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Meet the Scientist Lunch

The Meet the Scientist Lunch is a traditional event at the SRA Biennial Meeting that provides a forum for student members to interact with senior scholars who have central roles in the field of adolescent development and the Society. Student members learn about career development, challenges in the field, research initiatives, and where the field might be heading. This popular event is enjoyed by all who attend it, scientists and students alike.

The 2018 Meet the Scientist Lunch will be on Saturday, April 14th from 12:00pm-1:30pm. Registration and payment of a $10 fee is required for this event prior to the Biennial Meeting and is open to Student Members only.

Jump to a Scientist

Marc Bornstein

(Sold out)

 Noel Card

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 Elizabeth Cauffman

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Dante Cicchetti

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Lisa Crockett
Pam Davis-Kean

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Lorah Dorn Nancy L. Galambos Nancy Gonzales

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Megan R. Gunnar

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Daniel P. Keating


Silvia Koller

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Eva Lefkowitz

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Jennifer Maggs Jenifer McGuire
Vonnie McLoyd

(Sold out)

Rashmita Mistry

(Sold out)

  Marcela Raffaelli

(Sold out)

 Stephen T Russell

(Sold out)

Hirokazu Yoshikawa 

2018 Scientists

Marc Bornstein is Senior Investigator, Head of Child and Family Research, and Head of the Fetal-Maternal Medicine, Imaging, and Behavioral Determinants of Development Affinity Group at the Eunice Kennedy Shriver National Institute of Child Health and Human Development. He holds a B.A. from Columbia College, M.S. and Ph.D. degrees from Yale University, and honorary doctorates from the University of Padua and University of Trento. Bornstein was a J. S. Guggenheim Foundation Fellow, and he received a Research Career Development Award from the National Institute of Child Health and Human Development.

Bornstein is coauthor of Gender in Low- and Middle-Income Countries, Development in Infancy (5 editions), Development: Infancy through Adolescence, Lifespan Development, Genitorialità: Fattori Biologici E Culturali Dell’essere Genitori, and Perceiving Similarity and Comprehending Metaphor.

Click [here] to read more about Marc Bornstein’s accomplishments and publications.

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Noel Card is Professor of Human Development and Family Studies at the University of Connecticut. Noel received his PhD in Clinical Psychology from St. John’s University, completed a postdoctoral fellowship in Quantitative Psychology at University of Kansas, and has previously held positions in Human Development and in Educational Statistics. His substantive research investigates social development, with specific foci in peer relations, aggressive behavior, and character strengths. His quantitative research interests include meta-analysis, longitudinal data, and dyadic data. He is editor of the Journal of Research on Adolescence, former associate editor at Developmental Psychology, former conference co-chair of the 2014 meeting of the Society for Research on Adolescence, and is conference co-organizer of the three meetings (2012, 2014, and 2016) of Developmental Methods conference.

Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185-1229.

Card, N. A. (Ed.) (2017). Developmental methodology. Monographs of the Society for Research in Child Development, 82(2).

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Elizabeth Cauffman is a Professor and Chancellor’s Fellow in the Department of Psychology and Social Behavior and holds courtesy appointments in the School of Education and the School of Law at the University of California, Irvine. Dr. Cauffman received her Ph.D. in Developmental Psychology from Temple University and completed a post-doctoral fellowship at the Center on Adolescence at Stanford University. At the broadest level, Dr. Cauffman’s research addresses the intersect between adolescent development and juvenile justice. She has published over 100 articles, chapters, and books on a range of topics in the study of contemporary adolescence, including adolescent brain development, risk-taking and decision-making, parent-adolescent relationships, and juvenile justice. Findings from Dr. Cauffman’s research were incorporated into the American Psychological Association’s amicus briefs submitted to the U.S. Supreme Court in Roper v. Simmons (2005), which abolished the juvenile death penalty, and in both Graham v. Florida (2010) and Miller v. Alabama (2012), which placed limits on the use of life without parole as a sentence for juveniles. As part of her larger efforts to help research inform practice and policy, she served as a member of the MacArthur Foundation’s Research Network on Adolescent Development and Juvenile Justice and currently directs the Center for Psychology & Law ( as well as directs the Masters in Legal & Forensic Psychology at UCI (
Cauffman, E., Fine, A., Thomas, A. & Monahan, K. (2017). Trajectories of violent behavior among females and males. Child Development, 88, 41-54.

