority Psychology. Advance online publication. doi:10.1037/cdp0000303   

LaForett, D. R., Murray, D. W., Reed, J. J., Kurian, J., & Mills-Brantley, R., & Webster-Stratton, C. (2019). Delivering the Incredible Years ® Dina treatment program in schools for early elementary students with self-regulation difficulties. Evidence-based Practice in Child and Adolescent Mental Health, 4(3), 254-272. https://doi.org/10.1080/23794925.2019.1631723   

Professional Website: https://www.childtrends.org/staff/dore-r-laforett 

Suzanne Le Menestrel

Dr. Suzanne Le Menestrel, Ph.D., CAE is the Director of Science Affairs at SRCD. She provides oversight of SRCD's four journals, solicitation and review of proposals from SRCD members for science-based initiatives including the Biennial and Special Topics Meetings, and projects such as the Small Grants Program for Early Career Scholars, and the Towards 2044: Horowitz Early Career Scholar Program as well as building relationships with SRCD funders. Suzanne holds a B.S. in psychology from St. Lawrence University and an M.S. and Ph.D. in human development and family studies from Pennsylvania State University. She also has a nonprofit management executive certificate from Georgetown University, and she is a certified association executive. 

Professional Website: linkedin.com/in/suzannelemenestrel 

Twitter Handle: @DrLeMenestrel 

Megan McClelland

Dr. Megan McClelland is the Katherine E. Smith Professor of Healthy Children and Families at Oregon State University (OSU) where she serves as Endowed Director at the Hallie E. Ford Center for Healthy Children and Families. Her research focuses on optimizing children's development, especially as it relates to children’s executive function, self-regulation, and school success. Her recent work has examined links between self-regulation and long-term outcomes from early childhood to adulthood, advances in measuring self-regulation, and intervention efforts to improve these skills in young children. She works with colleagues and collaborators around the world to develop measures of self-regulation and improve school success in young children.  

Professional Website: http://health.oregonstate.edu/people/mcclelland-megan 

Twitter Handle: @meganmcclellan8 

Christy McWayne

Christine M. McWayne, Professor, in the Eliot-Pearson Department of Child Study and Human Development at Tufts University, is an applied developmental psychologist and a community-based educational researcher whose work has centered on fostering better understandings of the early social and learning successes of young children growing up in urban poverty, as well as on understanding how to better support and connect the adult contributors to children’s early development—their parents and teachers. Underpinning her research with these adults are attempts to “flip the script,” so to speak, and create the space for practitioners and family members supporting children’s development to tell us what they know, what they do, and how they do it, so that their experiential knowledge can inform our scientific knowledge base.  

Key Publications: McWayne, Melzi, & Mistry. (In press). Educational Psychologist. https://doi.org/10.1080/00461520.2022.2070752   

McWayne et al. (2020). Teachers College Record.  

Professional Website: https://as.tufts.edu/epcshd/people/faculty/christine-mcwayne 

Rashmita Mistry

Rashmita S. Mistry, Ph.D., is Professor of Education at the University of California, Los Angeles. She received her doctorate in Human Development and Family Sciences from the University of Texas at Austin and completed postdoctoral training at the Center for Developmental Science, University of North Carolina, Chapel Hill. A developmental psychologist, her research foci include children’s social identity (i.e., social class, race/ethnicity) development, conceptions and reasoning about inequalities, and socialization processes. Her scholarship has been recognized by the American Educational Research Association and the Society for Research on Adolescence. She is recipient of the Lena Astin Faculty Mentoring Award from UCLA’s Department of Education, and the Outstanding Teaching and Mentorship Award from the Society for the Psychological Study of Social Issues. She is a Fellow of the Association of Psychological Science, a member of SRCD’s Governing Council, co-Chair of the 2023 Biennial Meeting, and Associate Editor for Child Development.     

Key Publications: Mistry, R. S., Strassberger, M., Avila, O., Metz, R., Yassine, A., & Hill, C. J. (2022). Understanding Family’s Experiences of Poverty: Results of a Qualitative Study Exploring the Perspectives of Children and Their Parents. OPRE Report 2022-67. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Available at: https://www.mdrc.org/project/understanding-poverty-childhood-and-family-experiences#overview      

Elenbaas, L., & Mistry, R.S. (2021). Distributive justice in society and among peers: 8- to 14 year-olds’ views on economic stratification inform their decisions about access to opportunities. Developmental Psychology, 57, 951-961.  

Stephanie Reich

Stephanie Reich is Professor of Education at the University of California, Irvine, with appointments in Informatics and Psychological Science. Her research focuses on understanding and improving the social context of children’s lives. The bulk of her work explores direct, indirect, and reciprocal influences on children, specifically through the family, digital, and school environment. Her work spans from infancy through college, with particular focus on individual, familial, and community assets. Trained as a community and developmental psychologist, Stephanie’s work is largely applied and in collaboration with other disciplines and community members.      

Key Publications: Ochoa, Reich, & Díaz (2021). A randomized control trial of using baby books to reduce new mothers’ feelings of stress and depression. Maternal and Child Health Journal, 25(10),1615-1625.      

Yau & Reich (2019). “It’s just a lot of work.” Adolescents' self-presentation norms and practices on Facebook and Instagram. Journal of Research on Adolescence, 29(1),196-209.  

