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Drivasdrake-CV-ALL Last updated 12/10/20 DEBORAH RIVAS-DRAKE University of Michigan Psychology: 530 Church Street | Education: 610 E. University Ann ArBor, MI 48109-1259 Email: [email protected] Twitter: @DrRivasDrake EDUCATION 2005 Ph.D., Education & Psychology University of Michigan, Ann ArBor, MI 2002 M.S., Developmental Psychology University of Michigan, Ann ArBor, MI 1999 B.A., Psychology Magna Cum Laude Pace University, New York, NY PROFESSIONAL APPOINTMENTS 2018 – present Professor of Psychology and Education, with tenure University of Michigan, Ann ArBor, MI. 2013 – 2018 Associate Professor of Psychology and Education, with tenure University of Michigan, Ann ArBor, MI. Affiliations: Faculty in the Combined Program in Education and Psychology; Faculty in Developmental Psychology; Faculty Affiliate, Center for the Study of Black Youth in Context; Faculty Associate, Latino/a Studies; Affiliate, Center for the Study of Higher and Postsecondary Education 2007 – 2013 Assistant Professor of Education and Human Development Brown University, Providence, RI. PUBLICATIONS Books Rivas-Drake, D. & Umaña-Taylor, A. J. (2019). Below the Surface: Talking with Teens about Race, Ethnicity, and Identity. Princeton, NJ: Princeton University Press. • Winner of the 2019-2020 APA Eleanor Maccoby Award in Developmental Psychology • Winner of the 2020 Society for Research on Adolescence Social Policy Publication Award for Best Book Peer-Reviewed Journal Articles (*Denotes student) 1. Hoffman, A., Pullés, S., *Pinetta, B., Medina, M., Rivas-Drake, D., Schaefer, D., & Jagers, R. (in press). Considering multiple levels of influence on adjustment in school: Ethnic-racial puBlic regard, peer socialization, and social-emotional learning practices. Social Development. 2. *Montoro, J., *Kilday, J., Rivas-Drake, D., Ryan, A., & Umaña-Taylor, A. J. (in press). Discrimination, coping, and school belonging among Black, Latinx, and Asian American youth. Journal of Youth and Adolescence. 3. McDermott, E. R., Umaña-Taylor, A. J., Schaefer, D., Martinez-Fuentes, S., Co, L., Ison, A., Ryan, A., & Rivas-Drake, D. (in press). The structure of educational inequality: Adolescents’ access to parent education through friendship and its impact on academic outcomes. Social Development. Deborah Rivas-Drake - CV - 2 As of 12/10/20 4. *Pinetta, B., *Blanco Martinez, S., Cross, F. L., & Rivas-Drake, D. (2020). Inherently political? Associations of parent ethnic-racial socialization and sociopolitical discussions with Latinx youth's emergent civic engagement. American Journal of Community Psychology, 66(1-2), 94-105. 5. Bañales, J., Hoffman, A., Rivas-Drake, D., & Jagers, R. (2020). The development of ethnic-racial identity process and its relation to civic beliefs among Latinx and Black American adolescents. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-020-01254-6 6. Cross, F. L., *Agi, A., *Montoro, J., *Medina, M., *Pinetta, B., *Miller, S., *Tran, M., & Rivas- Drake, D. (2020). Illuminating ethnic-racial socialization among undocumented Latinx parents and its implications for adolescent psychosocial functioning. Developmental Psychology, 56(8), 1458-1474. http://dx.doi.org/10.1037/dev0000826 7. Rivas-Drake, D., Lozada, F., *Pinetta, B., & Jagers, R. (2020). School-Based social-emotional learning and ethnic-racial identity among African American and Latinx adolescents. Youth & Society. https://doi.org/10.1177/0044118X20939736 8. Witherspoon, D. P., Bámaca-Colbert, M., Stein, G. L., & Rivas-Drake, D. (2020). Hidden populations: Uncovering the developmental experiences of minoritized communities across contexts. Developmental Psychology. 9. Sladek, M. R., Umaña-Taylor, A. J., McDermott, E. R., Rivas-Drake, D., & Martinez-Fuentes, S. (2020). Testing invariance of ethnic-racial discrimination and identity measures for adolescents across ethnic-racial groups and contexts. Psychological Assessment, 32(6), 509–526. 10. *Constante, K., *Cross, F. L., *Medina, M., & Rivas-Drake, D. (2020). Cultural socialization, family cohesion, and ethnic identity development over time among Latino adolescents. Journal of Youth and Adolescence, 49, 895–906. 11. Huff, S. T., Saleem, M., & Rivas-Drake, D. (2020). Examining the role of majority group attitudes and bicultural identity integration on bicultural students’ behavioral responses toward White Americans. Cultural Diversity and Ethnic Minority Psychology, 26(2), 149–162. 12. *Mathews, C., *Medina, M., *Bañales, J., *Pinetta, B., *Marchand, A., *Medina, A., *Miller, S., Hoffman, A., Diemer, M., & Rivas-Drake, D. (2019). Mapping the intersections of adolescents’ ethnic-racial identity and critical consciousness development. Adolescent Research Review. 