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Dante Cicchetti, Ph.D. is McKnight Presidential Chair and William Harris Professor in the Institute of Child Development, University of Minnesota. He is also the research director in the area of child mental health at the university’s Institute for Translational Research (ITR).

Professor Cicchetti’s major research interests lie in the formulation of an integrative developmental theory that can account for both normal and abnormal forms of ontogenesis. His work has several foci: 1) a multiple levels of analysis developmental psychopathology perspective; 2) the developmental consequences of child
maltreatment; 3) neural plasticity and sensitive periods; 4) the impact of traumatic experiences upon brain development; 5) the biology and psychology of unipolar and bipolar mood disorders; 6) the study of attachment relations and representational models of the self and its disorders across the life span; 7) multilevel perspectives on resilience; 8) multilevel evaluations of Randomized Control Trial (RCT) interventions for depressed and maltreated children and adolescents; and 9) epigenetics.

Before joining the ICD faculty, Cicchetti was the Shirley Cox Kearns Professor of Psychology, Psychiatry, and Pediatrics at the University of Rochester, N.Y. Cicchetti received a doctorate in clinical psychology and child development from the University of Minnesota Department of Psychology and Institute of Child Development
in 1977. He was on the faculty of Harvard University where he served as the Norman Tishman Associate Professor of Psychology until he left for the University of Rochester in 1985. At Rochester, Cicchetti launched four major initiatives that have defined and established developmental psychopathology and directed Mt. Hope
Family Center
for over 20 years.

Cicchetti, D., & Handley, E. D. (in press). Methylation of the glucocorticoid receptor gene (NR3C1) in maltreated and nonmaltreated children: Associations with behavioral undercontrol, emotional lability/negativity, and externalizing and internalizing symptoms. Development and Psychopathology, 29(5).

Cicchetti, D., Hetzel, S., Rogosch, F.A, Handley, E.D., & Toth, S.L. (2016). An investigation of child maltreatment and epigenetic mechanisms of mental and physical health risk. Development and Psychopathology, 28(4 part 2), 1305-1318. doi: 10.1017/S0954579416000869

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Lisa Crockett I received my PhD from the University of Chicago and completed a post-doctoral fellowship at the Johns Hopkins School of Public Health. Since then, I have been a faculty member at the Pennsylvania State University and the University of Nebraska-Lincoln where I am a professor of psychology. My research focuses on the psychological and social predictors of risk behaviors (sexual activity, substance use, and delinquency) in adolescence, particularly the roles of parenting and self-regulation. In several studies, my colleagues and I have examined self-regulation and social contextual variables as predictors of adolescent sexuality, externalizing behavior, and internalizing behavior. A second line of research focuses on parenting in different ethnic groups and its relationship to adolescent adjustment. Using data from our recently completed study of Latino adolescents and parents, my colleagues, students, and I are currently exploring the cultural, familial, and social-cognitive predictors of adolescent risk behaviors, prosocial behaviors, and academic outcomes. My work has been funded by NIH and NSF and has resulted in numerous journal articles and several edited books, including Rural ethnic minority youth in the United States: Theory, research and applications (2016). I served as Associate Editor of the Journal of Research on Adolescence from 1999-2004 and currently serve on the editorial boards of Developmental Psychology, the Journal of Early Adolescence, and Culture, Diversity, and Ethnic Minority Psychology. I am currently President of the Society for Research on Adolescence.

