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 + Social 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.
Recent Publications:
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. (2018). 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. (2018). 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
