2012 Themed Meeting: Positive Development of Minority Children

February 9 – February 11, 2012

Tampa Marriott Waterside Hotel & Marina Tampa, Florida Table of Contents

Program Co-Chairs’ Welcome ...... 2

Meeting Information ...... 3

Review Panels ...... 4

Meeting Session Listing ...... 5

Thursday ...... 5

Plenary Session ...... 5

Invited Workshop ...... 6

Invited Panel ...... 8

Invited Workshop ...... 12

Welcome Reception ...... 13

Friday ...... 13

Plenary Session ...... 13

Invited Workshop ...... 15

Invited Panel ...... 17

Invited Workshop ...... 20

Poster Session with Refreshments ...... 22

Saturday ...... 31

Concluding Roundtable ...... 33

Author Index ...... 34

Meeting Level Floor Plan ...... 44

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Program Co-Chairs’ Welcome

Welcome to Tampa, Florida and to the 2012 Society for Research in Child Development Themed Meeting, Positive Development of Minority Children. After more than a year of planning, we are very excited to see the meeting finally happen. This meeting is the result of the time and effort of many wonderful and committed people. Lonnie Sherrod, Susan Lennon, Anne Perdue and other staff at the SRCD Ann Arbor office have been instrumental in the organization of this meeting; the meeting would not have occurred without them. We thank our fellow ERI Committee members, Jean Phinney, Juan Casas, Carlos Santos, Marjorie Beeghly, and Mia Smith Bynum; they worked tirelessly and with great humor. Many thanks also to our new ERI members (Dawn Witherspoon, Christia Brown, Stephanie Rowley, Emilie Smith, and Natalia Palacios), Natasha J. Cabrera the SRCD Governing Council, and former President Greg Duncan for their invaluable help and support.

We are very grateful to our reviewers who evaluated 270 submissions during the summer. This is the first SRCD themed meeting and based on a survey of SRCD members conducted by SRCD Governing Council, we capped it at 350 attendees. We believe that a smaller meeting would offer a more intimate experience facilitating greater social networking than would be possible in a larger meeting. And, indeed, judging by the fact that we have reached capacity, there has been great interest and enthusiasm from the academic community about this meeting. We hope that it is followed by many more similar small conferences that provide additional opportunities for dissemination and discussion of relevant and timely research. Monica L. Rodriguez

The meeting program includes plenary and invited sessions as well as sessions derived from the topics represented in the submissions. There are two keynote speakers: Dr. Cynthia Garcia Coll will open the meeting in Florida Salons I-IV, at 8:30 am - 10:15 am and Dr. Ron Ferguson will give his keynote address on Friday in Florida Salons I-IV at 8:45 am - 10:15 am. The meeting program also includes invited panels and workshops, and a poster session. The first day of the meeting will end with a Welcome Reception from 6:00 pm - 7:30 pm in the Florida Ballroom Foyer. Be sure to join us as we enjoy hors d’oeuvres and an open bar! We will conclude the meeting with a Roundtable where our panel chairs will highlight key findings from the meeting, and Marty Zaslow, Director of SRCD Policy and Communications, will bring the policy perspective. This roundtable is James L. Rodriguez designed to be interactive and participatory and we invite everyone to engage in discussion regarding next steps for research, policy, and practice.

The Invited Program reflects key concepts and sub-themes embedded in the original proposal for this meeting. The invited speakers at this meeting include:  Thursday: Cigdem Kagitcibasi, Carola Suárez-Orozco, Moin Syed, Niobe Way, Thomas S. Weisner  Friday: Nancy A. Gonzales, Diane L. Hughes, Judi Mesman, Velma McBride Murry, Margaret Beale Spencer

Thank you for attending this SRCD Themed Meeting. If you have any questions or suggestions, we will be wearing a Program Co-Chair ribbon on our badge and SRCD staff will be at the registration desk.

Greetings and best wishes for a productive and enjoyable meeting,

Natasha J. Cabrera, Monica L. Rodriguez, and James L. Rodriguez 2012 Program Co-Chairs

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Positive Development of Minority Children 2012 Meeting Information

All events and sessions will be held in:

Tampa Marriott Waterside Hotel & Marina 700 South Florida Avenue Tampa, FL 33602

Always Wear Your BADGE – it identifies your registration and restricts you to the meeting for which you registered! Badges should be worn at all times, not only as a courtesy to other attendees, but also as an indication that you have registered before participating in any scheduled event. Badges must be worn to gain admission to the meeting sessions, poster session, and reception for the Positive Development of Minority Children meeting. If you lose or forget your badge you may have it reprinted at the registration desk (located near the Florida Ballroom Foyer on the 2nd floor of the hotel). Thank you for your cooperation!

Registration Desk The registration desk is located near the Florida Ballroom foyer on the 2nd floor of the hotel.

Registration Desk hours:

Wednesday 4:00 PM – 7:00 PM Thursday 7:00 AM – 5:30 PM Friday 7:30 AM – 5:30 PM Saturday 7:00 AM – 11:30 AM

Speaker-Ready Room The speaker-ready room is located in Meeting Room 2 on the 2nd floor of the hotel. This room is equipped with a screen, LCD projector, a table, and chairs.

Speaker-Ready Room hours:

Thursday 7:00 AM – 5:30 PM Friday 7:30 AM – 5:30 PM Saturday 7:00 AM – 10:15 AM

Special Events: Coffee and a continental breakfast will be available in the Florida Ballroom Foyer:

Thursday 8:00 AM – 8:30 AM Friday 8:15 AM – 8:45 AM Saturday 7:30 AM – 8:00 AM

Welcome Reception in the Florida Ballroom Foyer from 6:00 PM – 7:30 PM. All attendees are encouraged to come! Please join us for wonderful hors d’oeuvres and an open bar.

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2012 Review Panels for Positive Development of Minority Children

A sincere thank you to all those involved in the review process! Your time and efforts are very much appreciated.

Category 1: Theoretical and interdisciplinary perspectives

Chaired by: Jean S. Phinney Reviewers: Ana Marie Cauce, Ane M. Marinez-Lora, Natalia Palacios, Mark Roosa, Eleanor Seaton, Thomas S. Weisner, Hiro Yoshikawa.

Category 2: Methodological approaches to study culture, race, ethnicity, and development

Chaired by: Carlos E. Santos Reviewers: Margarita Azmitia, Sandra Barrueco, Michael Cunningham, James Rodriguez, Monica Rodriguez, George Knight, Niobe Way.

Category 3: Individual, family, and community (e.g., peer relationships, friendships, schools, neighborhoods, civic involvement) effects on positive development

Chaired by: Marjorie Beeghly Reviewers: Douglas Barnett, Christia S. Brown, Gustavo Carlo, Margaret Caughy, Catherine Cooper, Keith Crnic, Ann Easterbrooks, Ruth Feldman, Nicole Gardner-Neblett, Mary Gauvain, Alissa Huth- Bocks, Cindy Liu, Judi Mesman, Robert (Ty) Partridge, Cybele Raver, Ann C. Rivera, Monica Rodriguez, Meredith Rowe, Stephanie Rowley, Lonnie Sherrod, Ciara Smalls, Emilie Phillips Smith, Dena Swanson, Catherine Tamis-LeMonda, Christopher Trentacosta, Wadiya Udell, Adam Winsler paired with mentee Yoon Kyong Kim, Dawn Witherspoon, Briana Woods, Tiffany Yip.

Category 4: Design and implementation of interventions for ethnic minority youth

Chaired by: Mia A. Smith-Bynum Reviewers: Alfiee Breland-Noble, Stephanie Coard, Shauna Cooper, Noni Gaylord-Taylor, Kathryn Grant, Laura Kohn-Wood, Sharon Lambert, Chase Lesane-Brown, Bernadette Sanchez, Scott Weaver.

Category 5: Emerging biological, neuroscience, and other perspectives in the study of ethnic minority youth

Chaired by: Juan F. Casas Reviewers: Nathan A. Fox, Gabriela L. Stein.

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Thursday, 8:00 am - 8:30 am and minority populations. She has also been on the editorial boards of many prestigious academic (Event 1-001) Coffee journals, including Child Development, Florida Ballroom Foyer Development and Psychopathology, Infant Thursday, 8:00 am - 8:30 am Behavior and Development, Infancy and Human Development and is currently the Editor of 1-001. Coffee and Continental Breakfast Developmental Psychology. She was a member of the MacArthur Foundation Network: "Successful Thursday, 8:30 am - 10:15 am Pathways Through Middle Childhood" from 1994- 2002. She was the Chair of the Committee on (Event 1-002) Plenary Session Racial and Ethnic Issues for the Society for Florida Salons I-IV Research on Child Development (SRCD) from Thursday, 8:30 am - 10:15 am 1991-1993 and from 2001-2005. She served on the 1-002. Positive Development of Minority SRCD Governing Council from 1996-2002 and is Children: We've Come a Long Way Baby... currently on the Steering Committee of the Society for the Study of Human Development. Dr. Past President: Greg J. Duncan García Coll has co-edited several books: The University of California, Irvine Psychosocial Development of Puerto Rican Program Co-Chairs: Natasha J. Cabrera1, Monica Women; Puerto Rican Women and Children: L. Rodriguez,2 James L. Rodriguez3 Issues in Health, Growth and Development; 1University of Maryland, 2State University of New Mothering Against the Odds: Diverse Voices of York, Albany, 3California State University, Contemporary Mothers; and Nature and Nurture: Fullerton The Complex Interplay of Genetic and Keynote Speaker: Cynthia García Coll Environmental Influences on Human Behavior and Development. She also was a co-editor of the Abstract. The field of child development has special issue for the journal Child Development been notoriously deficit oriented when studying entitled "Children and Poverty". Dr. García Coll's the developmental outcomes of minority current research seeks to document and explain children. In this talk, I will trace the historical the immigrant paradox in education and behavior treatment of minority children in the child as evidenced by U.S. children and adolescents. development literature. In the first part I will report findings of a review of the literature in the Thursday, 10:30 am - 12:30 pm 1930's, 1960's and 1990's in major journals and publications. I will also review critical publications and work by pioneer scholars that (Event 1-003) Paper Symposium opened the doors for others to follow. Finally, I Meeting Room 7 will present work on the immigrant paradox as an Thursday, 10:30 am - 12:30 pm example of how important it is to examine 1-003. Exploring Multi-Level Protective positive developmental outcomes in minority Factors for Minority Children Exposed to children. Emotionally and Physically Unsafe School Environments Biography. Cynthia García Coll is the Charles Chairs: Dana C. McCoy, C. Cybele Raver Pitts Robinson and John New York University Palmer Barstow Professor of Education, Psychology  School Neighborhood Crime and Selective and Pediatrics at Brown Attention to Emotional Stimuli: Findings from University. She received a Low-Income, Urban, Black and Latino Sample her Ph.D. in 1 1 Developmental Psychology Dana McCoy , C. Cybele Raver , Jessica Burdick1, Gabriel Sirkman2 from Harvard University in 1 2 1982. She has published New York University; Yeshiva University over 100 articles on the sociocultural and biological influences on child  The Relationship between School-Related development with particular emphasis on at-risk Violence, Parenting Practices, and Child

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Academic Achievement and Behavior  Family Routines and Language Practices: Problems: Results from a National Sample Findings From a New Immigrant Community Sharon Wolf1, J. Lawrence Aber1, Elizabeth Study of Latino Preschoolers Gershoff2 Natalia Palacios, Amanda Kibler 1New York University; 2University of Texas at Curry School of Education, University of Austin Virginia

 School Climate, Teacher-Child Closeness, and Low-Income Children's Academic Skills in (Event 1-005) Invited Workshop Kindergarten Meeting Room 5-6 Amy Lowenstein1, Allison Friedman1, C. Thursday, 10:30 am - 12:30 pm Cybele Raver1, Stephanie Jones2, Rachel Pess1 1New York University; 2Harvard University 1-005. Caught in the Wake: The Implications of Familial Unauthorized  Unpacking the Effects of Family-School Status Interactions on Children’s Behavioral Chair: Emilie P. Smith Development in Diverse Kindergarten The Pennsylvania State University Classrooms Leader: Carola Suárez-Orozco Meghan McCormick, Elise Cappella, Erin O'Connor, Sandee McClowry Abstract. Unauthorized immigrants account for New York University approximately a fourth of all immigrants in the United States, yet they dominate public perceptions and are at the heart of a policy impasse. Five and a half million children of these (Event 1-004) Constructed Paper Symposium immigrants are coming of age and living in the Meeting Room 4 shadows. Although these children and adolescents Thursday, 10:30 am - 12:30 pm are American in spirit (and often citizenship), 1-004. Bilingual Language Development they are nonetheless members of families that are “illegal” in the eyes of the law and are thus Chair: Natalia Palacios caught in the wake of social disparagement, University of Virginia intolerance, and systematic exclusion. In this  A Longitudinal Investigation of First and presentation, I will present a conceptual Second Language Development among framework that systematically examines the ways Vietnamese-English Bilingual Children in which unauthorized status affects these Giang Pham, Kathryn Kohnert millions of children, adolescents, and emerging University of Minnesota adults (Suárez-Orozco, Yoshikawa, Suárez- Orozco, & Teranishi, 2011). “Authorized” and “unauthorized” status is more complicated than  Child, Family, and School Characteristics this simple binary (APA, under review). Related to English Proficiency Development Approximately 1 million children and youth are Among Four-Year-Old English Language themselves unauthorized; the remaining 4.5 Learners (ELLs) In Miami million are citizens, having been born in the Yoon Kyong Kim, Adam Winsler United States (Passel & Cohn, 2010). Most are George Mason University living in mixed status homes with some members of the families who are authorized while others  Language and Cognitive Development in are not. In addition, many families exist in a Children of Latina Adolescent Mothers: state of “liminal legality” with ambiguous Maternal Behavior, Cultural, and Childrearing documentation slipping from one status to Influences another (Menjívar, 2006). The contexts of Josefina Grau, Petra Duran, Erin Weller, development of children and youth growing up in Stephanie Silberman, Patricia Castellanos unauthorized homes are likely to be substantially Kent State University different than those in documented families (Suárez-Orozco, et al, 2011; Yoshikawa, 2011). I will discuss how a variety of dimensions of the ecological framework systematically affect the

~ 6 ~ daily experiences of childhood in unauthorized immigrant families and youth, academic families and consider how they may act to shape trajectories of engagement and performance a variety of developmental outcomes. I then among immigrant adolescents, the role of the argue that developmental psychologists should “social mirror” in identity formation, immigrant consider a host of critical developmental family separations, the role of mentors in outcomes that have implications for child and facilitating positive development in immigrant youth well-being (Suárez-Orozco, et al, 2011 youth, the gendered experiences of immigrant beyond the usual education and labor market youth among many others. She has authored (Gonzalez, 2011), expanding to health and Learning a New Land: Immigrant Students in cognitive domains (Yoshikawa, 2011), to socio- American Society (with Marcelo Suárez-Orozco & emotional areas, as well as civic engagement Irina Todorova, Harvard University Press in 2008), (Jensen, 2006) across the developmental Children of Immigration (with Marcelo Suárez- trajectory. Lastly, the research and policy Orozco, Harvard University Press, 2001) and implications of this issue will be addressed. Transformations: Migration, Family Life, and REFERENCES American Psychological Association Achievement Motivation Among Latino (under review). Crossroads: The psychology of Adolescents (with Marcelo Suárez-Orozco, immigration at the 21st Century - Report of the Stanford University Press, 1995). She has also co- Presidential Task Force on Immigration. edited a six volume series entitled Washington, DC: Author. Jensen, L. A. (2008). Interdisciplinary Perspectives on The New Immigrants’ cultural identities as sources of civic Immigration (with Desirée Qin-Hillard, Routledge, engagement. Applied Developmental Science, 2001) as well as The New Immigration: An 12(2), 74-83. Gonzales, R. G. (2011). Learning to Interdisciplinary Reader (Routledge, 2005). In be illegal: Undocumented youth and shifting legal 1996 Professor Suárez-Orozco received the context in the transition to adulthood. American Society for Research in Adolescent’s Best Book on Sociological Review, 76(4), 602-619. Menjívar, C. Social Policy Award (for Transformations) and in (2006). Liminal legality: Salvadorian and 2008 she received the Harvard University Press’ Guatamalan immigrants’ lives in the United Virginia and Warren Stone Award for Best Book on States. American Journal of Sociology, 111(4), Education (for Learning a New Land). In 2006, she 999-1037. Suárez-Orozco, C., Yoshikawa, H, was awarded an American Psychological Suárez-Orozco, M., & Teranishi, R. (2011). Association Presidential Citation for her seminal Growing up in the shadows: The developmental work on the cultural psychology of immigration. implications of unauthorized status. Harvard She was inducted into the New York Academy of Education Review, 81(3), 438-472. Yoshikawa, H. Sciences in 2007. She was a Member of the (2011). Immigrants raising citizens: Institute for Advanced Study, Princeton Undocumented parents and their young children. (2009/10). She is currently serving as the chair of New York: Russell Sage. the APA Presidential Task Force on Immigration.

