Professor of Psychology & Education
About
Dr. Deborah Rivas-Drake is a Professor of Psychology and Education at the University of Michigan. Together with the Contexts of Academic + Socioemotional Adjustment (CASA) Lab, she examines how school, peer, and family settings can support adolescents in navigating issues related to race, ethnicity, racism, and xenophobia and how these experiences inform young people’s academic, socioemotional, and civic development. Currently funded by the W.T. Grant Foundation and National Science Foundation, her work seeks to illuminate promising practices that interrupt racism and xenophobia and that help set diverse young people on trajectories of positive contribution to their schools and communities. Her book, Below the Surface: Talking with Teens about Race, Ethnicity, and Identity (Princeton University Press), received the Social Policy Book Award from the Society for Research on Adolescence and the Eleanor Maccoby Award in Developmental Psychology from the American Psychological Association.
Selected Recent Publications:
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.
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.
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
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
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.
Rivas-Drake, D., & Umaña-Taylor, A. (2019). Below the Surface: Talking with Teens about Race, Ethnicity, and Identity. Princeton, NJ: Princeton University Press.
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.
Rivas-Drake, D., Schaefer, D., Saleem, M., Medina, M., & Jagers, R. (2019). Adolescent intergroup contact attitudes across peer networks in school: Selection, influence, and implications for cross-group friendships. Child Development.
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.
Area
- Developmental
- Combined Program in Education and Psychology
Alternate Office
Field(s) of Study
- Educational Psychology
- Developmental Psychology
