Diversity and Developmental Science: Bridging the Gaps Between Research, Practice, and Policy

Acknowledgment
Contents
Chapter 1: Developmental Science in the Twenty-First Century: Eschewing Segregated Science and Integrating Cultural and Racial Processes into Research
	A Changing World
	Color-Evasive Developmental Science
	Theories of Developmental Diversity Science
	Leading the Way
	Building a Collaborative, Diversity-Infused Developmental Science
	References
Chapter 2: Level Up: Recommendations for Measuring Racial Discrimination
	Novel Methods
		Daily Diary Method
		Qualitative Methods
			Ethnographies
			Interviews, Focus Groups, and Narratives
		Experimental Methods
			Field Experiments
			Modified Audits/Vignette Experiments
		Mixed Methods
	Whiteness
		Qualitative Methods
			Ethnographies
			Interviews, Focus Groups, and Narratives
		Quantitative Methods
		Experimental Methods
	Recommendations
		Recommendations for Daily Diary Methods
		Recommendations for Qualitative Methods
		Recommendations for Experimental Methods
		Recommendations for Mixed Methods
		Recommendations for Research on Whiteness
		Recommendations for Research Capturing Developmental Trends
	References
Chapter 3: Canaries and Bellwethers: What Can We Learn About Racial Justice from Studying Ethnic-Racial Identity Within and Across Groups?
	Affordances of Common Approaches to Conceptualizing ERI in Studies of Youth
	ERI As a Psychological Place, In Context, and Over Time
		A Temporal Phenomenon
		A Social Contextual Phenomenon
	Measurement Issues: Single- Versus Multiple-Group Research
	Recommendations for Research Seeking to Incorporate ERI
	References
Chapter 4: The Theory of Racial Socialization in Action for Black Adolescents and Their Families
	Expanding Theory on Racial Socialization
	A Need for Assessment of Racial Socialization as a Bidirectional Processes
	Creation of the Racial Socialization Observational Task and Coding System
	Centering Research on Racial Socialization within Developmental Science on Parenting
	A Preliminary Conceptual Framework for Racial Socialization in Action
	The Four Assumptions of the TRSA
	Expansion of Racial Socialization Theory Through Observational Methods
	Applications of the TRSA
	Future Directions for Observational Methods with Families of Color
	Conclusions
	References
Chapter 5: Acculturation and Enculturation: The Intersection of Representational Ethics, Measurement, and Conceptualization
	Representational Ethics: Insider and Outsider Perspectives
	How We Decided to Focus on Representational Ethics in Research on Acculturation and Enculturation
	Personal Stories
		Elma Lorenzo-Blanco
		Gaby Livas Stein
		Richard Lee
	Similarities and Differences Across Our Narratives
		Application to Acculturation and Enculturation Research
		Summary and Recommendations for Bridging Insider and Outsider Perspectives
	Conclusion
	References
Chapter 6: Applying Critical Multiracial Theory to Conceptualizing and Measuring Multiracial Experiences and Identity
	The Exclusion of Multiracials in Developmental Science
	How Multiracials Challenge Developmental Science’s Understandings of Race and Racism
	Limitations of Monoracial Racial Identity Models
	Critical Multiracial Theory (MultiCrit)
	Past Theories of Multiracial Identity
		Problem Approach (1900s–1950s)
		Equivalent Approach (1960s–1970s)
		Variant Approach (1980s–1990s)
	An Ecological Framework for Understanding Multiracial Identity (2000s–Present)
	Conceptualizing and Measuring Multiracial Racialization
		Racial Identification
		Racial Category
		Racial Identity
	Levels of Analysis Contextualizing Multiracial Racialization
		Level 1: Individual Characteristics
		Level 2: Interpersonal Experiences
		Level 3: Contextual Factors
		Level 4: Social, Economic, and Political Environment
		Level 5: Systems of Oppression
		Level 6: Time
		Using the Model of Multiracial Racialization to Guide Future Research
	Conclusion
	References
Chapter 7: Ecologically Strong: Toward a Strengths-Based and Ecologically Valid Developmental Science
	What Is “Strengths-Based” Developmental Research?