Biography. Carola Suárez-Orozco is a (Event 1-006) Paper Symposium Professor of Applied Meeting Room 1 Psychology at New York Thursday, 10:30 am - 12:30 pm University’s Steinhardt School of Culture, 1-006. Attachment Across Cultures: Education, & Human Strength or Deficit? Development and Co- Chair: Patricia M. Crittenden1 Director of Immigration Discussant: Marie G. Nicholas2 Studies @ NYU. Her 1Dalhousie University; 2University of Miami appointment is in the department of Applied Psychology with an affiliation in Teaching and  Children’s Attachment to Traumatized and Learning. She is the Director of the School Non-Traumatized Mothers Lane Strathearn1, Sheila Martinez2 Psychology Program with an affiliation with both 1 2 the Psychological Development and Psychology of Baylor College of Medicine; Baylor Medical Social Intervention programs. She publishes College widely in the areas of cultural psychology,

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 Attachment, Culture, and Self-protection: (Event 1-008) Invited Panel Understanding Adaptive Responses in Context Meeting Room 5-6 Patricia Crittenden2, Anna Wheatley1 Thursday, 1:45 pm - 3:45 pm 1University of Miami; 2Dalhousie University 1-008. Interdisciplinary and Theoretical Approaches  Attachment and Adaptation among Disadvantaged, Urban, African American Chair: Jean S. Phinney Children California State University, Los Angeles Shari Kidwell2, Douglas Barnett1, Kayla Panelists: Thomas S. Weisner, Cigdem Sizemore3, Erin Baker2 Kagitcibasi, Moin Syed 1Wayne State University; 2Morehead State University; 3Bolling Green State University Panelist 1: Thomas S. Weisner Abstract. Research on positive minority human Thursday, 1:45 pm - 3:45 pm development at its best blends strong theory and measures that matter for all children’s (Event 1-007) Constructed Paper Symposium development, with the settings, community Meeting Room 4 contexts and cultural learning environments for Thursday, 1:45 pm - 3:45 pm children that matter for ethnic and cultural 1-007. Discrimination, Coping, and Ethnic minorities. This story is not one best described by Socialization simple linear and additive relationships in homogeneous populations. Nor is the policy and Chair: Yvonne Bohr practice research story one of easily manualized York University and scaled up standardized interventions. There are multiple pathways of influence for successful  Discrimination and Ethnic Pride: The development, pluralistic conceptions of Protective Effect of Ethnic Socialization wellbeing, varied responses to interventions by Among Mexican-Origin Adolescents in the parents and children, and positive program Transition to Middle School impacts in some circumstances and not others. Maciel Hernández, Kelly Beaumont, Rand Understanding cultural learning environments Conger includes assessing resources that are available in UC Davis them and how resources (social and material) are used; the values and goals and meanings shared;  Perceived Discrimination and the the scripts or norms for how to act; the Development of Mexican American emotions, feelings and engagement of Adolescents’ Prosocial Tendencies: Examining participants; the people and relationships within the Moderating Role of Cultural Values these settings; and the predictability and Aerika Brittian1, George Knight1, Megan stability (how expectable the routines and O'Donnel1, Gustavo Carlo2, Adriana Umana- practices are) of these settings. Although the Taylor1, Mark Roosa1 world is not linear and additive, and cultural 1Arizona State University; 2University of learning environments certainly are no exception, Missouri for analytical purposes it can be very useful to represent the world as if it is. Hence multiple methods integrating qualitative and quantitative  The Protective Role of Familismo and Ethnic research are essential to represent cultural Socialization in the Mental Health Functioning learning environments of all children, including of Young Latino Children ethnic minority children and families, to Esther Calzada, Keng-Yen Huang, Laurie understand outcomes and processes that lead to Brotman outcomes. The New Hope anti-poverty New York University School of Medicine intervention experiment and the La Vida study of  Perceived Discrimination, Racial/Ethnic Mexican-American adolescents and families in Los Identity, and Adjustment Among Asian Angeles, and other research as well, illustrate the American and Latino Early Adolescents value-added of mixed methods. The evidence Graciela Borsato from New Hope, La Vida, and many other studies Stanford University suggests that experimental designs or large

community samples should include intensive,

~ 8 ~ qualitative and ethnographic methods nested and applicability are important because contexts are fully integrated within them, as an expected neither necessarily unique, nor static. This is standard for studies in our field. especially true for the context of social change such as experienced through rural to urban or Biography. Thomas S. international migration. Urbanization is a global Weisner, PhD is Prof. of phenomenon; what was adaptive in the rural Anthropology, Departments of village may not be adaptive in the semi-urban Psychiatry (Semel Institute, shanty town. What is adaptive in changing Center for Culture and circumstances and what is not is an empirical Health) and Anthropology at issue that can be studied. In a world becoming UCLA. His research and more urbanized with increasingly similar teaching interests are in lifestyles there are significant policy implications culture and human of this view. A model of healthy human development; medical, development for childhood and youth implies that psychological and cultural we can suggest standards or benchmarks for studies of families and optimal development. Such benchmarks would children at risk; mixed methods; and evidence- provide us with norms regarding human informed policy. He has done research with the development, parallel to norms of human growth Abaluyia of Kenya, native Hawaiians, widely used by pediatricians and nutrition countercultural US families, US families with scientists. Such norms would be especially helpful children with disabilities, working poor families in in informing field applications in the service of the US, and Mexican-American immigrant teens minority children and families. They would help and families. He is the co-author or editor of contribute to efforts toward supporting human Higher Ground: New Hope for the Working Poor well-being globally. However, such efforts need and Their Children (2007) (with Greg Duncan and also to consider cultural aspects and work toward Aletha Huston); Making it work: Low-wage achieving culturally relevant and suitable employment, family life and child development manifestations of developmental norms. (with Hiro Yoshikawa & Edward Lowe), (2006); Therefore, in research designed to understand Discovering successful pathways in children's and to enhance minority child and youth development: New methods in the study of development it is highly desirable to dwell upon childhood and family life (2005); and African existing strengths (assets) and to supplement families and the crisis of social change (with these with new ones demanded by changed Candice Bradley and Phil Kilbride) (1997). environments. Thus, on the one hand positive Weisner is currently a Senior Program Advisor to cultural aspects enhancing healthy development the William T Grant Foundation, and on the need to be recognized and supported. On the Governing Council of the Society for Research in other hand, possibly new behavioral, cognitive, Child Development. His BA is from Reed College, and attitudinal aspects need to be promoted in and PhD from Harvard University. order to help adaptation to the new environments, particularly schools and Panelist 2: Cigdem Kagitcibasi specialized jobs. I have called this an ‘integrative synthesis’ (Kagitcibasi, 2007); it may be Abstract. If developmental psychology/science is established in different spheres of human to serve human well-being, applied research development. Two that I have suggested are informed by sound theory and applications ‘autonomous-related self’ and ‘social-cognitive emerging from it are needed. This is particularly intelligence’. Such integrative syntheses refer to the case in work with minority children and both aligning human development with cultural youth. Applied research and applications toward values and also developing effective systems that enhancing child well-being need to define goals can cope with global changes. toward which efforts are to be made. Foremost among these would be proposing healthy development models which would be both contextually/culturally relevant, and also possibly have more extensive applicability. I have called this “achieving contextualism without cultural relativism”. Both contextual relevance and more extensive (possibly universal)

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Biography. Prof. Kagitcibasi includes a White “comparison” or “control” group is professor of psychology at (e.g., Stanley, 2007; Sue, 1999). This argument is Koc University and the ill-received by ethnic minority researchers who founder of ACEV (Mother- feel they are being differentially treated, as Child Education Foundation). studies with White samples are not considered She served as the Vice- severely lacking if they do not have an ethnic President of the International minority “control” group. Furthermore, there is Social Science Council and some resistance to including a White sample in the International Union of such designs, as some feel that it inherently sets Psychological Science; she up a deficit perspective (McLoyd, 1991). The was elected the first woman decision about whether or not to include a White President of the International sample, however, is not so clear-cut, and has Association for Cross-Cultural Psychology; and she implications for how we theorize about the role served as the President of the Turkish of ethnicity in development. There are two broad Psychological Association. She is a Founding types of research questions that must be Member of the Turkish Academy of Sciences. considered when making decisions about what Kagitcibasi holds several international honors and ethnic groups to include. On the one hand, if awards, among them: APA’s (1993) and IAAP’s researchers are interested in documenting that a (1998) ‘Distinguished Contributions to the given aspect of development is different in some International Advancement of Psychology Award’; way between one or more ethnic minority groups Wellesley College Alumnae Achievement Award and Whites, then a White sample would be (1997); ‘Honorary Fellow’ of the International essential to include. However, if researchers are Association for Cross-Cultural Psychology (1998); interested solely in the descriptive or Preyer Award for Excellence in Research on phenomenological experiences of a particular Human Development (2006) by European Society group, or want to examine individual differences for Developmental Psychology; ‘Fellow’ of the within an ethnic group—and make no claims to Netherlands Institute for Advanced Study (2005) uniqueness or difference between groups—then a and of TWAS, the Academy of Sciences for the White sample is not necessary. It is my Developing World (2006). In Turkey she holds contention that, whether they mean to or not, several honors and awards, also, including the most researchers are interested in difference. distinguished “Science Award” bestowed by the Thus, is it essential to develop theoretical and President of Turkey in 2011. Kagitcibasi’s work empirical methods for ensuring that a involves both theoretical and policy oriented comparative design that includes White samples research and applications in the topical areas of is not conceptualized within a deficit framework. family, parenting, human capacity development, For example, researchers should analytically and the self in cultural context and through replace static social group markers (e.g., socio-economic development. ethnicity) with dynamic psychological constructs that have the potential to explain group Panelist 3: Moin Syed differences (e.g., ethnic identity). Such procedures will lessen the likelihood of Abstract. As we shift away from deficit-oriented essentialized interpretations that reify the social models of ethnic minority development and categories. Analyses of this sort, along with other towards positive models that recognize the techniques I will describe, can help to clarify unique resources that ethnic minorities draw whether existing theories have universal upon, we must also be clear about how to best applicability, or whether a theory needs to be design studies that address the questions that we revised or discarded altogether. ask. To this end, it is critical to understanding the fundamental link between theory, research question, and study design. In making my comments, I will focus on a persistent issue in research with ethnic minority youth: whether a study should also include a sample of White youth. Many authors have written about their own experiences with journal reviewers, wherein the reviewers claim that a study focusing on a single ethnic minority group is deficient unless it

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Biography. Moin Syed  Understanding the Association between (Ph.D., 2009, University of Parental Involvement and Children’s California, Santa Cruz) is an Educational Trajectories among Latino Assistant Professor of Families Psychology at the University Connie Tan of Minnesota, Twin Cities. UCLA His research is broadly concerned with identity development among (Event 1-010) Paper Symposium ethnically and culturally- Meeting Room 1 diverse adolescents and Thursday, 1:45 pm - 3:45 pm emerging adults, with particular focus on the development of multiple 1-010. Attention and Language personal and social identities (e.g., ethnicity, Development in Bilingual Children social class, and gender) and the implications of Chairs: Duc N. Tran, Beth Woods identity development for educational experiences University of Houston and career orientation. He has served as editor or co-editor of special issues of New Directions for Child and Adolescent Development on  Development of Attentional Control in Word interdisciplinary conceptions of identity Learning development, an issue of Journal of Social Issues Duc Tran, Hanako Yoshida focusing on the under-representation of ethnic University of Houston minority students in science and engineering fields, and an issue of Identity; An International  Translation Equivalents: Bilingual children’s Journal of Theory and Research focused on use of two labels for a similar concept recent advances in Erik Erikson’s theory of Beth Woods, Hanako Yoshida identity development. He currently serves on the University of Houston executive committee of the Society for Research on Identity Formation.  Bilingual and monolingual children attend to different cues when learning new words Chandra Brojde, Sabeen Ahmed, Eliana (Event 1-009) Paper Symposium Colunga Meeting Room 7 University of Colorado, Boulder Thursday, 1:45 pm - 3:45 pm 1-009. Jump-Starting Children’s Early  Effects of Bilingualism on Word-Learning by Schooling: Methodological and Empirical Children and by Adults Considerations on Parental Roles and Margarita Kaushanskaya, Megan Gross, Milijana Buac Family Factors University of Wisconsin-Madison Chair: Robert Moreno1 Discussant: Susan Chuang2 Thursday, 3:45 pm - 4:00 pm 1Syracuse University; 2University of Guelph (Event 1-011) Afternoon Break  Low-SES and Middle-Class Chinese Immigrant Florida Ballroom Foyer Parents’ Support for Their Preschooler’s Thursday, 3:45 pm - 4:00 pm Academic Development 1-011. Afternoon Refreshments Yoko Yamamoto, Jin Li Brown University

 “Un Buen de Ella”: Mexican Immigrant Mothers’ Beliefs About Parental Roles in School Readiness and Throughout the Lifetime Jacqueline Nguyen, Elizabeth Jaeger Saint Joseph's University

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Thursday, 4:00 pm - 6:00 pm  Through the Lens of Language: Examining Achievement Motivation and Academic (Event 1-012) Paper Symposium Achievement in Latino Children Enrolled in Meeting Room 1 Dual Language Schools Thursday, 4:00 pm - 6:00 pm Jessica Black Boston College 1-012. Contextual, Cognitive, and Self-

Regulatory Predictors of African-American  Factor structure and associations of the Youths’ Academic Readiness, Achievement, CLASS with prekindergarten academic skills: and Attainment An international comparison 1 1 Chair: Christopher Trentacosta1 Diana Leyva , Christina Weiland , Hirokazu 1 1 1 Discussant: Mia A. Smith-Bynum2 Yoshikawa , Catherine Snow , Andrea Rolla , 2 1 1Wayne State University; 2University of Maryland Ernesto Trevino , Clara Barata 1 2 Harvard University; Universidad Diego  Child and Parental Predictors of School Portales Readiness in African-American Preschoolers from Economically Diverse Backgrounds  Promoting Academic Success (PAS) Initiative Hasti Ashtiani, Marjorie Beeghly, M Sue for Young Boys of Color Delonis Patricia Farrell Wayne State University Michigan State University

 Self-Regulation and Contextual Factors as Predictors of African-American (Event 1-014) Invited Workshop Kindergarteners’ Academic Achievement Meeting Room 5-6 Caitlin McLear, Christopher Trentacosta, Thursday, 4:00 pm - 6:00 pm Joanne Smith-Darden 1-014. Using Mixed Methods to Study Wayne State University Culture

 Predictors of College Enrollment in Urban Chair: Carlos E. Santos African-American Youth Arizona State University Travis Goldwire, Christopher Trentacosta, Leader: Niobe Way Lisa Chiodo, John Hannigan, James Janisse, Abstract. The investigation of culture in the field R. Partridge, Steven Ondersma, Mark of psychology has been primarily the study of Greenwald, Linda Lewandowski, Robert group-level differences across variables of Sokol, Joel Ager, Virginia Delaney-Black interest. Taking a more anthropological Wayne State University approach, this workshop will focus on applying mixed methods toward understanding cultural processes by investigating the micro and macro (Event 1-013) Constructed Paper Symposium level influences that shape and are shaped by Meeting Room 4 child development. During the two-hour Thursday, 4:00 pm - 6:00 pm workshop, attendees will be asked to collect and analyze data. 1-013. Promoting Academic Success and Development in Early Childhood Biography. Niobe Chair: Stephanie J. Rowley Way is Professor of University of Michigan Applied Psychology in the Department of  High Quality Preschool: The Relationship Applied Psychology at between the Socio-Economic Composition of New York University State Pre-K Classrooms and Children’s and President for the Learning Society for Research Jeanne Reid on Adolescence. She Teachers College received her doctorate from