Sara Rimm-Kaufman

Dr. Sara Rimm-Kaufman is the Commonwealth Professor of Education at the University of Virginia. For two decades, she has engaged in research on social and emotional learning with the goal of creating more equitable school experiences. Her work examines schools as a context for child and youth development. She specializes in examining the evidential basis for programs used in schools including Connect Science, EL Education, Responsive Classroom, RULER, Powered by Compass and others. She and her team have received $30 million in grants from National Science Foundation, Institute of Education Sciences, and private foundations (e.g., Carnegie, Templeton) and have authored more than 100 chapters, articles, and blogs. One persistent challenge is that researchers have extensive knowledge about social and emotional learning but rarely share it with the people who need it most. This concern led her to prepare, SEL from the Start, a book for teachers published by W.W. Norton.     

Key Publications: Soland, J., Rimm-Kaufman, S. E., Kuhfeld, M. & Ventura-Abbas, N. (2022). Empirical benchmarks for social and emotional skills. Child Development, 93(4), 1129-1144.     

Rimm-Kaufman, S. E., Merritt, E. G., Lapan, C., DeCoster, J., Hunt, A. & Bowers, N. (2021). Can service-learning boost science achievement, civic engagement, and social skills?: A randomized controlled trial of Connect Science. Journal of Applied Developmental Psychology, https://doi.org/10.1016/j.appdev.2020.101236 

Professional Website: https://education.virginia.edu/sara-rimm-kaufman 

Twitter Handle: @srimmkaufman 

Michelle Sarche

Michelle Sarche, Ph.D. is an Associate Professor in the Centers for American Indian and Alaska Native Health at the University of Colorado Anschutz Medical Campus and tribal citizen of the Lac Courte Oreilles Band of Ojibwe. Trained as a clinical psychologist, Dr. Sarche has worked with American Indian and Alaska Native communities for over 25 years. Her research as focused on children’s development, parenting, and early care and education. Current projects include the Tribal Early Childhood Research Center, the Native Children’s Research Exchange Conference and Scholars program, the American Indian and Alaska Native Head Start Family and Child Experiences Survey, two projects focused on home visiting, and two projects focused on alcohol-exposed pregnancy prevention. Dr. Sarche’s work is supported by the Administration for Children and Families, the National Institute on Drug Abuse, and the National Institute on Alcohol Abuse and Alcoholism.

Key Publications: Senehi, N., Flykt, M., Biringen, Z. et al. Emotional Availability as a Moderator of Stress for Young Children and Parents in Two Diverse Early Head Start Samples. Prev Sci (2021). https://doi.org/10.1007/s11121-021-01307-7

Sarche, M., Malone, L.M., Hoard, L., Barnes-Najor, J., Cameron, A., West, J., Barofsky, M. and (2022), Perspectives of Region XI Head Start Federal, Research, and Program Partners in Carrying out a National Study of American Indian and Alaska Native Head Start Children, Families, and Programs. Am J Community Psychol, 69: 239-253. https://doi.org/10.1002/ajcp.12542

Professional Website: www.tribalearlychildhood.or and www.ncrescholars.org

Deborah Temkin

Deborah Temkin, PhD, serves as the deputy chief operating officer and vice president at Child Trends. In this role, Dr. Temkin oversees the work of over 50 researchers investigating the policies, programs, and practices that support the healthy development of youth across all contexts where they live and learn. Since joining Child Trends in 2014, Dr. Temkin’s research agenda has focused on the intersections between education policy and healthy social and emotional development.  

Key Publications: Temkin, D., Harper, K., Stratford, B., Sacks, V., Rodriguez, Y., & Bartlett, J. D. (2020). Moving policy toward a whole school, whole community, whole child approach to support children who have experienced trauma. Journal of School Health, 90(12), 940-947.   

Temkin, D., Piekarz-Porter, E., Lao, K., Nunez, B., Steed, H., Stuart-Cassel, V. (2021). State policies that support healthy schools, school year 2019-2020 (Report). Bethesda, MD: Child Trends. 

Professional Website: www.childtrends.org 

Twitter Handle: @DrDebTemkin 

Wendy Troop-Gordon

Dr. Troop-Gordon is a professor of Human Development   and Family Science at Auburn University. Her research focuses on peer relationships in childhood and adolescence. More specifically, she studies: (a) how cognitive processes (e.g., attentional biases, relational schemas) contribute to behavioral problems that undermine the formation of positive peer relationships, (b) how social cognitive biases resulting from problematic relational experiences contribute to adjustment problems, and (c) the impact of contextual factors on peer experiences and related outcomes. She serves as an associate editor for Developmental Psychology and is on the editorial boards of Social Development, The Journal of Applied Developmental Psychology, and the Journal of School Psychology.     

Key Publications: Crumly, B., Thomas, J., & Troop-Gordon, W. (2022). Does social withdrawal inhibit defending bullied peers and do perceived injunctive norms mitigate those effects? Developmental Psychology, 58, 161-175.     

Troop-Gordon, W., Gordon, R. D., *Vogel-Ciernia, L., *Ewing Lee, E., & *Visconti, K. J. (2018). Visual attention to dynamic scenes of ambiguous provocation and children’s aggressive behavior. Journal of Clincal Child and Adolescent Psychology, 47, 925-940. 

Professional Website: https://www.socialdevelopmentlab.com/