	The Elephant in the Room: Ecological Validity as Foundational to “Calls for Change” in Developmental Research
		Strident Commitment to Ecological Validity as Key to Strengths-Based Developmental Research
	Ecological Validity in Action: Clear and Counter Cases
		Case 1: Studying Children Via Theatrical Tasks: The “Theory of Puppets” Debate
		Cases 2 and 3: Exemplary and Ecologically Valid Laboratory-Based Developmental Studies
			Rheingold’s (1982) Study of Children’s Early Prosocial Helping
			Legare and Souza’s (2012) Study of the Causal Efficacy of Ritual-Based Problem Solving
		Connections to Other Prominent Cases of Deficit-Oriented Developmental Research
	Recommendations for Building Ecologically Valid, Strengths-Based Developmental Research
		Recommendation: Critically Examine Unit of Analysis
		Recommendation: Understand All Research as Context Creating
		Recommendation: Employ Diverse Samples, with Nonethnocentric Group Comparisons
		Recommendation: Prioritize Actor- Over Observer-Perspectives in Developmental Science
	Future Considerations for Ecological Validity and Strengths-Based Developmental Science
	References
Chapter 8: Fertile Ground for Sociocultural Responsivity: Schools and Neighborhoods as Promotive and Inhibiting Environments
	Setting-Level Ethnicity and Race in Action
	Ethnic-Racial Compositions Meta-Construct
		Group Centering of Ethnic-Racial Concentrations
	Assessment of Ethnic-Racial Compositions
	Neighborhoods as Fertile Ground: Ethnic-Racial Compositions and Outcomes
		Group-Specific Ethnic-Racial Concentration
		Multi-Group Ethnic-Racial Indexes
	Schools and Peers as Fruitful and Productive Ground: Ethnic-Racial Concentration and Outcomes
		School and Peer Ethnic-Racial Structuring: Populations
		School Ethnic-Racial Structuring: Norms, Signs, and Symbols
	Limitations and Recommendations
	References
Chapter 9: Centering Youth Voice in Developmental Science: A Research Roadmap for Partnerships with Latinx Youth
	Latinx Youth and Developmental Science
	White Supremacy in Developmental Science
	Centering Youth Voice Through Youth Participatory Action Research: One Response to White Supremacy in Developmental Science
	A Research Roadmap for Centering Latinx Youth Voice in Developmental Science
		Personal Researcher Reflexivity
		Relationship Development
		The Development of Conceptual Frameworks, Research Questions, and Measures
		The Communication and Dissemination of Research Findings
	Summary and Conclusions
	References
Chapter 10: Action, but Make It Critical: The Measurement and Developmental Processes of Critical Action for Black and Latinx Youth
	Introduction
	Conceptualizing Critical Action Among Black and Latinx Youth
	Ways to Categorize Critical Action
	Measuring Critical Action Among Black and Latinx Youth
		Existing Measures of Critical Action
		Sample Characteristics
		Addressing Social Issues with Multiple Forms of Critical Action
		Measuring Motivation, Frequency, and Risk in Critical Action
	Facilitators of and Barriers to Critical Action
		Ethnic-Racial Identity and Socialization
		Exposure to Racism and Discrimination
		Intergroup Dialogue Between Youth of Color
		Citizenship Status
	Developmental Considerations for Critical Action
		Critical Action in Childhood
		Critical Action in the Transition to Adulthood
	Recommendations for Research and Practice
		Recommendation #1: Effective Measurement of Critical Action
		Recommendation #2: Critical Action Before and Beyond Adolescence
		Recommendation #3: Critical Action in Practice
	Conclusion
	References
Chapter 11: Toward Developmental Science That Meets the Challenges of 2044: Afrofuturist Development Theory, Design, and Praxis
	What Is Afrofuturism?