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Harvard University in Human Development and Michelle Robinson, Alyn Turner, Hannah Psychology and was an NIMH postdoctoral fellow Miller, Simon Goldberg in the psychology department at Yale University. University of Wisconsin-Madison Way's research focuses on the intersections of culture, context, and human development, with a  The Effects of School Language Composition particular focus on the social and emotional and Social Capital on Behavioral Outcomes development of adolescents. Way is a nationally for Latino Children recognized leader in the field of adolescent Rachel Fish, David Rangel, Megan Shoji, Jessa development and in the use of mixed methods. Valentine Way is the author of numerous books and journal University of Wisconsin-Madison articles. Her sole authored books include: Everyday Courage: The Lives and Stories of Urban Thursday, 6:00 pm - 7:30 pm Teenagers (NYU Press, 1998); and Deep Secrets: Boys' Friendships and the Crisis of Connection (Event 1-016) Reception (Harvard University Press, 2011). Her co-edited or Florida Ballroom Foyer co-authored books include: Urban Girls: Resisting Thursday, 6:00 pm - 7:30 pm Stereotypes, Creating Identities (NYU press, 1996); Adolescent Boys: Exploring Diverse 1-011. Welcome Reception Cultures of Boyhood (NYU Press, 2004). and All attendees are encouraged to come! Please Growing up Fast: Transitions to Adulthood among join us for wonderful hors d’oeuvres and an Inner City Adolescent Mothers (Erlbaum Press, open bar. 2001). Her current research projects focus on the influence of families, peers, and schools on the Friday, 8:15 am - 8:45 am trajectories of social and emotional development among adolescents in New York City and in (Event 2-001) Coffee Nanjing, China. Florida Ballroom Foyer

Friday, 8:15 am - 8:45 am (Event 1-015) Paper Symposium 2-001. Coffee and Continental Breakfast Meeting Room 7 Thursday, 4:00 pm - 6:00 pm Friday, 8:45 am - 10:15 am

1-015. The Cultural and Language Context (Event 2-002) Plenary Session of Social Capital and a Family Intervention Florida Salons I-IV Designed to Promote Social Capital and Friday, 8:45 am - 10:15 am Minority Children's Development 2-002. Excellence with Equity: A Social 1 Chair: Carmen Valdez Movement for the 21st Century Discussant: Ruth Zambrana2 1University of Wisconsin-Madison; 2University of Chair: James L. Rodriguez Maryland California State University, Fullerton Keynote Speaker: Ronald F. Ferguson  The Predictive Role of Language Abstract. Dr. Ferguson will argue that the nation Acculturation Profiles on Parent Social is in the early phases of a national social Capital and Children’s Functioning: A Person- movement to improve educational outcomes for Centered Approach students from all racial, ethnic and social class Carmen Valdez1, Monique Mills2, Amanda backgrounds. He will describe the major Bohlig1, David Kaplan1 dimensions of that movement, emphasizing the 1University of Wisconsin-Madison; 2Ohio State urgency of improvements in teaching, parenting, University peer culture, community (including employer) engagement and leadership. The presentation  The Role of Language and Cultural Barriers in will draw from Dr. Ferguson’s recent research Latino Parent-Teacher Interactions: Findings and writing, including student and teacher survey From a School-Randomized Trial of FAST work and his book from Harvard Education Press,

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Toward Excellence with Equity: An Emerging Monolingual English-speaking and Bilingual Vision for Closing the Achievement Gap. Spanish-speaking Preschoolers Christopher Lonigan1, Beth Phillips1, Biography. Dr. Ronald F. Kimberly McDowell2, Jo Ann Farver3 Ferguson’s teaching, 1Florida State University; 2Wichita State consulting and research for University; 3University of Southern California more than three decades have focused on reducing  Nuestros Niños Program: Understanding the economic and educational Role of Language and Culture on Dual disparities. He is the Language Learners Socio-Emotional creator of the Tripod Development Project for School Dina Castro1, Ximena Franco1, Cristina Improvement, the faculty Gillanders1, Donna Bryant1, Marlene Zepeda2 co-chair and director of the 1University of North Carolina-Chapel Hill; Achievement Gap Initiative 2California State University at Los Angeles (AGI) at Harvard University and faculty co- director of the Pathways to Prosperity Project at  Supporting the School Readiness of Dual the Harvard Graduate School of Education. He Language Learners: Teachers’ Beliefs and has taught at Harvard’s John F. Kennedy School Practices of Government since 1983 and currently holds a Carol Hammer1, Lisa Lopez2, Clancy Blair3, joint appointment with the Graduate School of Brook Sawyer1, Eugene Komaroff1 Education. His recent work has attracted wide 1Temple University; 2University of South attention. The Gates Foundation project on Florida; 3New York University Measuring Effective Teaching (MET) reported in

2010 that student perceptions of teaching using Dr. Ferguson’s Tripod Project survey tools help to predict learning gains in public school classrooms. (Event 2-004) Constructed Paper Symposium His report, How High Schools Become Exemplary Meeting Room 4 (2010, available at www.agi.harvard.edu), was Friday, 10:30 am - 12:30 pm featured in September 2010 on the front-page of 2-004. Promoting Positive Social and the New York Times. Another report, “Pathways Emotional Development to Prosperity (2011),” has added fuel to the national debate on how to help all youth, not just Chair: Emilie P. Smith the college-bound, transition successfully from The Pennsylvania State University school to work. His most recent book Toward Excellence with Equity: An emerging vision for  Promoting Positive Social Development in closing the achievement gap, was published by Early Childhood: What Role do Peer Harvard Education Press in 2008. Relationships Play? Parissa Jahromi1, Jelena Obradović1, Ximena Friday, 10:30 am - 12:30 pm Portilla1, W. Thomas Boyce2 1Stanford University; 2University of British (Event 2-003) Paper Symposium Columbia Meeting Room 7 Friday, 10:30 am - 12:30 pm  Indigenous Perspectives on Social-Emotional 2-003. English Language Learner School Competence in Early Childhood Rebecca Gokiert, Rebecca Georgis, Melissa Readiness: Executive Function, Social- Daniels Emotional Development and Teacher University of Alberta Beliefs and Practices Chair: James A. Griffin  Teachers Supporting African American NICHD Children’s Social and Emotional Competence: The Influence of Temperament Marisha Humphries1, Tanginia May1, Brittney  Self-regulation, Language, and the 1 2 Development of Academic Skills for Williams , Kate Keenan

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1University of Illinois at Chicago; 2University historical and political framing (e.g., see Seaton, of Chicago Dell Angelo, Spencer & Youngblood, 2006). Consequentially, youths’ identity formation  Effects of the Positive Action Program on includes coping processes as assisted by Social and Emotional Outcomes of African- protective factors and supports or as American and Hispanic Youth compromised by significant numbers of Kendra Lewis1, Alan Acock1, Niloofar encumbering risks confronted across settings as Bavarian1, Joseph Day2, David DuBois2, Peter myriad challenges. Authentic social policies serve Ji2, Margaret Malloy1, Marc Schure1, Naida to diminish levels of risk and challenge and Silverthorn2, Samuel Vuchinich1, Brian Flay1 enhance protective factors and supports. 1Oregon State University; 2University of This workshop will provide attendees Illinois, Chicago opportunities for understanding their role in promoting positive youth development and resiliency. A highlighting of intervention relevant (Event 2-005) Invited Workshop activities which aid one’s improved Meeting Room 5-6 understanding of youths’ challenges and Friday, 10:30 am - 12:30 pm responsive coping as well as frequently ignored child and adolescent protective factors and 2-005. Design and Implementation of supports will be emphasized. At the same time, Intervention for Minority Youth obtaining insights for understanding when significant or disproportionate levels of Chair: Dawn Witherspoon protective factors and supports can have a The Pennsylvania State University “downside” will also be acknowledged. That is, Leader: Margaret Beale Spencer unexpected changes can have quite significant Abstract. The need for a positive youth implications for youths’ identity processes since development and resiliency promotion coping skills and identity supports may be lacking perspective, particularly for minority youth, or not recognized. These emphases will be shared continues to be critically important for basic both theoretically and practically for informing scholarship, supportive programming, and culturally sensitive programming efforts as responsive social and educational policies. intervention innovations as well as for promoting Scholarship about human development suggests social policies which are actually perceived and that by early adolescence, youth make cognition experienced, in fact, as supportive and authentic and psycho-social based assessments about the contributions to real change. self. These self assessments contribute to behavioral consistency and continuity over time. Biography. Margaret They include beliefs associated with group Beale Spencer is the membership and the multiple dimensions of the Marshall Field IV self and the group’s social status. Thus, Professor of Urban especially cultural, social and school Education in the identifications matter; consequent perceptions Department of and coping are associated with particular Comparative Human context-specific experiences. Moreover, youth Development at the have crystallized attitudes and beliefs concerning University of Chicago. An their placement in society and their reactions to Applied Developmental that status. For example, youths’ political Psychologist, she earned attitudes unavoidably evolve from their her PhD in Child and normative human development awareness of the Developmental Psychology from the University of world and, reciprocally, their views concerning Chicago. Spencer’s scholarship is informed by a their treatment and place within it; the process life course human development theoretical is particularly relevant for devalued societal framework. She has published over 100 articles members. The treatment of youth as a function and chapters which focus on youth resiliency, of their school-based and neighborhood identity formation processes and adolescent experiences (e.g., teaching character and quality competency. The many major invited lectures as well as a school’s access to teacher and include the 2011 Biber Lecture (Bank Street administrator “resources”) has had a particular College); 2010 [April] Wallace Lecture (American

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Educational Research Association); 2009 Friday, 1:45 pm - 3:45 pm Commencement speaker and recipient of Honorary Doctorate of Humane Letters Degree, (Event 2-007) Paper Symposium Erikson Institute of Chicago. She is the recipient Meeting Room 1 of numerous honors including the 2011 Society for Friday, 1:45 pm - 3:45 pm Research in Child Development Award [for Distinguished Contributions to Cultural and 2-007. New Methodological and Conceptual Ecological Research]; 2005 American Approaches to the Study of Ethnic Identity Psychological Association [APA] Senior Career Development Award for Distinguished Contributions to Chair: Carlos E. Santos1 Psychology in the Public Interest, and awarded Discussant: Jean S. Phinney2 the 2006 Fletcher Fellowship, which recognizes 1Arizona State University; 2University of work that furthers the broad social goals of the California, Berkeley U.S. Supreme Court's Brown v. Board of Education Decision of 1954.  Feeling Typical, Looking Typical: The Role of Physical Appearance in Minority Youth Identity Development (Event 2-006) Paper Symposium Carlos Santos1, Stefan Dehod2, Kimberly Meeting Room 1 Updegraff1, Jenna Ciotta1 Friday, 10:30 am - 12:30 pm 1Arizona State University; 2University of 2-006. A Model of Learning Based on Alberta Indigenous and Mexican Practices  Adolescent Ethnic Identity in Context: Chair: Katie G. Silva1 Integrating Daily Diaries, Biannual Surveys, Discussant: Rebeca L. Mejia Arauz2 and School-level Data 1University of California, Santa Cruz; 2Universidad Tiffany Yip1, J. Nicole Shelton2 ITESO 1Fordham; 2Princeton University

 Children’s Initiative and Blending Agendas in  Theoretical and Methodological Contributions the Home: Cultural Variation Across Two of Narrative Psychology to Ethnic Identity Mexican Communities Research Andrew Coppens, Lucia Alcala, Barbara Moin Syed Rogoff University of Minnesota University of California, Santa Cruz

 The Cultural Practice of Spontaneous Help (Event 2-008) Constructed Paper Symposium Angelica Lopez, Omar Ruvalcaba Meeting Room 4 University of California, Santa Cruz Friday, 1:45 pm - 3:45 pm

 Cultural Engagement and American Indian 2-008. Acculturation & Cultural Children’s Attention to Surrounding Events Competence Monica Tsethlikai2, Maricela Correa-Chavez3, 1 Chair: Catherine Tamis-Lemonda Barbara Rogoff New York University 1University of California, Santa Cruz; 2The 3 University of Utah; Clark University  Culture Competence as an Important Aspect of Acculturation  Instructional Ribbing: Teaching Children Brit Oppedal Through ‘Little Dramas’ Opinions from Norwegian Institute of Public Health Mexican-Heritage and European-American Families  The Influence of Acculturation on Parenting Katie Silva, Barbara Rogoff and Child Development in Asian American University of California, Santa Cruz Families

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Keng-Yen Huang, Esther Calzada, Sabrina evaluates whether or not particular types of Cheng, Laurie Brotman racial socialization messages, as adolescents NYU Child Study Center perceive them, are associated with differing trajectories vis-à-vis youths academic and  Acculturation and Mental Health in Latino psychosocial adjustment. I consider the practical Adolescents: Modeling Longitudinal implications of these research findings for Trajectories from the Latino Acculturation educators and parents. and Health Project Paul Smokowski Biography. Diane Hughes is UNC Chapel Hill professor of Applied Psychology in the Steinhardt School of Culture,  Resilience and Resistance to Colonial Development, and Education Mentality: The Transformative Impact of and co-director of the Cultural Portals on the Ethnic Identity Center for Research on Development of Second Generation Filipino Culture, Development, and American Youth Education at NYU. A special Maria Ferrera focus of her work is on DePaul University, Chicago understanding the

intersections of race, ethnicity, culture, as they influence family (Event 2-009) Invited Panel processes, especially parenting, and early Meeting Room 5-6 adolescent development. She has written Friday, 1:45 pm - 3:45 pm extensively about the ways in which children 2-009. Ethnic Minority Children in Context: learn and parents teach about issues pertaining Family, Schools and Community to ethnicity and race and about the roles consequences of this ethnic/racial socialization Chair: Marjorie Beeghly for adolescents’ developing selves and for their Wayne State University academic and behavioral adjustment. She also Panelists: Diane L. Hughes, Nancy A. Gonzales, studies the nature of the discrimination Judi Mesman experiences that parents and adolescents Panelist 1: Diane L. Hughes encounter across contexts, including workplaces, schools and peer groups. Currently, she is Abstract. There is an existing debate among completing a 7 year longitudinal mixed methods social scientists, parents, and practitioners study of ethnically diverse urban adolescents and concerning when, how much, and what parents their mothers. She is also running a study that and others should do and actually do to teach combines 14 existing data sets to investigate how children about their own ethnicity and race and parenting is associated with youths’ academic about relations with other groups. One and behavioral outcomes across five ethnic perspective is that messages about ethnicity and groups. Her research has been supported by race make these social categories more salient to numerous federal agencies including the NSF, children than they need to be. An alternative NIMH, and NICHD as well as by private perspective is that racial/ethnic socialization foundations including the Carnegie Corporation of messages prepare children for the racial realities New York, the John D. and Catherine T. that they will ultimately encounter. In this MacArthur Foundation, and the William T. Grant presentation, I will present data from several Foundation,. Hughes received her B.A. in studies that examine ethnic/racial socialization Psychology and African American Studies from practices among parents from diverse ethnic Williams College and her Ph.D. in Community and backgrounds (African American, Latino, Chinese, Developmental Psychology from the University of White) that speak to both perspectives. First, Michigan. She is former chair of the MacArthur based on quantitative and qualitative Midlife Network’s study of Ethnic Diversity and approaches, I present data suggesting that many Urban Contexts and is currently co-Chair of the parents have difficulty communicating what they cross-university Study Group on Race, Culture, intend in discussing ethnicity and race with their and Ethnicity. children. In addition, I present data that