Crockett, L., J., Raffaelli, M., & Shen, Y. (2006). Linking self-regulation and risk proneness to risky sexual behavior: Pathways through peer pressure and early substance use. Journal of Research on
Adolescence, 16, 503-525. 10.1111/j.1532-7795.2006.00505.x

Crockett, L. J., Iturbide, M. I., Torres Stone, R. A., McGinley, M., Raffaelli, M., & Carlo, G. (2007). Acculturative stress, social support, and coping: Relations to psychological adjustment among
Mexican Americans. Culture, Diversity, & Ethnic Minority Psychology, 13, 347-355.

Wasserman, A. M., Crockett, L. J., & Hoffman, L. (2017). Reward seeking and cognitive control: Using the dual systems model to predict adolescent sexual behavior. Journal of Research on

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Pamela Davis-Kean is Professor of Psychology at the University of Michigan where her research focuses on the various pathways that the socio-economic status (SES) of parents relates to the cognitive/achievement outcomes of their children. Her primary focus is on parental educational attainment and how it can influence the development of the home environment throughout childhood, adolescence, and the transition to adulthood. Davis-Kean is also a Research Professor at the Institute for Social Research where she is the Program Director of the Population, Neurodevelopment, and Genetics (PNG) program. This collaboration examines the complex transactions of brain, biology, and behavior as children and families develop across time. She is interested in how both the micro (brain and biology) and macro (family and socioeconomic conditions) aspects of development relate to cognitive changes in children across the lifespan.

Davis-Kean, P. E., Jager, J. & Maslowsky, J. (2015). Answering developmental questions using secondary data. Child Development Perspectives, 9(4), 256–261. PMC4724430. doi: 10.1111/cdep.12151

Davis-Kean, P. E. & Sexton, H. R. (2009). Race differences in parental influences on child achievement: Multiple pathways to success. Merrill-Palmer Quarterly, 55(3), 285-318.

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Lorah Dorn, Ph.D has been a Professor in the College of Nursing and the College of Medicine at Penn State since 2013. She has her undergraduate and Master’s degree in nursing and is a pediatric nurse practitioner. Her Ph.D. (Penn State) is in Human Development and Family Studies. She completed a postdoctoral fellowship at the National Institutes of Health (NIH) followed by a 10 year faculty appointment at the University of Pittsburgh as Associate Professor of Nursing and Psychiatry and a 10 year appointment as Professor of Pediatrics and Director of Research in Adolescent Medicine (Cincinnati Children’s Hospital and Medical Center). Her interdisciplinary research has focused on biological transitions as a period of vulnerability for physical and mental health problems in adolescents. Her studies adopt a behavioral endocrine perspective and have focused primarily on the physiology of puberty, stress and reproductive hormones and their association with psychopathology (substance use,
depression, anxiety, behavior problems) and physical health (bone density, menstrual cycles). The studies included in Dorn’s research has been funded by the National Institute of Mental Health, National Institute of Drug Abuse and the National Institute for Nursing Research. In 2016 she received funding from SRA to conduct a small group meeting focusing on “The New Biobehavioral Developmental Science of Puberty”. Invited attendees included both senior and early career scholars for the “think tank”. A submission for a special issue to a journal is currently being developed. Dorn has served as a regular and ad hoc member of NIH study sections and currently serves as an Associate Editor of the Journal of Research on Adolescence. She has served as a mentor to undergraduate and graduate students as well as post doctoral fellows and faculty. Dorn has been an active member in SRA since she began as the student representative in the first years of SRA.

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Nancy Galambos is Professor in the Department of Psychology at the University of Alberta, Canada. Her research is in lifespan developmental science and examines trajectories and predictors of change in psychosocial development across adolescence, the transition to adulthood, and into midlife. She specializes in understanding the family as a context for development, the impact of gender on psychosocial development, and pathways of mental health through the transition to adulthood and their impact on later functioning. She is co-investigator on the Edmonton Transitions Study, which has been tracking a sample of Canadian high school graduates for 32 years.

