Alumni Erika Niwa & Onnie Rogers publications accepted in Child Development
Erika Niwa, Ph.D. & Onnie Rogers, Ph.D., alumni of the Developmental Psychology program, publications were accepted to the prestigious Child Development journal.
Since its inception in 1930, Child Development has been devoted to original contributions on topics in child development from the fetal period through adolescence. It is a vital source of information not only for researchers and theoreticians, but for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers in the field.
Erika Niwa Ph.D., Assistant Professor at Brooklyn College
Trajectories of Ethnic-Racial Discrimination Among Ethnically Diverse Early Adolescents: Associations with Psychological and Social Adjustment (Authors: Niwa,E., Way, N., & Hughes, D.)
Using longitudinal data, the authors assessed 585 Dominican, Chinese, and African American adolescents (Grades 6-8) to determine the patterns over time of perceived ethnic-racial discrimination from adults and peers; if these patterns varied by gender, ethnicity, and immigrant status; and whether patterns of perceived discrimination are associated with psychological (self-esteem, depressive symptoms) and social (friend and teacher relationship quality, school belonging) adjustment. Two patterns over time for adult discrimination and three patterns over time for peer discrimination were identified using a semi-parametric mixture model. These trajectories were distinct with regard to the initial level, shape, and changes in discrimination. Trajectories varied by gender and ethnicity and were significantly linked to psychological and social adjustment. Directions for future research and practice are discussed.
Onnie Rogers, Ph.D. Postdoctoral Fellow Institute for Learning & Brain Sciences @ University of Washington
Racial and Gender Identity Among Black Adolescent Males: An Intersectionality Perspective (Authors: Rogers, O., Scott, M. A., & Way, N.)
A considerable amount of adolescent social identity research has focused on race and racial identity, while gender identity, particularly among Black youth, remains under-examined. The current study used survey data from 183 Black adolescent males (13-16 years old) to investigate the development and relation between racial and gender identity centrality and private regard, and how these identities impact adjustment overtime. We found that dimensions of racial and gender identity were strongly correlated. Levels of racial centrality increased while gender centrality, and racial and gender private regard declined over time. In addition, racial and gender identity uniquely contributed to higher levels of psychological wellbeing and academic adjustment. We interpret these findings in the context of existing identity theories and intersectionality theory.