Current Projects

Re-writing the Daily Diary in Context 

For young people taking part in research on sensitive or controversial topics, it is unclear whether study participation might intensify or alleviate stress, particularly if data are collected during a time of heightened sociopolitical tension. In this study, we examined this question, focusing on emerging adults’ experiences taking part in an online, modified daily diary study focused on race, gender, and social and political activism. Participating in daily diary research, which includes the regular recording of experiences and insights over multiple days or weeks, can benefit participants’ health and reduce stress. Yet, most daily diary research focuses on individual experiences, without an anchor in sociopolitical context. By giving participants time and space to consider their identities and experiences in relation to societal context, the daily diary format can be modified to shed light on the mutually constituting nature of individual and society. With this in mind, we aimed to understand not only whether participation in a race, gender, and equity-oriented daily diary study was positive or negative, but which aspects of our study design contributed to this experience, and what implications can be drawn from what our participants told us.  

Interrogating Whiteness in Community and Education 

How are white supremacy and cisheteronormativity perpetuated or disrupted by mothers and their adolescent children living in financially well off, predominantly white communities? In which ways do the values and beliefs these mothers and youth promote align with their behaviors? Drawing on individual interviews with 22 moms and their adolescent children, we are engaging in a reflexive thematic analysis to answer these questions, examining the disconnects between the seemingly liberal and tolerant claims being made and the ways in which they are undercut by further statements and actions. With this paper, we aim to highlight the socialization processes that pass on and uphold white supremacist and cishetero norms, while also considering the moments of resistance and questioning. 

Project RESTORE: Restorative Environments Supporting Teens’ Opportunities, Relationships, and Equity 

Restorative practices offer a key alternative to punitive disciplinary policies, which disproportionately affect Latiné youth and youth from low socioeconomic status (SES) backgrounds. Rooted in Indigenous and anti-racist perspectives, restorative practices are used before and after conflicts arise. Circles and other restorative practices offer students a space to express their emotions, tell their stories, and listen to others’ perspectives, fostering support for students most in need, while building all students’ communication and listening skills. Yet, inadequate implementation has been linked to disengagement among both students and teachers. In this study, we will draw on a longitudinal, mixed-methods design to address this tension. Specifically, we will examine teacher and student experiences and outcomes in predominantly Latiné, low-SES secondary schools with either a) a comprehensive restorative program, b) ad hoc use of restorative practices, or c) no known use of restorative approaches. In doing so, we aim to answer the question: To reduce the inequality resulting from “zero tolerance” disciplinary policies, which disproportionately affect Latiné youth and youth from low socioeconomic status (SES) backgrounds, is it enough for individual teachers to use restorative practices, or is a school-wide restorative program needed?  

White Racial Socialization and Identity Development: A Systematic Review 

How white youth make sense of, contribute to, and resist white supremacy through everyday beliefs and behaviors forms the core of their racial identity, with rippling impact on those around them and society at large. Youth receive socialization about ethnicity and race through implicit and explicit messages from myriad sources, including parents, teachers, peers, and (social) media, all of which inform and shape their racial identities. In this systematic review, we will examine and reflect on the conceptual and theoretical framing, as well as methods and measures used to study racial identity and socialization processes among white youth. In addition to offering a quantitative overview of the current state of this work, we will engage in a reflexive qualitative analysis of its implications and possibilities for future directions.