Galambos, N. L., Fang, S., Krahn, H. J., Johnson, M. D., & Lachman, M. E. (2015). Up,not down: The age curve in happiness from early adulthood to midlife in two longitudinal studies. Developmental Psychology, 51, 1664-1671. doi:

Galambos, N. L., Fang, S., Horne, R. M., Johnson, M. D., & Krahn, H. J. (2017). Trajectories of perceived support from family, friends, and lovers in the transition to adulthood. Journal of Social and Personal Relationships. Advance online publication. doi:

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Nancy Gonzales is ASU Foundation Professor of Psychology and Associate Dean of Faculty in the College of Liberal Arts and Sciences at Arizona State University. Her research examines and intervenes on processes by which family and community poverty impact adolescent mental health, academic success, substance use, and risky behaviors, and the design and evaluation of culturally informed interventions to promote positive adaptation in high risk communities. Her research particularly focuses on the integration of cultural strengths to reduce disparities and promote positive development of Latino youths and families. More recently her research has focused on studies of effectiveness and implementation, and strategies to transport and sustain preventive interventions in community settings.

Gonzales, N.A., Liu, Y., Jensen, M., Tein, J.Y., White, R.M.B., Deardorff, J. (2017/online first). Externalizing and internalizing pathways to Mexican American Adolescents’ Risk-Taking. Development and Psychopathology.

Gonzales, N.A., Wong, J.J., Toomey, R.B., Millsap, R., Dumka, L.E., Mauricio, A.M. (2014). School engagement mediates long term prevention effects for Mexican American adolescents. Prevention Science, 15, 929-939.

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Megan R. Gunnar earned her Ph.D. in developmental psychology at Stanford University in 1978 and completed postdoctoral training in developmental psychobiology at Stanford Medical School, before taking a position at the Institute of Child Development where she is now the director. She has spent her career studying the social regulation of stress physiology and the impact of early life stress on neurobehavioral development. In her current work she is addressing immune and cardiovascular health in adolescents who started their lives in orphanages.She is also examining whether puberty creates another sensitive period for reorganizing stress physiology. Finally, with her students she is studying shifts in the social buffering to stress in early adolescence.

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Daniel Keating completed his PhD in Psychology at The Johns Hopkins University, and has previously held faculty positions at the University of Minnesota, the University of Maryland, the University of Toronto, and as a Visiting Scientist at the Max Planck Institute for Human Development in Berlin, Germany. He is currently on the faculty of the University of Michigan, as Professor of Psychology, Psychiatry, and Pediatrics, and Research Professor, Survey Research Center, Institute for Social Research. His recent work has an interdisciplinary focus, ranging from social epigenetic mechanisms in development (Child Development, 2016, Vol 87(1), pp. 135-142) to studies of population developmental health (Born Anxious: The Lifelong Impact of Early Life Adversity – and How to Break the Cycle, St. Martin’s Press, 2017) to children’s rights as they apply to adolescents (Journal of Research on Adolescence, 2016, Vol 26(1), pp. 16-29).

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Silvia H. Koller is a Brazilian Developmental Psychologist, Full Professor and Chair of the Center for Psychological Studies of At-Risk Populations in the Department of Psychology at the Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil. Currently, I am a Visiting Scholar at Harvard Graduate School of Education and a Visiting Scientist at Harvard T.H. Chan School of Public Health, with a CAPES Grant. I am also an Extraordinary Professor at North West University, in Vanderbijlpark, South Africa, where I go every year to work with a team of students and colleagues on Positive Psychology. I have strong interest and commitment to the internationalization of knowledge in Psychology, which has led me to disseminate Brazilian research in various scientific associations around the world, taking various positions in international organizations, as well as publishing my research on high quality journals abroad. I have been qualified to advance the ongoing investigations on at-risk populations, focusing mostly on translational and applied Psychology and based on a bioecological theoretical perspective. My interests also focus on children’s rights, resilience, prejudice, and prosocial moral development. During my years as Ph.D. and Master’s advisor and mentor, I accompanied a growing cadre of faculty members, who are now rising stars within Brazilian, Colombian, Portuguese, and US Psychology. I had the highest expectations of my students, and provided them with a supportive environment they need to meet or exceed my and their expectations. My team has been collaborating with researchers of the five continents in research and outreach. We are committed to building capacity among youth, and fostering young people’s awareness of their human rights, as well as programs for psychologists, social works, occupational therapists, teachers, and institution staff related to at risk youth.