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Panelist 2: Nancy A. Gonzales Biography. Nancy Gonzales is an ASU Abstract. Two facts stand out in epidemiological Foundation Professor of and demographic profiles of the growing Psychology and director population of Mexican American youth in the of the Prevention United States. First, Mexican American youth Research Center at experience more emotional, behavioral, and Arizona State academic problems than other ethnic groups in University. She has the United States. Second, there is substantial conducted basic and heterogeneity on cultural dimensions within this applied research with population, and in the prevalence of these children and problems, particularly as a function of adolescents in immigration and acculturation status. Although ethnically diverse families for over 20 years, immigrant youth experience the most significant including research with African American, barriers to educational success, they are less Mexican American, and Asian American likely to engage in high risk behaviors such as populations. Her research spans a wide range of alcohol and drug use, delinquent behaviors, and topics, such as parenting practices in diverse early age sexual activity compared to U.S. born cultural groups, family and community influences and less acculturated Mexican American youth. on high risk adolescent behavior, strategies to These two facts make it difficult to draw promote academic success in ethnic minority straightforward conclusions about strategies youth, cultural adaptation of interventions for needed to reduce disparities and promote youth and families, and the role of acculturation positive adaptation for this population. These in development and mental health. Dr. Gonzales facts also highlight a critical need to identify key has collaborated with local schools for over 15 cultural factors that are salient in Mexican years to develop the Bridges to High School American families and communities, and to Program / Puentes a la Secundária, a school- understand the mechanisms by which they based program that builds family and cultural operate to influence youth development and strengths to help Mexican American youth remain adaptation. This presentation will summarize key engaged in school and decrease their risk for findings from two studies specifically designed to emotional and behavioral problems. Findings understand the cultural context of Mexican from a randomized clinical trial showed the American youth development. La Familia is a program increased students’ grades and reduced longitudinal study of Mexican American families rates of delinquency, internalizing problems, that was designed specifically to capture substance use, and risky sexual behavior in high diversity in family socieoconomic, cultural and school. Dr. Gonzales is working to make this community contexts within a large Southwestern program widely available to schools that serve city. Cultural influences were examined at the students in low income communities. individual, family and community levels to test theoretically driven models of the role of culture Panelist 3: Judi Mesman in Mexican American youth and family adaptation. The second study, Puentes a la Abstract. Mary Ainsworth defined maternal Secundária, is a randomized trial of an sensitivity as the mother’s ability to perceive intervention designed to reduce academic and child signals, interpret these signals correctly, mental health disparities for Mexican American and to respond to them promptly and youth attending high need schools in this same appropriately (Ainsworth et al., 1974). This region. This study examined intervention effects conceptualization of maternal sensitivity was on family and youth functioning and also based on Ainsworth’s extensive observational examined the role of cultural variability as it field work in the African country of Uganda. relates to intervention needs, preferences, and However, since then the majority of studies on effects on family and youth adaptation. Together parental sensitivity are based on Western samples these studies illustrate the importance of context and the cross-cultural applicability of this and culture for developing and testing theories, construct has been debated. In this presentation and to inform culturally sensitive interventions the results of a systematic literature review on and services. observational studies of parental sensitivity in ethnic minority families with young children are presented. The literature search yielded 39

~ 18 ~ publications, representing 34 individual studies. which is part of a European collaboration to study The vast majority of these had been conducted in Turkish minority children’s adaptation to school the USA (27 studies), the second largest supplier transitions. She is also coordinator of an of relevant studies was the Netherlands (6 international cross-cultural study on maternal studies), and one Canadian study fit our criteria. attitudes about sensitivity using the Maternal The literature review shows that parental Behavior Q-Sort. sensitivity is generally lower in ethnic minority families than in majority families. The evidence points to stress due to socioeconomic (Event 2-010) Paper Symposium disadvantage as well as due to family Meeting Room 7 disadvantage (such as teenage and single Friday, 1:45 pm - 3:45 pm parenthood) as the main cause for this difference. Little evidence was found for cultural 2-010. The Buffering Effects of Early Child or migration explanations. Most importantly, the Care Experiences on the Development of review shows that parental sensitivity is related Low-Income African American Preschoolers to positive child development in ethnic minority Chair: Patricia Garrett-Peters1 families. This finding is consistent with studies Discussant: Brenda J. Harden2 that report a positive effect of maternal 1University of North Carolina at Chapel Hill; sensitivity on child development in ethnic 2University of Maryland at College Park majority samples in non-Western countries. The different components of sensitivity are discussed to explain its apparent universal relevance to  Teacher/Child Verbal Interactions in Child early parent-child interactions. Interventions Care as a Buffer Against Lower Vocabulary aimed at improving ethnic minority children’s Scores for Children Whose Mothers’ Language wellbeing should focus on both reducing Input is Low parenting stress and enhancing parental Lynne Vernon-Feagans, Mary Bratsch sensitivity. University of North Carolina at Chapel Hill, School of Education Biography. Judi Mesman is Professor of Parenting and  Child Care Quality and African American education in the Children’s Social Relationships in Rural multicultural society and Settings department chair of the Allison De Marco, Patricia Garrett-Peters Centre for Child and Family University of North Carolina at Chapel Hill, Studies of Leiden University Frank Porter Graham Child Development in the Netherlands. She has Institute been at the Centre for Child and Family Studies since  Understanding the Impacts of Teacher-Child 2001, starting as a post doc Relationships and Child Care Instability on in a study testing the Social Competence Among African American effectiveness of the VIPP- SD parenting Preschoolers intervention, moving on to assistant and associate Mary Bratsch professorships, and becoming full professor in University of North Carolina at Chapel Hill, 2009. She is currently head of the research School of Education cluster Diversity in parenting, focusing on the role of ethnicity, gender, and socioeconomic Friday, 3:45 pm - 4:00 pm background in parent-child interactions Within the Leiden Attachment Research Program. Dr (Event 2-011) Afternoon Break Mesman’s expertise lies in the use of Florida Ballroom Foyer standardized observations of different aspects of Friday, 3:45 pm - 4:00 pm parent-child interactions including maternal sensitivity and discipline, and child 2-011. Afternoon Refreshments responsiveness and aggression. She currently supervises several studies on parenting in minority families in the Netherlands, one of

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Friday, 4:00 pm - 6:00 pm (Event 2-013) Invited Workshop Meeting Room 5-6 (Event 2-012) Constructed Paper Symposium Friday, 4:00 pm - 6:00 pm Meeting Room 4 Friday, 4:00 pm - 6:00 pm 2-013. Testing the Efficacy of the Pathways for African American Success (PAAS) 2-012. Promoting Language and Literacy Program in Averting HIV-Related Risk Development Among Young Children Behaviors among Rural African American Chair: James L. Rodriguez Youths California State University, Fullerton Chair: Mia A. Smith-Bynum University of Maryland  Positive Effects of Home and Classroom Leader: Velma McBride Murry Variables on the Development of Bilingual Language Skills in Preschool Latino Children Abstract. African American youth are among the Lisa Lopez, Liza Arango, John Ferron most at risk for acquiring STIs, including HIV University of South Florida infection. Efforts to reduce new cases of HIV/AIDS among African American youth are challenged by barriers associated with poor  School Readiness, Early Achievement, and the access to preventive interventions. The Role of English Language Proficiency for contributions of technology as a venue for Children in Low-Income Immigrant Families tailored preventive interventions for those most Jessica De Feyter, Adam Winsler, Timothy at risk for contracting the human Curby immunodeficiency virus (HIV) and other sexually George Mason University transmitted diseases have received increase consideration over the past few years. Increase  Examining the nature of language access to and familiarity with computer performance and literacy practices among technology make computer-based prevention a Latino students feasible option among rural Africans to overcome 1 1 Christine Montecillo , Patrick Proctor , the logistical and practical barriers that limit 2 Rebecca Silverman program participation for a segment of rural 1 2 Boston College; University of Maryland African American families. The Pathways for African American Success (PAAS) program is a  Conceptual Framework for the Study of second generation of the Strong African American Developmental Competencies in Young Dual Families (SAAF) program, which is the only Language Learners universal preventive intervention designed to Dina Castro1, Linda Espinosa4, Eugene deter HIV-related risk behavior specifically among Garcia2, Fred Genesse3, Patton Tabors5, Ellen rural African American youth that has been Peisner-Feinberg1, Virginia Buysse1, Cristina evaluated in a randomized prevention trial. PAAS Gillanders1, Dore LaForett1, Ivelisse expands SAAF in two ways - a) includes two Martinez-Beck6, Ann Rivera6 delivery modalities - group-based and technology- 1University of North Carolina at Chapel Hill; based; and b) content includes topics to enhance 2Arizona State University; 3McGill University; youths’ awareness of potential risk of technology 4University of Missouri; 5Harvard Graduate use and to increase parental awareness practices School of Education; 6Administration for and communication skills required to effectively Children and Families, USDHHS monitor the use of technology among their youths (e.g., texting, sex-texting, Facebook, chat rooms, etc.). The current study is designed to test the efficacy of PAAS in producing changes in the intervention targeted mediators that were hypothesized to promote changes in proximal youth protective factors to safeguard African American youths from HIV-related risk behaviors. Results from SEM analyses will be discussed and implications of PAAS for positive development

~ 20 ~ among rural African American youth will be  Ethnic identity as a protective factor in the highlighted. lives of Asian youth Lisa Kiang Biography. Velma McBride Wake Forest Murry received her PhD in Human Development and Family Relations, University (Event 2-015) Paper Symposium of Missouri-Columbia in Meeting Room 7 1988. She holds membership Friday, 4:00 pm - 6:00 pm to the Institute of Medicine (IOM), Board of Children 2-015. The Protective or Promotive Role of Youth and Families and Self-Regulation in Low-SES Spanish- Subcommittee on Family Speaking and Chinese Immigrant Youth’s Planning and is on the Schooling Outcomes SAMSHA’s Advisory 1 Committee for Women’s Services. Murry is a co- Chair: Jeffrey Liew Discussant: Christine P. Li-Grining2 Founder of the Study Group on Race, Ethnicity 1 2 and Culture. Her work, funded by NIMH, NIDA, Texas A&M University; Loyola University NIAAA, CDC, and W.T. Grant, focuses on the significance of context in studies of African-  The Relation between Self-Regulation and American families and youth. She examines the Academic Achievement for Children impact of racism on family functioning, Experiencing Accumulated Risk Factors elucidated the dynamics contextual stressor in Derek Becker1, Shannon Wanless2, Megan the everyday life of African Americans. Murry’s McClelland1 work has culminated into the development of the 1Oregon State University; 2University of Strong African American Families (SAAF) and Pittsburgh Pathways for African Americans Success (PAAS) programs that target the prevention of early  Chinese American Parenting Practices and onset sexual behavior and substance abuse among Children’s Positive Social Adjustment: The rural youth. Currently, Dr. Murry’s work focuses Mediating Role of Child Effortful Control on the implementation and dissemination of Charissa Cheah1, Christy Leung1, Nan Zhou1, these efficacy programs into real world settings. Cynthia Yuen2, Peter Kim3 1University of Maryland, Baltimore County; 2National Institute of Child Health and Human (Event 2-014) Paper Symposium Development; 3Pennsylvania State University Meeting Room 1 Friday, 4:00 pm - 6:00 pm  Low Parental Psychological Control and 2-014. Ethnic Identity as a Protective Emotion-related Self-regulation as Promotive Factor in the Lives of Immigrant Youth in Factors on Adaptive Competencies in Chinese American Youth Emerging Communities Jeffrey Liew, Yu-pei Chang, Bonny Chang Chair: Laura Gonzalez Texas A&M University UNC - Greensboro School of Education

 Ethnic identity as a buffer against stress in the lives of Latino youth Gabriela Stein1, Mitch Prinstein2 1UNC-Greensboro; 2UNC - Chapel Hill

 Ethnic identity as a protective factor in lives of Hmong youth Andrew Supple UNC - Greensboro Department of Human Development and Family Studies

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Friday, 6:15 pm - 7:45 pm Leslie Frankel1, Sheryl Hughes1, Thomas Power2, Nancy Hazen3 (Event 2-016) Poster Session with Refreshments 1Children's Nutrition Research Center, Florida Salons V-VI 2Washington State University, 3The Friday, 6:15 pm - 7:45 pm University of Texas

1 Maternal Sensitivity and Attachment: 9 From culture to competence: Discursive Cultural Phenomena in the Eye of the shifts in the Norwegian education policy Beholder on immigrant child social integration Jessica Chan, Yvonne Bohr Kristian Garthus-Niegel1, Hilde Lidén3, York University Brit Oppedal1, Halvard Vike2 1Norwegian Institute of Public Health, 2 Language Deficits or Differences: What 2Institute of Social Anthropology, The we know about African American University of Oslo, 3Insitute for Social Vernacular English in the 21st Century Research Yvette Harris, Valarie Schroeder Miami University 10 Children’s Patterns of Collaboration in an Indigenous P'urépecha Town and a 3 Raising transracially adopted children: Cosmopolitan Mexican City The complexities of ethnic-racial Heather Mangione1, Maricela Correa- socialization Chavez1, Oswaldo Moreno1, Rebeca Mejia Ellen Pinderhughes Arauz2 Tufts University 1Clark University, 2Iteso University

4 Television and Executive Function in 11 Addressing Racial Inequities in School Minority Children Discipline through School Climate Rekesha Greenwood Natasha Williams University of Virginia Indiana University

5 Alignment Between Afterschool Programs 12 Child-Directed Caregiver Language of and Schools: Identifying Promising African American Families in High-Risk Practices Environments Tracy Bennett Nucha Isarowong UC Irvine The School of Social Service Administration, The University of Chicago 6 Changing Faces, Changing Perspectives: Using a Strength-Based, Multi-Theory 13 A model for the development of Approach to Understanding Children of multiracial identities: Synthesizing Immigrants’ Achievement in the sociocultural theory with everyday Classroom experiences of children Amanda Koury Pamala Trivedi University of Pittsburgh Georgetown University Center for Child & Human Development 7 Adolescent Development Among Bangladeshi Migrants to England 14 The 4 R's -- Rigor, Relevance, Lauren Houghton2, Gillian Bentley1, Mark Responsiveness and Academic Resilience: Booth1, Kate Hampshire1 The contribution of Instructional supports 1Durham University, 2National Cancer on cognitive engagement and academic Institute resilience for immigrant-origin adolescent males 8 Pathways to Healthy BMI in Hispanic and Margary Martin African-American Children: An New York University Interdisciplinary Approach

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15 When Black Males Aren’t at School: A 23 Play and Comforting Behaviors Among Qualitative Study of Promising Out-of- Chinese American and European American School-Time (OST) Programs Serving Black Mothers of Infants Males Yang Yang2, Cindy Liu1, Shixin Fang2, Margary Martin, Naomi Jefferson, Nancy Snidman3, Ed Tronick3 Edward Fergus 1McLean Hospital / Harvard Medical New York University School, 2Children's Hospital Boston, 3University of Massachusetts 16 Relation Among Vocabulary Test Scores and Self-Reported Language and 24 Using Sociometric Techniques to Assess Behavioral Aspects of Cultural Friendship Quality, Social Inclusion and Competence in Immigrant Youth Social Belonging Heloise Marie Ledesma, Brit Oppedal Karen Thorpe, Sally Staton, Rachel Bell- Norwegian Institute of Public Health Booth Queensland University of Technology 17 “Treat Me Like I’m Equal”: Using Youth Participatory Action Research to Improve 25 Building on Social Strengths: Within- Developmental Outcomes for Group Bonds are the Foundation for Marginalized Youth Social Inclusion and School Attendance of Gretchen Brion-Meisels Indigenous Australian Children Harvard Graduate School of Education Karen Thorpe, Sally Staton, Rachel Bell- Booth 18 Low-Income African American Toddlers’ Queensland University of Technology Responses to their Mothers’ Physical Interference in their Play 26 Parental Concerns Regarding Pre-service Jean Ispa, Jane Cook Teachers Pursuing Teaching Careers in University of Missouri Underserviced Urban Areas Patricia Jarvis, Mackenzi Harmon 19 Understanding Minority Status in Illinois State University Neighborhood Context Jana Chaudhuri, Mariah Contreras, 27 Parent-Child Relationships as Predictors Jessica Goldberg, Jayanthi Mistry of Behavioral Adaptation to School: Tufts University Young, Racially Diverse, Economically- Disadvantaged Children’s own 20 Mexican Descent Children’s Questions for Perceptions Parents: Variations by Parents’ Schooling Marisa O'Boyle, Katia Canenguez, Elyse Experience Smith, Abbey Eisenhower Graciela Solis, Maureen Callanan UMass Boston UCSC 28 Child Oriented Parenting and Emerging 21 Research in Indigenous Communities: The Self Regulation in Low-Income Ethnic Suitability of a Community-Based Minority Preschoolers 1 2 Participatory Approach Margaret Caughy , Margaret Owen , 2 Melissa Daniels, Rebecca Gokiert, Nazly Hasanizadeh , Ana-Maria Mata- 2 2 2 Rebecca Georgis Otero , Jamie Hurst , Melissa Amos , 2 2 University of Alberta Adriana Baird , Caroline Mejias 1University of Texas School of Public 2 22 Latino Parents’ Video Reflection of Health, University of Texas at Dallas Shared Book Reading With Their Children: A Qualitative Pilot Study 29 The Interactive Effects of Teacher-Child Sandra Plata-Potter1, Keely Cline2 Relationships and Family Adversity on 1University of Nebraska-Lincoln, 2East Kindergarten School Engagement 1 1 Tennessee State University Ximena Portilla , Jelena Obradović , 1 2 Parissa Jahromi , W. Thomas Boyce