	Afrofuturist Development Theory, Design, and Praxis
		A Case Study of Afrofuturist Development: Designing an Abolitionist Video Game and a Critical Game Jam
		Principle #10 -Afrofuturistic Selves (Re-imagining the Role of Game Designer)
		Principle #5- Fostering Critical Consciousness Among Participants
	Conclusion
	References
Chapter 12: Incorporating Diaspora into the Developmental Science of Immigrant Communities
	Diaspora Defined and Debated
	Developmental and Cultural Processes from a Diaspora Lens
		Acculturation and Enculturation
		School Adjustment and Peer Friendships
		Parent-Child Relationships
		Intergenerational Trauma
		Ethnic-Racial Identity and Ethnic-Racial Socialization
	Situating Ourselves Within Diasporic Contexts
		Khojas of East Africa, Qurat-ul-ain Gulamhussein
		International Students and Scholars, Xiang Zhou
		Internationally Adopted Koreans, Adam Y. Kim
	Conclusion and Future Recommendations
	References
Chapter 13: Building the Bridge to Anti-Racist, Equitable, and Inclusive Practices: Translational Developmental Science for a Diverse Society
	Fostering Healthy Development Within Families: Reducing the Impact of Poverty and Structural Inequities
		Strategies to Empower Families to Navigate Race-Related Experiences
		Parenting Approaches to Foster Positive Racial-Ethnic Identity, Socialization, and Adaptation
			Culturally Responsive Parenting Programs
	Anti-Racist, Equitable, and Culturally Relevant Practices in School
		Charter Schools as an Approach to Diversify Schooling
		Immigration, Language, and the School Setting
		Identity Affirming Practices in Schooling
	The Neighborhood and Community Contexts of Development for Children of Color: Fostering Positive Youth Development, Engagement, and Social Justice
	Supporting Youth Agency, Civic Engagement, and Voice
	Community-Engaged Research
	Summary and Conclusion
	References
Chapter 14: Building Collaborative Teams and Conducting Ethical Research in the Spirit of 2044: The Complexity of Conducting Research in Communities of Color
	Changing Demographics and Health Disparities in the United States
	Centering Issues of Race and Racism in Developmental Science
	Chapter Overview
	The Rise of Collaborative, Community-Engaged Research
	Creating Diverse and Equitable Interdisciplinary Teams
		Recommendations for Creating Diverse and Equitable Interdisciplinary Teams
			White Researchers Must Engage in Self-Reflective Work Regarding White Privilege
			White Researchers Must Recognize Their Limitations
			Collaborative Teams Must Elevate the Voices of Minoritized Scholars
			Minoritized Scholars Must Seize Opportunities to Elevate Their Voices and Express Their Own Limitations
			Systems-Level Strategies Must be Implemented to Facilitate Adoption of These Tenets
			Summary of Recommendations
	Community-Engaged Collaborative Work in Minoritized Communities
		The Continuum of Community Engagement
		The Basics of Community-Engaged Research
		Cultural Competence in Community-Engaged Research
		Recommendations for Collaborating with Minoritized Communities
			Research Team Members and Organizations Must Conduct a Self-Assessment to Determine Their Cultural Competency
			Teams Must Actively Seek Out Resources to Address Gaps in Understanding and Training as Identified in the Self-Assessment
			Teams Must Critically Evaluate All of Their Research Processes Through an Anti-Racist Lens to Ensure Equity and Inclusion
			Teams Must Commit to the Transfer of Knowledge and Skills Between All Stakeholders on the Research Team and in the Community
			Teams Must Support Systemic Change Within the Academy
			Summary of Recommendations
		Examples of Successful Collaborations with Community Partners
	Conclusion
	References
Chapter 15: Developmental Science in the Twenty-First Century: Moving Forward to Integrate Cultural and Racial Processes into Research
	Acknowledge Power, Privilege, and Whiteness
	Describe Samples
	Engage in a Culturally Anchored Methodology
	Expand Research Teams to Include Expertise of Diverse Populations of Interest
	Conclusion
	References
Index