Dell’Aglio, D.D. & Koller, S.H. (2017). Vulnerable children and youth in Brazil – Innovative ​approaches from the psychology of social development. Berlin: Springer.

Petersen, A., Koller, S.H., Motti-Stefanidi, F., & Verma, S. (2017). Positive youth development in global contexts of social and economic change. New York: Routledge.

Full CV:

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Eva Lefkowitz is professor and department head of Human Development and Family Studies at the University of Connecticut. Previously she served as a professor of Human Development and Family Studies at the Pennsylvania State University for 18 years, including roles as Professor-in- Charge of the HDFS Graduate Program and Professor-in- Charge of the Undergraduate Program. She earned her Ph.D. from University of California, Los Angeles in Developmental Psychology in 1998. Her research focuses on sexual health, using a developmental perspective to examine predictors of negative and positive aspects of sexual health, and the broader health and relationship implications of sexual health. Dr. Lefkowitz has served as a principal investigator, co-investigator, or faculty mentor on projects funded by the NICHD, NIAAA, NIDA, NIA, and the WT Grant Foundation. Her publications include 67 peer reviewed articles and 9 book chapters. At the national level, Dr. Lefkowitz has been in leadership roles for the Society for Research on Adolescence (SRA) and the Society for the Study of Emerging Adulthood (SSEA). She has contributed to the review process as Associate Editor for Developmental Psychology, on the editorial board for Journal of Research on Adolescence and Emerging Adulthood, as a reviewer for 25 other journals, and as a Review Panel Chair and Reviewer for SRA and SRCD. She also has reviewed grant proposals both for National Institutes of Health, and for similar federal agencies outside the United States. In 2008 Dr. Lefkowitz received the Evelyn R. Saubel Faculty Award from the Penn State College of Health and Human Development.

Lefkowitz, E. S., & *Vasilenko, S. A. (2014). Healthy sex and sexual health: New directions for studying outcomes of sexual health. In E. S. Lefkowitz & S. A. Vasilenko (Eds), New Directions for Child and Adolescent Development: Positive and negative outcomes of sexual behavior, 144 (pp. 87-98). San Francisco: Jossey- Bass.

Lefkowitz, E. S., *Gillen, M. M., & *Vasilenko, S. A. (2011). Putting the romance back into sex: Sexuality in romantic relationships. In F. D. Fincham & M. Cui (Eds.), Romantic relationships in emerging adulthood (pp. 213-233). New York: Cambridge University Press.

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Jennifer Maggs is a developmental psychologist whose research program is focused on alcohol use across the transition to adulthood, which she increasingly defines very broadly as childhood to midlife. She uses intensive repeated measures designs as well as large-scale developmental epidemiological cohort studies to study the etiology and consequences of substance use in the context of normative development. She is Professor of Human Development at Penn State. Recent collaborative work has examined daily links of alcohol use with energy drinks, stressors, affect, sex, and sleep; predictors of childhood drinking; and long-term links of drinking with adult health and early mortality.

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Jenifer McGuire,I am an Associate Professor of Family Social Science and Extension Specialist at the University of Minnesota. My research focus has been on the health and well-being of transgender youth. Specifically, I focus on gender development among adolescents and young adults and how social contexts like schools and families influence the well-being of trans and gender non-conforming young people. My current focus is on gender identity development across a broad spectrum and family relationships among transgender and genderqueer identified youth and young adults. I have collaborated closely with the UMN Center for Gender Spectrum Health over the last several years in the development of new assessment and research protocols.