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1Stanford University, 2University of British 37 Korean Children’s academic stress and Columbia ego resiliency depending on Socioeconomic Status 1 2 30 Perceived Discrimination and Emotional Keumjoo Kwak , Yeonsoo Kim , Hoyoung 3 Distress in Youth of Color: Ethnic Identity Kim 1 as a Protective Factor Department of psychology, Seoul 2 Viana Turcios-Cotto, Stephanie Milan National University, The Institute of University of Connecticut Social Science, Seoul National University, 3 Department of psychology, Seoul 31 The Language Environment and Language National University Skills of Spanish-English Bilingual Preschool-age Children with Autism 38 Stories of success: How the Piccaninny Nurit Sheinberg Playgroup promotes positive child Nova Southeastern University development and family readiness for school 32 Understanding Risk and Resilience in Rachel Bell-Booth, Karen Thorpe, Sally Transnational Parent-Child Separations: A Staton, Cathy Thompson Community-Based Participatory Action Queensland University of Technology Approach Yvonne Bohr, Michaela Hynie, Cynthia 39 Perceived Father Involvement and Child Sing-Yu Shih, Natasha Whitfield, Sadia Aggression in Low-Income African Zafar American Preschoolers York University Sara Johns, Heather Janisse, Alisha Dawsey, Jhazmin Taylor, Nicole Richards 33 “We Started to Fight by Talking Trash”: Eastern Michigan University Cultural Voice in Children’s Stories About Peer Conflict 40 How Active are Fifth Graders After Alice Davidson1, Marsha Walton2, Regan School? Humphrey2, Caitlin Campbell3 Toni Harris, Katherine Nester 1Rollins College, 2Rhodes College, 3Pacific Virginia State University University 41 Socialization Practices in Latino 34 Using a Person-Centered Approach to Immigrants and Their Young Children Inform Interventions: Exploring Protective Kathleen Sidorowicz, Daniela Aldoney, and Risk Profiles Natasha Cabrera Kristina Webber, Cynthia Rizo, Natasha University of Maryland Bowen, Paul Smokowski University of North Carolina at Chapel Hill 42 Who Gets What? Adolescents' Distribution of School Resources 2 1 35 The Effects of Bullying in Brazilian Samantha Silverberg , Stefanie Sinno 1 2 Schools on Self-Esteem of Boys and Girls Muhlenberg College, The New School for Claudia Bandeira, Claudio Hutz Social Research Universidade Federal do Rio Grande do Sul-UFRGS 43 Ethnic Identity and Maternal Overreactivity as Protective and 36 Parent, Friend, and Self Values of Promotive Factors for Low Income African Immigrant Children and Adolescents American Families Ayse Cici Gokaltun1, Mary Levitt1, Riana Anderson, Christina Emeh, Myles Jerome Levitt2 Durkee 1Florida International University, 2Miami- University of Virginia Dade County Public Schools 44 Grandparental Caregiving in Chinese- Canadian Immigrant Families: A Mixed- Methods Approach

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Cynthia Sing-Yu Shih, Yvonne Bohr Gigliana Melzi1, Christine McWayne2, York University Adina Schick1 1New York University, 2Tufts University 45 Investigation of the Well-being of School Refugee Children in the UK 53 How does social connectedness foster Muthanna Samar1, Bibi Ameerah personal aspirations among New Zealand Khadaroo Maori youth? Kingston University, London Paul Jose Victoria University of Wellington 46 Promoting Positive Educational Outcomes among African American Adolescents: A 54 Competence in Minority Children: Neighborhood Profile Approach Teachers' and Children's Perceptions Dawn Witherspoon1, Deborah Rivas- Rose DiBiase1, Patrice Miller2 Drake2 1Suffolk University, 2Salem State 1The Pennsylvania State University, University 2Brown University 55 Contributions of Maternal and Paternal 47 Urban Slums in Africa as a Context for Depression to Parenting and Emotional Positive Child Development Regulation of Preschool Children By Mumbe Kithakye Abai, Amanda Morris Ethnicity. Oklahoma State University Michaela Zajicek-Farber CUA 48 Hispanic parents’ views on toddler’s physical activity and screen time use 56 Cultural Differences in Perceived Parental Helena Duch, Marta Font, Caroline Control in Emerging Adulthood Taromino, Ipek Ensari Josephine Kwon1, Hui-Chin Hsu1, Jodi Columbia University Treadway1, Victoria Plaut2 1The University of Georgia, 2University of 49 Black and White Boys’ Self-Perceptions of California, Berkeley Masculinity & Femininity: Race Differences & Influence on Later 57 Psychological Well-being among Roma Psychosocial Adjustment Minority Youth: The Role of Ethnic, Tamarie Macon, Tabbye Chavous Religious and Personal Identity University of Michigan Radosveta Dimitrova1, Amina Abubakar1, Fons J. R. van de Vijver1, Ergyul Tair2 1 2 50 The Long-Term Implications of Attention Tilburg University, Bulgarian Academy for School Success among Minority of Sciences Children Rachel Razza1, Anne Martin2, Jeanne 58 Teachers' and Mothers' Perceptions of Brooks-Gunn2 Low-Income African-American and 1Syracuse University, 2National Center for Hispanic Children's Behavior and Children & Families, Teachers College, Parenting Strategies and Effectiveness Columbia University Sybil Hart, Francisco Debaran 1Texas Tech University 51 Maternal Narrative Participation and the School Readiness Skills of Spanish-English 59 The Power of Positive Partnering: Bilingual Preschoolers Evaluating the Effectiveness of Adult Gigliana Melzi, Adina Schick, Emily Mentoring for Youth At-risk for Gang Bostwick Involvement New York University Lorraine Kubicek1, Vicki Scott3, Kathie Snell3, Richard Swanson2 1 2 52 Family Involvement and the Emergent University of Colorado Denver, Aurora 3 Literacy Skills of Dual-Language Latino Research Institute, Aurora Mental Health Children Center

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60 How Should Emotional Competence be 68 Parenting Predictors of Healthy Diet and Defined among Black Children? Activity among Low-income African Johanna Folk, Danielle Dallaire, Janice American Preschoolers Zeman Heather Janisse, Sara Johns, Alisha The College of William & Mary Dawsey, Jhazmin Taylor, Nicole Richards Eastern Michigan University 61 Pre-K Fine Motor Skills Predict Third and Fourth Grade Achievement for Low- 69 Prenatal Maternal Stress, Expectations Income, Ethnically Diverse Children and Cultural Values: Protective and Risk Abby Carlson, Adam Winsler, Timothy Factors for Depression Curby Shayna Coburn, Nancy Gonzales, Keith George Mason University Crnic, Linda Luecken Arizona State University 62 The effect of minority students’ outgroup friendships on in- and outgroup 70 Examining Associations Among Different reappraisal Family Factors and Cognitive Skills in Anke Munniksma, Tobias Stark, Andreas African American Adolescents Flache, René Veenstra Yi-Ching Lin, Zewelanji Serpell, Aysha University of Groningen Foster, Dhymsy Vixamar-Owens, Brittney Pearson, Lisa Turner 63 Promoting Minority Young Children’s Virginia State University Mathematical Development Susan Sonnenschein, Claudia Galindo 71 Prosocial Motivation and Behaviour in University of Maryland, Baltimore County Children with and Without Turkish Immigrant Background in Germany and 64 Latino Preschoolers’ Social Skills and Turkey Academic Success in Head Start Programs Anna Neubauer, Caterina Gawrilow, Kelly Haas, Valerie Flores, Jaclyn Marcus Hasselhorn Lennon, Maria Marcus, Jessie Duncan, IDeA at German Institute for International Christine Li-Grining Educational Research Loyola University Chicago 72 The role of recreation on self -regulation 65 Arts-integrated Preschool and Emotion in First Nations Youth Regulation for Children from Low-income Jesiqua Rapley, Geoffrey Navara, Brenda and Racial/Ethnic Minority Backgrounds Smith-Chant Eleanor Brown, Blanca Velazquez Trent University West Chester University 73 Thinking Laterally: Sibling and Peer 66 Daily Poverty-Related Stress and Coping Relationship Quality Predict Academic in Relation to Baseline Cortisol for Success in Minority Children at Risk for Children from Socioeconomic and School Dropout Racial/Ethnic Minority Backgrounds Alex Kriss, Howard Steele, Miriam Steele Eleanor Brown, Mallory Garnett The New School for Social Research West Chester University 74 African American (AA) and European 67 Links between Parenting Styles and American (EA) mothers’ authoritarian Student Academic Engagement and attitudes, limit-setting strategies, and Achievement among Latino Fifth-Graders children’s self-regulation. 1 2 John Jabagchourian, Nadia Sorkhabi, Elizabeth LeCuyer , Dena Swanson , 1 1 Wendy Quach, Amy Strage Robert Cole , Harriet Kitzman 1 San Jose State University University of Rochester Medical Center 2 School of Nursing, University of Rochester Warner School of Education

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75 Involvement in Ethnic-Identity Promoting 82 The Validity of Interactive Peer Play Activities and Positive Development Competencies for Spanish speaking Latino among Transracially Adopted Children Preschool Children from Low-income and Youth Households Robin Harwood1, Xin Feng2, Birgit Rebecca Bulotsky-Shearer1, Lisa Lopez2, Leyendecker3 Julia Mendez3 1Maternal and Child Health Bureau, 2Ohio 1University of Miami, 2University of South State University, 3Ruhr University Bochum Florida, 3University of North Carolina

76 Teacher’s Perceptions of School Social 83 Cultural Congruency between Home and Capital and the Educational Attainment Head Start Environments: Its Relation to of Minority Low-Income Youth Childhood Outcomes Duhita Mahatmya1, Brenda Lohman2, Kay Sanders1, Eva Shivers2, Amy Pamela Garner1 Guimond3 1George Mason University, 2Iowa State 1Whittier College, 2Indigo Cultural University Center, 3Arizona State University

77 African American Males & Institutional 84 Withdrawn Cultures: Examining the Morehouse Mystique 85 Latino immigrant children's sibling 1 2 Chauncey Smith , Bryant Marks relationships: A context for positive 1 2 University of Michigan, Morehouse development College Ana Nuñez, Maria Salamanca, Christine Donovan, David Murray, Sarka Turecka, 78 Parenting and Persistence in the Face of Michelle Espinal, Lindsay Gips, Ganie Academic Challenge for Children from DeHart Low-income and Racial/Ethnic Minority SUNY Geneseo Backgrounds Michelle Smith, Eleanor Brown 86 Extracurricular Participation and Stressful West Chester University Life Events: Promotion of Educational Values Among Latino Youth 79 Familial Cultural Values, Gender and Dayana Kupisk, Traci Kennedy Depressive Symptoms University of Michigan, Ann Arbor Alexandra Cupito, Gabriela Stein, Laura Gonzalez, Nadia Huq 87 A setting-sensitive understanding of The University of North Carolina at African American students’ strengths in Greensboro school Anne Gregory 80 Differential Effects of Home Literacy Rutgers University Environment on the Early Literacy Development of Preschoolers: A 88 The Role of Friend Support in the Lives of Comparison of Three Groups Latina Adolescent Mothers Amy Guimond, Virginia Dubasik, M. Stephanie Silberman, Josefina Grau, Jeanne Wilcox Patricia Castellanos, Petra Duran, Erin Arizona State University Weller Kent State University 81 Interactive Peer Play, Classroom Instructional Support, and Academic 89 The Positive Youth Development of High Outcomes for African American and School Students in Quality After-School Latino Head Start Children Programs Rebecca Bulotsky-Shearer, Elizabeth Bell, Cheri Hodson Tracy Carter, Sandy Romero, Veronica University of California Fernandez University of Miami

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90 Home and School Literacy Experiences of I’ll Know Who You Are): Mexican Descent Latino Dual-Language Learners: Is Adolescents’ use of their Peers in their Continuity Necessary for Positive Sexual Socialization Outcomes? Verenice D'Santiago, Katherine Adina Schick, Gigliana Melzi Hartmann, Rocio Rivadeneyra New York University Illinois State University

91 The Impact of Parents’ Racial 98 Racial Self-Identification and Psychosocial Socialization on Children’s Emotional Adjustment in Multiracial Children Outcomes Yiyuan Xu1, Puanani Hee1, Mei Choo1, Jo Fantasy Lozada1, Amy Halberstadt1, Kevin Ann Farver2 Leary1, Patsy Sibley1, Patricia Garrett- 1University of Hawaii at Manoa, Peters2 2University of Southern California 1North Carolina State University, 2Frank Porter Graham Child Development 99 Social Capital and School Involvement in Institute Immigrant Families: Understanding Parental Social Practices Before and After 92 Racial Identity and Civic Engagement Migration Oksana Malanchuk, Celina Chatman- Mariah Contreras Nelson Tufts University University of Michigan 100 Financial and interpersonal stress: 93 Perceived Importance of Reasons to Moderating effects of kin social support Attend School: Relations between Ronald Taylor1, Elizabeth Lopez2, Mia Reasons, Relevance, and Race Budescu1, Azeb Gebre1 Faheemah Mustafaa, Bridget Richardson, 1Temple University, 2Substance Abuse and Tamarie Macon, Esohe Osai, Amber Mental Health Services Administration Williams University of Michigan 101 Economic pressure and mothers and adolescents’ socioemotional adjustment: 94 Young Korean Children’s Construction and Moderating effects of kin social support Confirmation of Language Identity in Ronald Taylor1, Mia Budescu1, Azeb Relation to Their Family Members Gebre1, Elizabeth Lopez2 Jane Choi, Jin Sook Lee 1Temple University, 2Substance Abuse and UC Santa Barbara Mental Health Services Administration

95 The Influence of Private and Public 102 Afterschool Programming for Minority School Contexts on Children’s Racial Youth: Promoting Self-Efficacy and Coping Problem-Solving Skills Deborah Johnson1, Diana Slaughter- Beth Haines1, Katherine Short-Meyerson3, Defoe2, Meeta Banerjee1 Kathy Phillippi-Immel2, Olivia Hendricks1, 1Michigan State University, 2University of Elyse Daly1, Xiao Hong Zhang1, Tammy Pennsylvania Ladwig2, Carolyn Tomecek1 1Lawrence University, 2University of 3 96 Maternal Use of Emotion Words and Wisconsin-Fox Valley, University of Latino Children’s Emotion Recognition Wisconsin-Oshkosh and Expression Maria Petrolekas, Laura Schneebaum, 103 Evaluating how Peer English Language Cindy Almanzar, Adina Schick, Gigliana and Special Education Status Impact Melzi Student Achievement in an Early New York University Childhood Program Lydia Carlis, Chavaughn Brown 97 Dime con Quien Andas y te Dire Quien AppleTree Institute for Education Eres (Tell Me Who Your Friends Are and Innovation