13. Hoffman, A. J., *Agi, A. C., Rivas-Drake, D., & Jagers, R. (2019). Peer support development among Black American and Latino/a adolescents: The role of ethnic-racial centrality. Developmental Psychology, 55(12), 2637–2648. 14. *Cross, F. L., *Marchand, A., *Medina, M., *Villafuerte, A., & Rivas-Drake, D. (2019). Academic socialization, parental educational expectations, and academic self-efficacy among Latino adolescents. Psychology in the Schools, 56(4), 483-496. 15. *Cross, F. L., Rivas-Drake, D., Rowley, S., *Mendez, E., Kruger, D., Waller, A., & Ledon, C. (2019). Documentation status concerns and Latino parent school involvement. Translational Issues in Psychological Science, 5(1), 29-41. 16. Jagers, R., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in the service of equity and excellence. Educational Psychologist, 54(3), 162-184. 17. Rivas-Drake, D., Saleem, M., Schaefer, D., *Medina, M., & Jagers, R. (2019). Adolescent intergroup contact attitudes across peer networks in school: Selection, influence, and implications for cross-group friendships. Child Development, 90(6), 1898–1916. doi: 10.1111/cdev.13061 18. *Constante, K., *Marchand, A., *Cross, F. L., & Rivas-Drake, D. (2019). Understanding the promotive role of familism in the link between ethnic-racial identity and Latino youth school engagement. Journal of Latinx Psychology, 7(3), 230–244. 19. *Medina, M., Rivas-Drake, D., Rowley, S., & Jagers, R. (2019). Friends matter: Ethnic-racial identity and academic adjustment among Black and Latino early adolescents. Applied Developmental Science. Deborah Rivas-Drake - CV - 3 As of 12/10/20 20. Witherspoon, D., Rivas-Drake, D., & Banerjee, M. (2018). It’s more the exception rather than the rule: African American families’ neighBorhoods and youth’s academic performance during middle school. Journal of Black Psychology, 44(6), 562-588. 21. *Cross, F. L., Hoffman, A. J., Constante, K., & Rivas-Drake, D. (2018). Ethnic-racial identity and the development of depressive symptoms among Latino adolescents. Development and Psychopathology, 30(5), 1557-1569. 22. Perez-Brena, N., Rivas-Drake, D., Toomey, R., & Umaña-Taylor, A. (2018). Contributions of the Integrative Model for the Study of Developmental Competencies in Minority Children: What have we learned aBout adaptive culture? American Psychologist, 73(6), 713–726. 23. *Camacho, T., *Medina, M., Rivas-Drake, D., & Jagers, R. (2018). School climate and ethnic-racial identity in school: A longitudinal examination of reciprocal associations. Journal of Community and Applied Social Psychology, 28(1), 29-41. 24. Carter, R., Seaton, E., & Rivas-Drake, D. (2017). Racial identity in the context of puBertal development: Implications for adjustment. Developmental Psychology, 53(11), 2170–2181. 25. Galliher, R. V., Rivas-Drake, D., & DuBow, E. F. (2017). Introduction to the Special Issue, “Identity Development Process and Content: Toward an Integrated and Contextualized Science of Identity.” Developmental Psychology, 53(11), 2009-2010. 26. Jagers, R., Lozada, F., Rivas-Drake, D., & *Guillaume, C. (2017). Classroom and school predictors of civic engagement patterns among Black and Latino middle school youth. Child Development, 88(4), 1125-1138. 27. Rivas-Drake, D., Umaña-Taylor, A., Schaefer, D., & *Medina, M. (2017). Ethnic-racial identity and friendships in early adolescence. Child Development, 88(3), 710-724. 28. Santos, C., Kornienko, O., & Rivas-Drake, D. (2017). Peer network influence on ethnic-racial identity development: A multi-site investigation. Child Development, 88(3), 725–742. 29. Banerjee, M., Rivas-Drake, D., & Smalls, C. (2017). Racial socialization, academic engagement, and academic achievement among African American college students: A test of direct and indirect associations. Journal of Black Psychology, 43(5), 451-463. 30. Rivas-Drake, D. & Stein, G. L. (2017). Multicultural developmental experiences: Implications for resilience in transitional age youth with mental illness. Child and Adolescent Psychiatric Clinics, 26, 271- 281. (Invited) 31. Stein, G. L, Rivas-Drake, D., & *Camacho, T. (2017). Ethnic identity and familism among Latino college students: A test of prospective associations. Emerging Adulthood, 5(2), 106-115. 32. Cross, W., Roth, W., Yip, T., Seaton, E., Schwartz, S., Rivas-Drake, D., Gee, G., & Ngo, B. (2017). Identity work: Enactment of racial-ethnic identity in everyday life. Identity, 17(1), 1-12. 33. Witherspoon, D., Seaton, E., & Rivas-Drake, D. (2016). NeighBorhood characteristics and expectations of racially discriminatory experiences among African American adolescents. Child Development, 87(5), 1367-1378. 34. Rivas-Drake, D., & *Marchand, A. (2016). Academic socialization among Latino families: Exploring the complementary role of cultural processes.
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