McGuire, J.K., Doty, J.L.1, Catalpa, J.M.1, Ola, C.1 (2016) Body image in transgender young people: Findings from a qualitative, community based study. Body Image. 18, 96-107. doi:10.1016/j.bodyim.2016.06.004

McGuire, J. K., Catalpa, J. M. 1, Lacey, V. 2, & Kuvalanka, K. (2106). Ambiguous loss as a framework for interpreting gender transitions in families. Journal of Family Theory and Review, 8, 372-385. doi:10.1111/jftr.12159

I provide outreach in Minnesota related to transgender youth services through UMN extension. See our toolkit here:

And Children’s Mental Health ereview here:

I also work collaboratively with the National Center on Gender Spectrum Health to adapt and expand longitudinal cross-site data collection opportunities for clinics serving transgender clients. Download our measures free here:

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Vonnie McLoyd is the Ewart A. C. Thomas Collegiate Professor of Psychology at the University of Michigan—Ann Arbor. She received a Ph.D. in Developmental Psychology from the University of Michigan and post-doctoral training at Stanford University. McLoyd’s research and publications focus on (a) the pathways by which family-level poverty and economic stress influence family life and children’s socioemotional adjustment and cognitive functioning, (b) processes that buffer the adverse effects of these experiences, and (c) the implications of research findings pertaining to these issues for both practice and policy.

McLoyd’s work has been published in premier journals in the field, including Child Development (e.g., McLoyd et al., 2011, Assessing the effects of a work-based antipoverty program for parents on youth’s future orientation and employment experiences, 82, 113-132), American Journal of Community Psychology (Jocson & McLoyd, 2015. Neighborhood and housing disorder, parenting, and youth adjustment in low-income urban families, 55, 304-313), Journal of Research on Adolescence, Developmental Psychology, Journal of Marriage and Family, American Psychologist, Developmental Review, and the Journal of Social Issues. She is co-editor/associate editor of five volumes (Economic Stress: Effects on Family Life and Child Development; Studying Minority Adolescents: Conceptual, Methodological, and Theoretical Issues; African American Family Life: Ecological and Cultural Diversity; APA Handbook of Multicultural Psychology. Vol. Theory and Research, Vol 2. Applications and Training) and two special issues of Child Development—one focused on childhood poverty and the other focused on development in ethnic minority children.

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Rashmita Mistry is Professor of Education (Human Development & Psychology Division) in the Graduate School of Education & Information Studies at the University of California, Los Angeles. She received her doctorate in Human Development and Family Sciences from the University of Texas at Austin and completed postdoctoral training at the Center for
Developmental Science, University of North Carolina, Chapel Hill. Dr. Mistry’s research examines the consequences of family socioeconomic resources and disadvantage on children’s developmental outcomes; children’s understanding of social status and social identity development; and, the implications of school-level socioeconomic diversity on teaching, learning, and child development. In 2016, she received the Distinguished Research Award (Human Development) from the American Educational Research Association (Division E) for her mixed-methods research on children’s reasoning about social class. Her co-edited book, “Societal Contexts of Child Development” (with Elizabeth Gershoff & Danielle Crosby) received the Social Policy Award for Best Edited Book from the Society for Research on Adolescence in 2014. Dr. Mistry has twice been recognized for her teaching and mentorship – receiving the Distinguished Teaching & Mentorship Award from UCLA’s Department of Education in 2010, and the Outstanding Teaching and Mentoring Award from APA Division 9’s Society for the Psychological Study of Social Issues in 2016. She is an elected member of the Society for Research in Child Development’s (SRCD) Governing Council and a Fellow of the Association of Psychological Science.

Mistry, R.S., Nenadal, L., Hazelbaker, T., & Griffin, K. (forthcoming). Promoting elementary school-age children’s understanding of wealth, poverty, and civic engagement. PS: Political Science and Politics, Teacher Symposium: The Politics and Pedagogy of Economic Inequality.

Mistry, R. S., Brown, C. S., White, E. S., Chow, K. A., & Gillen-O'Neel, C. (2015). Elementary school children’s reasoning about social class: A mixed-methods study. Child Development, 86, 1653-1671.

McLoyd, V. C., Mistry, R. S., & Hardaway, C. (2014). Poverty and children’s development: Familial processes as mediating influences. In Gershoff, Mistry, & Crosby (Co-Eds.), Societal Contexts of Child Development: Pathways of Influence and Implication for Practice and Policy. Oxford University Press.