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104 Students’ Educational Expectations and 111 Early Positive Father Behaviors and Pre- the Immigrant Paradox: Effects on Kindergarten Outcomes in Minority Mathematics and Reading Achievement Families Christina Chhin Shareesa McMurdie, Sheila Anderson, Lori Institute of Education Sciences Roggman, Gina Cook, Vonda Jump Norman 105 Student-Teacher Relationships and Utah State University Socioemotional Development in a Sample of Low-Income Latino Children 112 Peer Racial/Ethnic Socialization: A Diana Westerberg, M. Thibeault, Julia Preliminary Investigation of Friends’ Mendez Repetition of Stereotypes University of North Carolina at Jessica Cressen1, Rebecca McGill1, Niobe Greensboro Way1, Bridget Blount1, Bilal Kalkan1, Vanessa Paul2, Damira Rasheed1, Diane 1 106 African American Adolescents’ Hughes 1 2 Relationships With Natural Mentors: New York University, CUNY Graduate Exploring Social and Emotional Pathways Center to Increased Academic Engagement Noelle Hurd, Robert Sellers 113 Central American Immigrant Mothers’ University of Michigan Socialization Goals: Links with Children’s Preschool Social Skills 107 Ethnic and Sex Group Differences in Nicole Denmark, Maritza Gonzalez Sense of School Belonging Among University of Maryland College Park Recently Arriving Adolescent Immigrants: Results From a Social Skills Intervention 114 The Effects of Stress on Mexican-origin Group Female Adolescents’ Adjustment: The M. Thibeault, Diana Westerberg, Julia Moderating Roles of Family, Peer and Mendez Individual Protective Factors University of North Carolina at Jochebed Gayles, Mayra Bamaca-Colbert Greensboro The Pennsylvania State University

108 Neighborhood and Family Predictors of 115 La Vida: Negotiating Family Responsibility Mexican American Children’s Social and Obligation Among Mexican Competence with Peers Adolescents in Los Angeles Yvonne Caldera2, Paulina Velez2, Eric Mindy Steinberg1, Thomas Weisner1, Kim Lindsey1 Tsai2, Sara Cooley1, Claudia Castaneda3, 1Penn State Berks, 2Texas Tech University Andrew Fuligni2 1UCLA Department of Anthropology, 2 3 109 Family Predictors of Shared Positive UCLA Department of Psychology, CSUN Emotion in Mexican American Mother- Department of Psychology child and Father-child Dyads Yvonne Caldera2, Paulina Velez2, Eric 116 Fathers’ Early Engagement and Lindsey1 Preschoolers’ Language and Emergent 1Penn State Berks, 2Texas Tech University Literacy Skills: Examining Patterns by Hispanic Heritage 110 The role of culture in promoting social Valerie Flores, Christine Li-Grining Loyola University Chicago emotional well being among First Nations youth 117 Academic Success and the Role of Social Alexandra D'Arrisso, Colin Campbell, Skills Among Latino Preschool-Aged Heidi Flores, Kelsey Moore, Jacob Burack Children: Evidence from the ECLS-B McGill University Valerie Flores, Jaclyn Lennon, Kelly Haas, Maria Marcus, Sarah Pekoc, Christine Li-Grining Loyola University Chicago

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118 The Benefits of Residing in Cohesive 125 Effects of Project HOME on Positive Neighborhoods for Sensitive Parenting Health Outcomes in Head Start Families and the Development of African American Karen Barrett, Lise Youngblade Children’s Effortful Control Colorado State University Amanda Clincy, Martha Cox University of North Carolina at Chapel Hill 126 Helping Educators Accelerate Learning Through Hip Hop: A Preliminary 119 Parenting Styles, Cultural Values, and Evaluation of the H.E.A.L.T.H.Y Hip Hop Prosocial Behaviors Among Mexican Program American and European American Robert Eschmann Families University of Chicago Alexandra Davis1, Gustavo Carlo1, George 2 Knight 127 Ready to Learn: Testing a New 1 2 University of Missouri, Arizona State Curriculum Program for Economically University Disadvantaged Preschool-Age Children Leslie Halpern1, Jeanne Shub2, Susan 120 The Role of Support from Mothers, Rogers3 Fathers, and Friends in Mexican-origin 1University at Albany, SUNY, 2Troy City Female Adolescents’ Positive Adjustment School District, 3State University of New Alexandra Kuchler, Mayra Bamaca- York at Sullivan Colbert, Emile Tilghman-Osborne The Pennsylvania State University 128 When Black Males Aren’t at School: A Qualitative Study of Promising Out-of- 121 Chinese and Korean Immigrants’ Early School-Time (OST) Programs Serving Black Life Food Insecurity and Child Weight- Males Related Beliefs, Behaviors, and BMI in the Edward Fergus, Margary Martin, Naomi U.S. Jefferson Charissa Cheah1, Jennifer Van Hook2 New York University 1University of Maryland, Baltimore 2 County, Pennsylvania State University 129 Youth Leadership in the Context of School-University Partnerships—an 122 Examining Limit Setting Interactions in an Opportunity for Positive Youth Ethnic Minority Sample: Implications for Development Intervention and Treatment. Esohe Osai Erica Rosenthal1, Miriam Steele1, Howard University of Michigan Steele1, Anne Murphy2 1 The New School for Social Research, 130 Promoting the development of African 2 Albert Einstein College of Medicine American children through Early Head Start 123 Coaching At-Risk African American Head Brenda Harden1, Heather Sandstrom2, Start Preschoolers’ Social Emotional Skills Rachel Chazan-Cohen3 with a School-Based Intervention Program 1University of Maryland, 2Urban Institute, Tsu-Ming Chiang, Kacie Caudle, Megan 3George Mason University Costo Georgia College & State University 131 School Readiness in Native Hawaiian Children 124 Improving high-risk Chinese-speaking Gail Omoto2, Toni Porter1 preschool children’s literacy skills: An 1Bank Street College of Education, experimental study 2Partners in Development Foundation Wen-Feng Lai1, Hui-Jun Wen2 1National Taiwan Normal University, 132 Revamping Special Education Referral: 2Hsinchu County Hukou Senior High School Evaluating the efficacy of a response-to- intervention Ashleigh Collins New York University

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133 The Effects of an Early Intervention 140 Language and Play Behavior: A Program on Dual Language Learners’ Comparative Study of Prelinguistic Cognitive and Language Outcomes Preschoolers from Spanish Versus English- Erin Bumgarner1, Jeanne Brooks-Gunn1, speaking Households Pamela Klebanov2 Cassidy Carpenter, Kathy Thiemann- 1Teachers College, Columbia University, Bourque, Nancy Brady, James Herynk 2The Center for Research on Child University of Kansas Wellbeing, Princeton University 141 A Self and Social Affirmation Exercise to 134 The Imagination Library: A Book per Combat Stereotype Threat Among Middle Month Increases Shared Book-Reading for School Students Minority Children Kate Wegmann, Natasha Bowen, Kristina Monica Sylvia1, Frank Ridzi2, Sunita Webber Singh3 UNC School of Social Work 1Le Moyne College, Psychology 2 Department, Le Moyne College, 142 Closing the Reading Readiness Gap: A Sociology Department and CNY multisensory approach to Early Literacy 3 Community Foundation, Le Moyne Intervention for Ethnically Diverse College, Education Department Learners Teri DeLucca, Molly McKay-Easters, 135 Clearing the Path to Wellness in Latino Cynthia Zettler-Greeley, Laura Bailet Families Nemours BrightStart! Amber Hammons, Angela Wiley, Barbara Fiese, Margarita Teran 143 Promising Prospects: Parenting Qualities University of Illinois, Urbana-Champaign Associated with Positive Child Characteristics in a Low-Resource African 136 Summer Gaming Improves Executive American Community Functioning in Latino and African Jacquelyn Mize, Alexander Chan, Larissa American Youth Ferretti, ShaRetha Crawford, Gregory Rachel Flynn1, Amanda Staiano2, Rebekah Pettit Richert1 Auburn University 1University of California Riverside, 2Pennington Biomedical Research Center Saturday, 7:30 am - 8:00 am 137 Is language enough: Community based organizations and their use of culture to (Event 3-001) Coffee close the achievement gap Florida Ballroom Foyer Alejandra Albarran1, Gilberto Conchas1, Saturday, 7:30 am - 8:00 am Katy Pinto2 1UC Irvine, 2California State University, 3-001. Coffee and Continental Breakfast Dominguez Hills Saturday, 8:00 am - 10:00 am 138 Closing the Achievement Gap for Minority (Event 3-002) Constructed Paper Symposium Youth Through Intensive Intervention in Meeting Room 4 Early Childhood Education Saturday, 8:00 am - 10:00 am Annena Younger, JaRonda Gumby AppleTree Institute for Education Innovation 3-002. Positive Development Among 139 Ethno-Cultural Mechanisms in Ethnically Immigrant Children and Youth Specific Programs: A Qualitative Exploration with Immigrant Colombian Chair: Jean S. Phinney Youth California State University, Los Angeles Claudia Pineda University of California, Irvine

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 Empathy in Chinese American Children from  Ethnic Affiliation and Family Obligations as Immigrant Families: The Roles of Self- Protective Factors for Jamaican Immigrant Regulation and Cultural Orientations Adolescents in the United States Qing Zhou, Alexandra Main Gail Ferguson UC Berkeley Knox College

 The Influence of School Context on Emotional  Connectedness and Psychological Well-being and Behavioral Adjustment among among Adolescents with a Minority Adolescents from Immigrant and Ethnic Background in Kenya Backgrounds Amina Abubakar, Fons van de Vijver Katholiki Georgiades, Michael Boyle, Hmwe Tilburg University Kyu, Kelly Fife McMaster University & Offord Centre for Child Studies (Event 3-004) Paper Symposium Meeting Room 7  Relationships Between Parent Personality, Saturday, 8:00 am - 10:00 am Parenting Behaviors, and Preschool Social 3-004. Positive Implications of Family Competence in Chinese Immigrant Families Katherine Cheung Cultural Variables among Immigrant Youth New York University Chair: Andrew Supple UNC-Greensboro  Becoming Cultural Brokers: Immigrant Youth in an Innovative Linguistic Interpreter  Socioeconomic Stress and Academic Program Adjustment: The Protective Role of Family 1 3 Jayanthi Mistry , Alex Pirie , Warren Obligation 2 2 Goldstein-Gelb , Maria Landaverde , Jeewon Lisa Kiang2, Kandance Andrews2, Andrew 1 1 Kim , Elizabeth Pufall-Jones , Mariah Supple1 1 Contreras 1UNC-Greensboro; 2Wake Forest 1Tufts University; 2The Welcome Project; 3 Immigrant Service Providers Group/Health  Filial obligation, familism, and educational outcomes in Latino youth Laura Gonzalez2, Gabriela Stein1 (Event 3-003) Paper Symposium 1UNC-Greensboro Psychology; 2UNC- Meeting Room 1 Greensboro School of Education Saturday, 8:00 am - 10:00 am 3-003. Family, Religion, and Culture:  Familism as a protective factor for immigrant Capturing the Complexities of Identity and youth facing discrimination, acculturative, and economic stress Adjustment in Immigrant Youth in Various 1 2 Countries Gabriela Stein , Laura Gonzalez , Alexandra Cupito1, Nadia Huq1 Chair: Susan Chuang1 1UNC-Greensboro Psychology; 2UNC- Discussant: Birgit Leyendecker2 Greensboro School of Education 1University of Guelph; 2Ruhr-Universität Bochum  The protective effect of familism in the  Psychological Well-Being of Turkish-Bulgarian relationship between negative life events and and Muslim-Bulgarian Youth: The Influence of youth depressive symptoms Ethnic, Familial and Religious Identity Antonio Polo, Silvia Henriquez, Sara Bostick Radosveta Dimitrova, Athanasios Chasiotis, DePaul University Michael Bender, Fons J. R. van de Vijver Tilburg University

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(Event 3-005) Paper Symposium Saturday, 10:15 am - 11:45 am Meeting Room 5-6 Saturday, 8:00 am - 10:00 am (Event 3-006) Concluding Roundtable Florida Salons I-IV 3-005. The Intersections of Identity in Saturday, 10:15 am - 11:45 am Context: Empirical Studies of Race, Gender, Social Class, and Sexuality Among 3-006. Positive Development of Minority Black Adolescents Children: Theoretical, Methodological and Empirical Advances Chair: Leoandra O. Rogers1 Discussant: Moin Syed2 Moderator: Natasha J. Cabrera 1New York University; 2University of Minnesota University of Maryland Panelists: Marjorie Beeghly1, Jean S. Phinney2, James L. Rodriguez3, Carlos E. Santos4, Mia A.  Is Social Class the New Black? Exploring the 5 6 Intersection of Race and Social Class Identity Smith-Bynum , Martha Zaslow 1Wayne State University; 2California State Among Black Students at Elite High Schools 3 Omari Keeles University, Los Angeles; California State University, Fullerton; 4Arizona State University; University of Michigan 5 6 University of Maryland; SRCD, Office of Policy and Communications  “I didn’t raise you that way”: Exploring messages and conceptualizations about Abstract. The purpose of the roundtable is to homosexuality and gender among African facilitate and promote discussion about the key American youth findings from the Positive Development of Monica Foust, Lolita Moss, L. Monique Ward Minority Children Themed Meeting in terms of University of Michigan their implication and significance for future research, programs, and policy. To this end,  Intersectionality in Context: Racial and roundtable participants will present a brief Gender Identity in an All-Black Male High summary (5 minutes each) of the significant School findings and related issues raised throughout the Leoandra Rogers themed meeting. We will then open up the floor New York University for participatory discussion with the audience.

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Author Index

Aber, J. Lawrence Ashtiani, Hasti Beeghly, Marjorie Bostwick, Emily [email protected] [email protected] [email protected] [email protected] 1-003 1-012 1-012, 2-009, 3-006 2-016 (51)

Abubakar, Amina Bailet, Laura Bell, Elizabeth R. Bowen, Natasha K. [email protected] [email protected] [email protected] [email protected] 2-016 (57), 3-003 2-016 (142) 2-016 (81) 2-016 (34), 2-016 (141)

Acock, Alan C. Baird, Adriana Bell-Booth, Rachel Boyce, W. Thomas alan.acock@ [email protected] rachel.bellbooth@ [email protected] oregonstate.edu 2-016 (28) qut.edu.au 2-004, 2-016 (29) 2-004 2-016 (24), 2-016 (25), Baker, Erin 2-016 (38) Boyle, Michael H. Ager, Joel [email protected] [email protected] [email protected] 1-006 Bender, Michael 3-002 1-012 [email protected] Bamaca-Colbert, Mayra 3-003 Brady, Nancy Ahmed, Sabeen [email protected] [email protected] sabeen.ahmed@ 2-016 (114) Bennett, Tracy 2-016 (140) colorado.edu [email protected] 1-010 Bamaca-Colbert, Mayra Y. 2-016 (5) Bratsch, Mary [email protected] [email protected] Albarran, Alejandra S. 2-016 (120) Bentley, Gillian R. 2-010 [email protected] [email protected] 2-016 (137) Bandeira, Claudia M. 2-016 (7) Brion-Meisels, Gretchen [email protected] [email protected] Alcala, Lucia 2-016 (35) Black, Jessica M. 2-016 (17) [email protected] [email protected] 2-006 Banerjee, Meeta 1-013 Brittian, Aerika [email protected] [email protected] Aldoney, Daniela 2-016 (95) Blair, Clancy 1-007 [email protected] [email protected] 2-016 (41) Barata, Clara 2-003 Brojde, Chandra maria_barata@ [email protected] Almanzar, Cindy mail.harvard.edu Blount, Bridget N. 1-010 [email protected] 1-013 [email protected] 2-016 (96) 2-016 (112) Brooks-Gunn, Jeanne Barnett, Douglas [email protected] Amos, Melissa [email protected] Bohlig, Amanda 2-016 (50), 2-016 (133) [email protected] 1-006 [email protected] 2-016 (28) 1-015 Brotman, Laurie M. Barrett, Karen C. [email protected] Anderson, Riana E. karen.barrett@ Bohr, Yvonne 1-007, 2-008 [email protected] colostate.edu [email protected] 2-016 (43) 2-016 (125) 1-007, 2-016 (1), Brown, Chavaughn 2-016 (32), 2-016 (44) cbrown@ Anderson, Sheila Bavarian, Niloofar appletreeinstitute.org sheila.anderson@ [email protected] Booth, Mark 2-016 (103) aggiemail.usu.edu 2-004 [email protected] 2-016 (111) 2-016 (7) Brown, Eleanor D. Beaumont, Kelly [email protected] Andrews, Kandance [email protected] Borsato, Graciela 2-016 (65), 2-016 (66), [email protected] 1-007 [email protected] 2-016 (78) 3-004 1-007 Becker, Derek Bryant, Donna Arango, Liza [email protected] Bostick, Sara [email protected] [email protected] 2-015 [email protected] 2-003 2-012 3-004

