Associate Professor of Psychology
About
Dr. Deborah Rivas-Drake is an Associate Professor of Psychology and Education at the University of Michigan, where she is also a Faculty Affiliate of the Center for the Study of Black Youth in Context and Faculty Associate in Latino/a Studies. Together with the Contexts of Academic + Social Adjustment (CASA) Lab, Dr. Rivas-Drake examines how adolescents navigate issues related to race and ethnicity in peer and family settings and how these experiences inform their academic and socioemotional development. Her work seeks to illuminate promising practices that help set diverse young people on trajectories of positive contribution to their schools and communities. Her research has been published in Child Development, Developmental Psychology, Journal of Research on Adolescence, and Journal of Youth and Adolescence, among others. Dr. Rivas-Drake recently completed a term as an Associate Editor for Cultural Diversity and Ethnic Minority Psychology and is currently an Associate Editor for Developmental Psychology. Her research has been funded by the National Science Foundation, Spencer Foundation, Russell Sage Foundation, and AERA Grants Program. She recently completed a Midcareer Grant awarded by the Spencer Foundation.
Forthcoming book:
Rivas-Drake, D., & Umaña-Taylor, A. (in press). Below the Surface: Talking with Teens about Race, Ethnicity, and Identity. Princeton, NJ: Princeton University Press.
Recent Publications:
Rivas-Drake, D., Schaefer, D., Saleem, M., Medina, M., & Jagers, R. (in press). Adolescent intergroup contact attitudes across peer networks in school: Selection, influence, and implications for cross-group friendships. Child Development.
Perez-Brena, N., Rivas-Drake, D., Toomey, R., & Umaña-Taylor, A. (in press). Contributions of the Integrative Model for the Study of Developmental Competencies in Minority Children: What have we learned about adaptive culture? American Psychologist.
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.
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.
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.
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.
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.
Stein, G. L, Camacho, T., & Rivas-Drake, D. (2017). Ethnic identity and familism among Latino college students: A test of prospective associations. Emerging Adulthood, 5(2), 106-115.
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.
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.
Rivas-Drake, D., & Marchand, A. (2016). Academic socialization among Latino families: Exploring the complementary role of cultural processes. Research in Human Development, 13, 225–240.
Guillaume, C., Jagers, R., & Rivas-Drake, D. (2015). Middle school as a developmental niche for civic engagement. American Journal of Community Psychology, 56(3), 321-331.
Rivas-Drake, D., Syed, M., Umaña-Taylor, A. J., Markstrom, C., French, S., Schwartz, S. J., Lee, R. M., & ERI Study Group. (2014). Feeling good, happy, and proud: A meta-analysis of positive ethnic-racial affect and adjustment among diverse youth. Child Development, 85(1), 77-102.
Rivas-Drake, D., Seaton, E., Markstrom, C., Schwartz, S. J., Umaña-Taylor, A. J., French, S., Syed, M., Yip, T., Lee, R. M., & ERI Study Group. (2014). Ethnic and racial identity in adolescence: Implications for psychosocial, academic, and health outcomes. Child Development, 85(1), 40-57.
Umaña-Taylor, A. J., Quintana, S. M., Lee, R. M., Cross, W. E., Rivas-Drake, D., Schwartz, S., Syed, M., Yip, T., Seaton, E., & ERI Study Group. (2014). Ethnic and racial identity during adolescence and into young adulthood: An integrated conceptualization. Child Development, 85(1), 21-39.
Schwartz, S., Syed, M., Yip, T., Knight, G., Umaña-Taylor, A., Rivas-Drake, D., Lee, R. M., & ERI Study Group. (2014). Methodological issues in ethnic and racial identity research: Theoretical precision, measurement issues, and research designs. Child Development, 85(1), 58-76.
Rivas-Drake, D. & Witherspoon, D. (2013). Racial identity from adolescence to young adulthood: Does prior neighborhood experience matter? Child Development, 84(6), 1918-1932.
Area
- Developmental
- Combined Program in Education and Psychology
Alternate Office
Field(s) of Study
- Educational Psychology
- Developmental Psychology