Mistry, R. S., Benner, A. D., Tan, C. S., & Kim, S. (2009). Family economic pressure and academic well-being among Chinese-American youth: The influence of adolescents’
perceptions of economic strain. Journal of Family Psychology, Special Issue: On New Shores: Family Dynamics and Relationships Among Immigrant Families, 23, 279-290.

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Marcela Raffaelli is a Professor in the Department of Human Development and Family Studies at the University of Illinois at Urbana-Champaign. Throughout her career, she has focused on questions of developmental risk and resilience in diverse populations of adolescents, including immigrants, homeless youth, and other young people growing up in societies undergoing rapid social change. Most recently, she has conducted collaborative studies in the U.S., Brazil, and Mexico to examine risk and protective factors that operate in different cultural contexts. Some of this work is summarized in her recent chapter on adolescent risk and resilience across cultures for the forthcoming Oxford Handbook of Human Development and Culture. She served as lead guest editor for a special issue of the Journal of Research on Adolescence focused on “Adolescents in the Majority World” (published in 2013). Dr. Raffaelli teaches courses with an international focus (e.g., Families in Global Perspective) and regularly leads an undergraduate study tour to Brazil (Family Strengths and Challenges in Brazil).

Raffaelli, M., & Iturbide, M. I. (2015). Adolescent risk and resilience across cultures. In L. A. Jensen (Ed.), The Oxford handbook of human development and culture: An interdisciplinary perspective (pp. 341-353). New York, NY: Oxford University Press.

Raffaelli, M., Iturbide, M. I., & Fernandez, M. (2016). Development and well-being of rural Latino youth: Research findings and methodological aspects. In L. J. Crockett and G. Carlo (Eds.), Rural ethnic minority youth and families in the United States (pp. 89-108). Cham, Switzerland: Springer. DOI 10.1007/978-3- 319-20976- 0_6

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Stephen T. Russell is Priscilla Pond Flawn Regents Professor in Child Development chair of the Department of Human Development and Family Sciences at the University of Texas at Austin. He studies adolescent development, with an emphasis on adolescent sexuality, LGBT youth, and parent-adolescent relationships. Much of his research is guided by a commitment to create social change to support healthy adolescent development. He is chair of the Board of Directors of the Sexuality Information and Education Council of the United States (SIECUS), was an elected board member (2005-2008) and fellow of the National Council on Family Relations and full member of the International Academy of Sexuality Research, and was President of the Society for Research on Adolescence (2012-2014).

Russell, S. T., & Fish, J. (2016). Mental health in LGBT youth. Annual Review of Clinical Psychology,12, 465-487. doi:10.1146/annurev-clinpsy- 021815-093153

Russell, S. T. (2016). Social Justice, Research, and Adolescence. Journal of Research on Adolescence, 26(1), 4-15. doi: 10.1111/jora.12249

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Hirokazu Yoshikawa is the Courtney Sale Ross Professor of Globalization and Education at NYU. He is a developmental and community psychologist who studies the impact of public policies, programs and contexts related to immigration (particularly unauthorized immigration), anti-poverty policy, sexual-minority youth development, and early childhood development. His work currently includes projects in the United States, Latin America, and the Middle Eastern Syrian refugee response region. He is PI of the EQUAL Network for Sustainable Development Goal 4, devoted to facilitating regional networks of early-career scholars in education and youth development in sub-Saharan Africa and the Middle East. He is a member of the National Academy of Education, a trustee of the Russell Sage Foundation, and on the advisory board of the UNESCO Global Education Monitoring Report.

Yoshikawa, H., Suarez-Orozco, C.S., & Gonzales, R.G. (2017). Unauthorized status and youth development in the United States: Society for Research on Adolescence consensus statement. Journal of Research on Adolescence, 27, 4-19.

Raikes, A., Yoshikawa, H., Britto, P.R., & Iruka, I. (2017). Children, youth and developmental science in the 2015-2030 Global Sustainable Development Goals. Social Policy Reports of the Society for Research in Child Development, 30(3), 1-23.

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