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Buac, Milijana Carlis, Lydia J. Chasiotis, Athanasios Ciotta, Jenna [email protected] lcarlis@ [email protected] [email protected] 1-010 appletreeinstitute.org 3-003 2-007 2-016 (103) Budescu, Mia Chatman-Nelson, Celina Clincy, Amanda [email protected] Carlo, Gustavo cchatman.nelson@ [email protected] 2-016 (100), 2-016 (101) [email protected] gmail.com 2-016 (118) 1-007, 2-016 (119) 2-016 (92) Bulotsky-Shearer, Rebecca Cline, Keely D. [email protected] Carlson, Abby Chaudhuri, Jana H. [email protected] 2-016 (81), 2-016 (82) acarlso8@ jana.chaudhuri@ 2-016 (22) masonlive.gmu.edu tufts.edu Bumgarner, Erin 2-016 (61) 2-016 (19) Coburn, Shayna [email protected] [email protected] 2-016 (133) Carpenter, Cassidy Chavous, Tabbye 2-016 (69) [email protected] [email protected] Burack, Jacob A. 2-016 (140) 2-016 (49) Cole, Robert [email protected] robert_cole@ 2-016 (110) Carter, Tracy M. Chazan-Cohen, Rachel urmc.rochester.edu [email protected] [email protected] 2-016 (74) Burdick, Jessica R. 2-016 (81) 2-016 (130) [email protected] Collins, Ashleigh 1-003 Castaneda, Claudia Cheah, Charissa S. [email protected] claudialcastaneda@ [email protected] 2-016 (132) Buysse, Virginia yahoo.com 2-015, 2-016 (121) [email protected] 2-016 (115) Colunga, Eliana 2-012 Cheng, Sabrina eliana.colunga@ Castellanos, Patricia [email protected] colorado.edu Cabrera, Natasha J. [email protected] 2-008 1-010 [email protected] 1-004, 2-016 (88) 1-002, 2-016 (41), 3-006 Cheung, Katherine Conchas, Gilberto Castro, Dina C. [email protected] [email protected] Caldera, Yvonne [email protected] 3-002 2-016 (137) [email protected] 2-003, 2-012 2-016 (108), 2-016 (109) Chhin, Christina Conger, Rand Caudle, Kacie [email protected] [email protected] Callanan, Maureen kacie.caudle@ 2-016 (104) 1-007 [email protected] bobcats.gcsu.edu 2-016 (20) 2-016 (123) Chiang, Tsu-Ming Contreras, Mariah M. [email protected] [email protected] Calzada, Esther J. Caughy, Margaret 2-016 (123) 2-016 (19), 2-016 (99), [email protected] margaret.caughy@utsouthw 3-002 1-007, 2-008 estern.edu Chiodo, Lisa 2-016 (28) [email protected] Cook, Gina A. Campbell, Caitlin P. 1-012 [email protected] [email protected] Chan, Alexander E. 2-016 (111) 2-016 (33) [email protected] Choi, Jane 2-016 (143) [email protected] Cook, Jane C. Campbell, Colin A. 2-016 (94) [email protected] colin.campbell2@ Chan, Jessica L. 2-016 (18) mail.mcgill.ca [email protected] Choo, Mei 2-016 (110) 2-016 (1) [email protected] Cooley, Sara 2-016 (98) [email protected] Canenguez, Katia Chang, Bonny W. 2-016 (115) [email protected] bonny.w.chang@ Chuang, Susan 2-016 (27) gmail.com [email protected] Coppens, Andrew D. 2-015 1-009, 3-003 [email protected] Cappella, Elise 2-006 [email protected] Chang, Yu-pei Cici Gokaltun, Ayse 1-003 [email protected] [email protected] 2-015 2-016 (36)

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Correa-Chavez, Maricela Davis, Alexandra Dubasik, Virginia Farver, Jo Ann [email protected] [email protected] [email protected] [email protected] 2-006, 2-016 (10) 2-016 (119) 2-016 (80) 2-003, 2-016 (98)

Costo, Megan Dawsey, Alisha DuBois, David Feng, Xin megan.costo@ [email protected] [email protected] [email protected] bobcats.gcsu.edu 2-016 (39), 2-016 (68) 2-004 2-016 (75) 2-016 (123) Day, Joseph Duch, Helena Fergus, Edward Cox, Martha [email protected] [email protected] [email protected] [email protected] 2-004 2-016 (48) 2-016 (15), 2-016 (128) 2-016 (118) De Feyter, Jessica J. Duncan, Greg J. Ferguson, Gail M. Crawford, ShaRetha R. [email protected] [email protected] [email protected] [email protected] 2-012 1-002 3-003 2-016 (143) De Marco, Allison Duncan, Jessie Ferguson, Ronald F. Cressen, Jessica [email protected] [email protected] ronald_ferguson@ [email protected] 2-010 2-016 (64) harvard.edu 2-016 (112) 2-002 Debaran, Francisco B. Duran, Petra A. Crittenden, Patricia M. [email protected] [email protected] Fernandez, Veronica A. pmcrittenden@ 2-016 (58) 1-004, 2-016 (88) [email protected] gmail.com 2-016 (81) 1-006 DeHart, Ganie Durkee, Myles [email protected] [email protected] Ferrera, Maria J. Crnic, Keith 2-016 (85) 2-016 (43) [email protected] [email protected] 2-008 2-016 (69) Dehod, Stefan Eisenhower, Abbey [email protected] Abbey.Eisenhower@ Ferretti, Larissa K. Cupito, Alexandra M. 2-007 umb.edu [email protected] [email protected] 2-016 (27) 2-016 (143) 2-016 (79), 3-004 Delaney-Black, Virginia [email protected] Emeh, Christina Ferron, John Curby, Timothy W. 1-012 [email protected] [email protected] [email protected] 2-016 (43) 2-012 2-012, 2-016 (61) Delonis, M Sue [email protected] Ensari, Ipek Fiese, Barbara D'Arrisso, Alexandra 1-012 [email protected] [email protected] alexandra.darrisso@ 2-016 (48) 2-016 (135) mail.mcgill.ca DeLucca, Teri L. 2-016 (110) [email protected] Eschmann, Robert Fife, Kelly A. 2-016 (142) [email protected] [email protected] D'Santiago, Verenice 2-016 (126) 3-002 [email protected] Denmark, Nicole 2-016 (97) [email protected] Espinal, Michelle Fish, Rachel 2-016 (113) [email protected] [email protected] Dallaire, Danielle H. 2-016 (85) 1-015 [email protected] DiBiase, Rose 2-016 (60) [email protected] Espinosa, Linda Flache, Andreas 2-016 (54) [email protected] [email protected] Daly, Elyse R. 2-012 2-016 (62) [email protected] Dimitrova, Radosveta 2-016 (102) [email protected] Fang, Shixin Flay, Brian 2-016 (57), 3-003 [email protected] [email protected] Daniels, Melissa 2-016 (23) 2-004 [email protected] Donovan, Christine 2-004, 2-016 (21) [email protected] Farrell, Patricia Flores, Heidi V. 2-016 (85) [email protected] [email protected] Davidson, Alice J. 1-013 2-016 (110) [email protected] 2-016 (33)

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Flores, Valerie C. Garrett-Peters, Patricia Goldwire, Travis Halpern, Leslie [email protected] [email protected] [email protected] [email protected] 2-016 (64), 2-016 (116), 2-010, 2-010, 2-016 (91) 1-012 2-016 (127) 2-016 (117) Garthus-Niegel, Kristian Gonzales, Nancy A. Hammer, Carol Flynn, Rachel [email protected] [email protected] [email protected] [email protected] 2-016 (9) 2-009, 2-016 (69) 2-003 2-016 (136) Gawrilow, Caterina Gonzalez, Laura Hammons, Amber Folk, Johanna [email protected] [email protected] [email protected] [email protected] 2-016 (71) 2-014, 2-016 (79), 3-004 2-016 (135) 2-016 (60) Gayles, Jochebed G. Gonzalez, Maritza Hampshire, Kate R. Font, Marta [email protected] [email protected] k.r.hampshire@ [email protected] 2-016 (114) 2-016 (113) durham.ac.uk 2-016 (48) 2-016 (7) Gebre, Azeb Grau, Josefina M. Foster, Aysha [email protected] [email protected] Hannigan, John [email protected] 2-016 (100), 2-016 (101) 1-004, 2-016 (88) [email protected] 2-016 (70) 1-012 Genesse, Fred Greenwald, Mark Foust, Monica [email protected] [email protected] Harden, Brenda J. [email protected] 2-012 1-012 [email protected] 3-005 2-010, 2-016 (130) Georgiades, Katholiki Greenwood, Rekesha Franco, Ximena [email protected] [email protected] Harmon, Mackenzi [email protected] 3-002 2-016 (4) [email protected] 2-003 2-016 (26) Georgis, Rebecca Gregory, Anne Frankel, Leslie [email protected] [email protected] Harris, Toni S. [email protected] 2-004, 2-016 (21) 2-016 (87) [email protected] 2-016 (8) 2-016 (40) Gershoff, Elizabeth T. Griffin, James A. Friedman, Allison H. liz.gershoff@ [email protected] Harris, Yvette R. [email protected] austin.utexas.edu 2-003 [email protected] 1-003 1-003 2-016 (2) Gross, Megan Fuligni, Andrew Gillanders, Cristina [email protected] Hart, Sybil L. [email protected] [email protected] 1-010 [email protected] 2-016 (115) 2-003, 2-012 2-016 (58) Guimond, Amy Galindo, Claudia Gips, Lindsay [email protected] Hartmann, Katherine [email protected] [email protected] 2-016 (80), 2-016 (83) [email protected] 2-016 (63) 2-016 (85) 2-016 (97) Gumby, JaRonda Garcia, Eugene Gokiert, Rebecca J. jgumby@ Harwood, Robin [email protected] [email protected] appletreeinstitute.org [email protected] 2-012 2-004, 2-016 (21) 2-016 (138) 2-016 (75)

García Coll, Cynthia Goldberg, Jessica Haas, Kelly Hasanizadeh, Nazly cynthia_garcia_coll@ [email protected] [email protected] [email protected] brown.edu 2-016 (19) 2-016 (64), 2-016 (117) 2-016 (28) 1-002 Goldberg, Simon Haines, Beth A. Hasselhorn, Marcus Garner, Pamela W. [email protected] [email protected] [email protected] [email protected] 1-015 2-016 (102) 2-016 (71) 2-016 (76) Goldstein-Gelb, Warren Halberstadt, Amy G. Hazen, Nancy Garnett, Mallory [email protected] [email protected] nancyhazen@ [email protected] 3-002 2-016 (91) mail.utexas.edu 2-016 (66) 2-016 (8)

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Hee, Puanani Hurst, Jamie Johnson, Deborah J. Kim, Hoyoung [email protected] [email protected] [email protected] [email protected] 2-016 (98) 2-016 (28) 2-016 (95) 2-016 (37)

Hendricks, Olivia E. Hutz, Claudio S. Jones, Stephanie M. Kim, Jeewon olivia.e.hendricks@ [email protected] [email protected] [email protected] lawrence.edu 2-016 (35) 1-003 3-002 2-016 (102) Hynie, Michaela Jose, Paul E. Kim, Peter S. Henriquez, Silvia [email protected] [email protected] [email protected] [email protected] 2-016 (32) 2-016 (53) 2-015 3-004 Isarowong, Nucha Jump Norman, Vonda K. Kim, Yeonsoo Hernández, Maciel [email protected] [email protected] [email protected] [email protected] 2-016 (12) 2-016 (111) 2-016 (37) 1-007 Ispa, Jean M. Kagitcibasi, Cigdem Kim, Yoon Kyong Herynk, James [email protected] [email protected] [email protected] [email protected] 2-016 (18) 1-008 1-004 2-016 (140) J. R. van de Vijver, Fons Kalkan, Bilal Kithakye Abai, Mumbe Hodson, Cheri [email protected] [email protected] mumbe.kithakye@ keli1913-research@ 2-016 (57), 3-003 2-016 (112) okstate.edu yahoo.com 2-016 (47) 2-016 (89) Jabagchourian, John Kaplan, David john.jabagchourian@ dkaplan@ Kitzman, Harriet Houghton, Lauren sjsu.edu education.wisc.edu Harriet_Kitzman@ [email protected] 2-016 (67) 1-015 urmc.rochester.edu 2-016 (7) 2-016 (74) Jaeger, Elizabeth Kaushanskaya, Margarita Hsu, Hui-Chin [email protected] [email protected] Klebanov, Pamela [email protected] 1-009 1-010 [email protected] 2-016 (56) 2-016 (133) Jahromi, Parissa Keeles, Omari Huang, Keng-Yen [email protected] [email protected] Knight, George [email protected] 2-004, 2-016 (29) 3-005 [email protected] 1-007, 2-008 1-007, 2-016 (119) Janisse, Heather C. Keenan, Kate Hughes, Diane L. [email protected] [email protected] Kohnert, Kathryn [email protected] 2-016 (39), 2-016 (68) 2-004 [email protected] 2-009, 2-016 (112) 1-004 Janisse, James Kennedy, Traci Hughes, Sheryl [email protected] [email protected] Komaroff, Eugene [email protected] 1-012 2-016 (86) [email protected] 2-016 (8) 2-003 Jarvis, Patricia A. Khadaroo, Bibi Ameerah Humphrey, Regan C. [email protected] ameerahkhadaroo@ Koury, Amanda S. [email protected] 2-016 (26) hotmail.com [email protected] 2-016 (33) 2-016 (45) 2-016 (6) Jefferson, Naomi Humphries, Marisha L. [email protected] Kiang, Lisa Kriss, Alex [email protected] 2-016 (15), 2-016 (128) [email protected] [email protected] 2-004 2-014, 3-004 2-016 (73) Ji, Peter Huq, Nadia [email protected] Kibler, Amanda Kubicek, Lorraine F. [email protected] 2-004 [email protected] lorraine.kubicek@ 2-016 (79), 3-004 1-004 ucdenver.edu Johns, Sara E. 2-016 (59) Hurd, Noelle M. [email protected] Kidwell, Shari [email protected] 2-016 (39), 2-016 (68) [email protected] 2-016 (106) 1-006

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Kuchler, Alexandra M. Levitt, Jerome Lopez, Angelica Martin, Margary [email protected] [email protected] [email protected] [email protected] 2-016 (120) 2-016 (36) 2-006 2-016 (14), 2-016 (15), 2-016 (128) Kupisk, Dayana Levitt, Mary J. Lopez, Elizabeth [email protected] [email protected] Elizabeth.Lopez@ Martinez, Sheila 2-016 (86) 2-016 (36) samhsa.hhs.gov [email protected] 2-016 (100), 2-016 (101) 1-006 Kwak, Keumjoo Lewandowski, Linda [email protected] [email protected] Lopez, Lisa M. Martinez-Beck, Ivelisse 2-016 (37) 1-012 [email protected] ivelisse.martinezbeck@ 2-003, 2-012, 2-016 (82) acf.hhs.gov Kwon, Josephine Lewis, Kendra M. 2-012 [email protected] [email protected] Lowenstein, Amy E. 2-016 (56) 2-004 [email protected] Mata-Otero, Ana-Maria 1-003 [email protected] Kyu, Hmwe H. Leyendecker, Birgit 2-016 (28) [email protected] [email protected] Lozada, Fantasy T. 3-002 2-016 (75), 3-003 [email protected] May, Tanginia 2-016 (91) [email protected] Ladwig, Tammy Leyva, Diana 2-004 [email protected] [email protected] Luecken, Linda 2-016 (102) 1-013 [email protected] McBride Murry, Velma 2-016 (69) velma.m.murry@ LaForett, Dore Li, Jin vanderbilt.edu [email protected] [email protected] Macon, Tamarie 2-013 2-012 1-009 [email protected] 2-016 (49), 2-016 (93) McClelland, Megan Lai, Wen-Feng Li-Grining, Christine P. megan.mcclelland@ [email protected] [email protected] Mahatmya, Duhita oregonstate.edu 2-016 (124) 2-015, 2-016 (64), [email protected] 2-015 2-016 (116), 2-016 (117) 2-016 (76) Landaverde, Maria McClowry, Sandee G. landaverde.maria@ Lidén, Hilde Main, Alexandra [email protected] gmail.com hilde.liden@ alexandra.main85@ 1-003 3-002 samfunnsforskning.no gmail.com 2-016 (9) 3-002 McCormick, Meghan Leary, Kevin A. meghan.mccormick@ [email protected] Liew, Jeffrey Malanchuk, Oksana mdrc.org 2-016 (91) [email protected] [email protected] 1-003 2-015 2-016 (92) LeCuyer, Elizabeth A. McCoy, Dana C. elizabeth_lecuyer@ Lin, Yi-Ching Malloy, Margaret [email protected] urmc.rochester.edu linyichen670507@ [email protected] 1-003 2-016 (74) yahoo.com 2-004 2-016 (70) McDowell, Kimberly D. Ledesma, Heloise Marie Mangione, Heather [email protected] heloise.marie.ledesma@ Lindsey, Eric heathermangione@ 2-003 fhi.no [email protected] gmail.com 2-016 (16) 2-016 (108), 2-016 (109) 2-016 (10) McGill, Rebecca K. [email protected] Lee, Jin Sook Liu, Cindy H. Marcus, Maria 2-016 (112) [email protected] [email protected] [email protected] 2-016 (94) 2-016 (23) 2-016 (64), 2-016 (117) McKay-Easters, Molly E. Lohman, Brenda [email protected] Lennon, Jaclyn [email protected] Marks, Bryant T. 2-016 (142) [email protected] 2-016 (76) [email protected] 2-016 (64), 2-016 (117) 2-016 (77) McLear, Caitlin Lonigan, Christopher J. [email protected] Leung, Christy [email protected] Martin, Anne 1-012 [email protected] 2-003 [email protected] 2-015 2-016 (50)

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McMurdie, Shareesa L. Moore, Kelsey O'Boyle, Marisa M. Pess, Rachel [email protected] kelsey.moore@ [email protected] [email protected] 2-016 (111) mail.mcgill.ca 2-016 (27) 1-003 2-016 (110) McWayne, Christine O'Connor, Erin Petrolekas, Maria christine.mcwayne@ Moreno, Oswaldo [email protected] [email protected] tufts.edu [email protected] 1-003 2-016 (96) 2-016 (52) 2-016 (10) O'Donnell, Megan Pettit, Gregory S. Mejia Arauz, Rebeca L. Moreno, Robert [email protected] [email protected] [email protected] [email protected] 1-007 2-016 (143) 2-006, 2-016 (10) 1-009 Obradović, Jelena Pham, Giang Mejias, Caroline Morris, Amanda jelena.obradovic@ [email protected] caroline.mejias@ amanda.morris@ stanford.edu 1-004 utdallas.edu okstate.edu 2-004, 2-016 (29) 2-016 (28) 2-016 (47) Phillippi-Immel, Kathy Omoto, Gail [email protected] Melzi, Gigliana Moss, Lolita [email protected] 2-016 (102) [email protected] [email protected] 2-016 (131) 2-016 (51), 2-016 (52), 3-005 Phillips, Beth M. 2-016 (90), 2-016 (96) Ondersma, Steven [email protected] Munniksma, Anke [email protected] 2-003 Mendez, Julia L. [email protected] 1-012 [email protected] 2-016 (62) Phinney, Jean S. 2-016 (82), 2-016 (105), Oppedal, Brit [email protected] 2-016 (107) Murphy, Anne [email protected] 1-008, 2-007, 3-002, 3-006 annemurphy297203@ 2-008, 2-016 (9), 2-016 (16) Mesman, Judi aol.com Pinderhughes, Ellen [email protected] 2-016 (122) Osai, Esohe ellen.pinderhughes@ 2-009 [email protected] tufts.edu Murray, David 2-016 (93), 2-016 (129) 2-016 (3) Milan, Stephanie [email protected] [email protected] 2-016 (85) Owen, Margaret Pineda, Claudia G. 2-016 (30) [email protected] claudia_pineda@ Mustafaa, Faheemah 2-016 (28) post.harvard.edu Miller, Hannah [email protected] 2-016 (139) [email protected] 2-016 (93) Palacios, Natalia 1-015 [email protected] Pinto, Katy Navara, Geoffrey S. 1-004 [email protected] Miller, Patrice M. [email protected] 2-016 (137) patricemariemiller@ 2-016 (72) Partridge, R. T. comcast.net [email protected] Pirie, Alex 2-016 (54) Nester, Katherine 1-012 [email protected] [email protected] 3-002 Mills, Monique 2-016 (40) Paul, Vanessa J. [email protected] [email protected] Plata-Potter, Sandra I. 1-015 Neubauer, Anna 2-016 (112) [email protected] [email protected] 2-016 (22) Mistry, Jayanthi 2-016 (71) Pearson, Brittney [email protected] [email protected] Plaut, Victoria 2-016 (19), 3-002 Nguyen, Jacqueline 2-016 (70) [email protected] [email protected] 2-016 (56) 1-009 Peisner-Feinberg, Ellen Mize, Jacquelyn Nicholas, Marie G. [email protected] Pleshkova, Natalia [email protected] [email protected] 2-012 [email protected] 2-016 (143) 1-006 1-006 Pekoc, Sarah Montecillo, Christine Nuñez, Ana M. [email protected] Polo, Antonio [email protected] [email protected] 2-016 (117) [email protected] 2-012 2-016 (85) 3-004

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Porter, Toni Richert, Rebekah Roosa, Mark Sellers, Robert M. [email protected] [email protected] [email protected] [email protected] 2-016 (131) 2-016 (136) 1-007 2-016 (106)

Portilla, Ximena A. Ridzi, Frank M. Rosenthal, Erica Serpell, Zewelanji ximena.portilla@ [email protected] [email protected] [email protected] stanford.edu 2-016 (134) 2-016 (122) 2-016 (70) 2-004, 2-016 (29) Rivadeneyra, Rocio Rowley, Stephanie J. Sheinberg, Nurit Power, Thomas [email protected] [email protected] [email protected] [email protected] 2-016 (97) 1-013 2-016 (31) 2-016 (8) Rivas-Drake, Deborah Ruvalcaba, Omar Shelton, J. Nicole Prinstein, Mitch [email protected] [email protected] [email protected] [email protected] 2-016 (46) 2-006 2-007 2-014 Rivera, Ann Salamanca, Maria A. Shih, Cynthia Sing-Yu Proctor, Patrick [email protected] [email protected] [email protected] [email protected] 2-012 2-016 (85) 2-016 (32), 2-016 (44) 2-012 Rizo, Cynthia F. Samara, Muthanna Shivers, Eva Pufall-Jones, Elizabeth [email protected] [email protected] eshivers@ [email protected] 2-016 (34) 2-016 (45) indigoculturalcenter.com 3-002 2-016 (83) Robinson, Michelle Sanders, Kay Quach, Wendy [email protected] [email protected] Shoji, Megan [email protected] 1-015 2-016 (83) [email protected] 2-016 (67) 1-015 Rodriguez, James L. Sandstrom, Heather Rangel, David jamesrodriguez@ [email protected] Short-Meyerson, Katherine [email protected] fullerton.edu 2-016 (130) [email protected] 1-015 1-002, 2-002, 2-012, 3-006 2-016 (102) Santos, Carlos E. Rapley, Jesiqua Rodriguez, Monica L. [email protected] Shub, Jeanne [email protected] [email protected] 1-014, 2-007, 3-006 [email protected] 2-016 (72) 1-002 2-016 (127) Sawyer, Brook E. Rasheed, Damira S. Rogers, Leoandra O. Brook.Sawyer@ Sibley, Patsy A. [email protected] [email protected] jefferson.edu [email protected] 2-016 (112) 3-005 2-003 2-016 (91)

Raver, C. Cybele Rogers, Susan Schick, Adina R. Sidorowicz, Kathleen [email protected] susan.rogers.edu@ [email protected] [email protected] 1-003 gmail.com 2-016 (51), 2-016 (52), 2-016 (41) 2-016 (127) 2-016 (90), 2-016 (96) Razza, Rachel Silberman, Stephanie [email protected] Roggman, Lori A. Schneebaum, Laura [email protected] 2-016 (50) [email protected] [email protected] 1-004, 2-016 (88) 2-016 (111) 2-016 (96) Reid, Jeanne L. Silva, Katie G. [email protected] Rogoff, Barbara Schroeder, Valarie M. [email protected] 1-013 [email protected] [email protected] 2-006 2-006 2-016 (2) Richards, Nicole Silverberg, Samantha [email protected] Rolla, Andrea Schure, Marc [email protected] 2-016 (39), 2-016 (68) [email protected] [email protected] 2-016 (42) 1-013 2-004 Richardson, Bridget Silverman, Rebecca [email protected] Romero, Sandy L. Scott, Vicki [email protected] 2-016 (93) [email protected] [email protected] 2-012 2-016 (81) 2-016 (59)

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Silverthorn, Naida Snidman, Nancy H. Strathearn, Lane Teran, Margarita [email protected] nancy.snidman@ [email protected] [email protected] 2-004 childrens.harvard.edu 1-006 2-016 (135) 2-016 (23) Singh, Sunita Supple, Andrew Thibeault, M. A. [email protected] Snow, Catherine [email protected] [email protected] 2-016 (134) [email protected] 2-014, 3-004 2-016 (105), 2-016 (107) 1-013 Sinno, Stefanie M. Suárez-Orozco, Carola Thiemann-Bourque, Kathy [email protected] Sokol, Robert [email protected] [email protected] 2-016 (42) [email protected] 1-005 2-016 (140) 1-012 Sirkman, Gabriel Swanson, Dena Thompson, Cathy [email protected] Solis, Graciela dswanson@ [email protected] 1-003 [email protected] warner.rochester.edu 2-016 (38) 2-016 (20) 2-016 (74) Sizemore, Kayla Thorpe, Karen kmsizemore@ Sonnenschein, Susan Swanson, Richard [email protected] moreheadstate.edu [email protected] [email protected] 2-016 (24), 2-016 (25), 1-006 2-016 (63) 2-016 (59) 2-016 (38)

Slaughter-Defoe, Diana Sorkhabi, Nadia Syed, Moin Tilghman-Osborne, Emile [email protected] [email protected] [email protected] [email protected] 2-016 (95) 2-016 (67) 1-008, 2-007, 3-005 2-016 (120)

Smith, Chauncey D. Spencer, Margaret Beale Sylvia, Monica R. Tomecek, Carolyn R. [email protected] [email protected] [email protected] carolyn.r.tomecek@ 2-016 (77) 2-005 2-016 (134) lawrence.edu 2-016 (102) Smith, Elyse Staiano, Amanda Tabors, Patton [email protected] [email protected] patton_tabors@ Tran, Duc N. 2-016 (27) 2-016 (136) post.harvard.edu [email protected] 2-012 1-010 Smith, Emilie Phillips Stark, Tobias [email protected] [email protected] Tair, Ergyul Treadway, Jodi 1-005, 2-004 2-016 (62) [email protected] [email protected] 2-016 (57) 2-016 (56) Smith, Michelle Staton, Sally [email protected] [email protected] Tamis-Lemonda, Catherine Trentacosta, Christopher 2-016 (78) 2-016 (24), 2-016 (25), Catherine.tamis-lemonda@ chris.trentacosta@ 2-016 (38) nyu.edu wayne.edu Smith-Bynum, Mia A. 2-008 1-012 [email protected] Steele, Howard 1-012, 2-013, 3-006 [email protected] Tan, Connie Trevino, Ernesto 2-016 (73), 2-016 (122) [email protected] ernesto.trevino@ Smith-Chant, Brenda 1-009 mail.udp.cl [email protected] Steele, Miriam 1-013 2-016 (72) [email protected] Taromino, Caroline 2-016 (73), 2-016 (122) [email protected] Trivedi, Pamala Smith-Darden, Joanne 2-016 (48) [email protected] [email protected] Stein, Gabriela 2-016 (13) 1-012 [email protected] Taylor, Jhazmin 2-014, 2-016 (79), 3-004 [email protected] Tronick, Ed Smokowski, Paul 2-016 (39), 2-016 (68) ed.tronick@ [email protected] Steinberg, Mindy childrens.harvard.edu 2-008, 2-016 (34) [email protected] Taylor, Ronald D. 2-016 (23) 2-016 (115) [email protected] Snell, Kathie 2-016 (100), 2-016 (101) Tsai, Kim [email protected] Strage, Amy [email protected] 2-016 (59) [email protected] 2-016 (115) 2-016 (67)

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Tsethlikai, Monica Vike, Halvard Whitfield, Natasha Yoshikawa, Hirokazu monica.tsethlikai@ [email protected] [email protected] [email protected] psych.utah.edu 2-016 (9) 2-016 (32) 1-013 2-006 Vixamar-Owens, Dhymsy Wilcox, M. Jeanne Youngblade, Lise Turcios-Cotto, Viana [email protected] [email protected] lise.youngblade@ [email protected] 2-016 (70) 2-016 (80) colostate.edu 2-016 (30) 2-016 (125) Vuchinich, Samuel Wiley, Angela Turecka, Sarka [email protected] [email protected] Younger, Annena [email protected] 2-004 2-016 (135) ayounger@ 2-016 (85) appletreeinstitute.org Walton, Marsha D. Williams, Amber 2-016 (138) Turner, Alyn [email protected] [email protected] [email protected] 2-016 (33) 2-016 (93) Yuen, Cynthia 1-015 [email protected] Wanless, Shannon Williams, Brittney 2-015 Turner, Lisa [email protected] [email protected] [email protected] 2-015 2-004 Zafar, Sadia 2-016 (70) [email protected] Ward, L. Monique Williams, Natasha 2-016 (32) Umana-Taylor, Adriana [email protected] [email protected] Adriana.Umana-Taylor@ 3-005 2-016 (11) Zajicek-Farber, Michaela asu.edu L. 1-007 Way, Niobe Winsler, Adam [email protected] [email protected] [email protected] 2-016 (55) Updegraff, Kimberly 1-014, 2-016 (112) 1-004, 2-012, 2-016 (61) Kimberly.Updegraff@ Zambrana, Ruth asu.edu Webber, Kristina C. Witherspoon, Dawn [email protected] 2-007 [email protected] [email protected] 1-015 2-016 (34), 2-016 (141) 2-005, 2-016 (46) Valdez, Carmen Zaslow, Martha [email protected] Wegmann, Kate M. Wolf, Sharon [email protected] 1-015 [email protected] [email protected] 3-006 2-016 (141) 1-003 Valentine, Jessa Zeman, Janice L. [email protected] Weiland, Christina Woods, Beth [email protected] 1-015 [email protected] [email protected] 2-016 (60) 1-013 1-010 van de Vijver, Fons Zepeda, Marlene [email protected] Weisner, Thomas S. Xu, Yiyuan mzepeda@ 3-003 [email protected] [email protected] exchange.calstatela.edu 1-008, 2-016 (115) 2-016 (98) 2-003 Van Hook, Jennifer [email protected] Weller, Erin N. Yamamoto, Yoko Zettler-Greeley, Cynthia 2-016 (121) [email protected] Yoko_Yamamoto@ M. 1-004, 2-016 (88) brown.edu [email protected] Veenstra, René 1-009 2-016 (142) [email protected] Wen, Hui-Jun 2-016 (62) [email protected] Yang, Yang 2-016 (124) [email protected] Zhang, Xiao Hong Velazquez, Blanca 2-016 (23) [email protected] [email protected] Westerberg, Diana 2-016 (102) 2-016 (65) [email protected] Yip, Tiffany Zhou, Nan 2-016 (105), 2-016 (107) [email protected] [email protected] Velez, Paulina 2-007 2-015 [email protected] Wheatley, Anna 2-016 (108), 2-016 (109) [email protected] Yoshida, Hanako Zhou, Qing 1-006 [email protected] [email protected] Vernon-Feagans, Lynne 1-010 3-002 [email protected] 2-010

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