Introduction to Mentored Scholarship: Mirrors, Windows, and Doors to Understanding and Supporting Research in Human Development

References

• Abo-Zena, M. M., & Pavalow, M. (2016). Being in-between: Participatory action research as a tool to partner with and learn about emerging adults. Emerging Adulthood, 4(1), 19–29. doi:10.1177/2167696815609456
   Web of Science ®Google Scholar
• Arnett, J. J. (2015). Emerging adulthood: The winding road from the late teens through the twenties (2nd ed.). New York, NY: Oxford University Press.
   Google Scholar
• Besana, T., Katsiaficas D., & Loyd, A. B. (2020). Asian American media representation: A film analysis and implications for identity development. Research in Human Development. https://doi.org/10.1080/15427609.2020.1711680
   Google Scholar
• Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. The Ohio State University Perspectives: Choosing and Using Books for the Classroom, 6, 3. Retrieved from https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf
   Google Scholar
• Boyne, K., Hamlin, F., Cunningham, M., & Abo-Zena, M. (2020). You see your own eyes reflected back: The radical potential of art and oral history in imaging a new humanism. Research in Human Development. https://doi.org/10.1080/15427609.2020.1716924
   Google Scholar
• Brittian, A. S. (2012). Understanding African American adolescents’ identity development: A relational developmental systems perspective. Journal of Black Psychology, 38, 172–200. doi:10.1177/0095798411414570
   PubMed Web of Science ®Google Scholar
• Clark, K. B., & Clark, M. K. (1940). Skin color as a factor in racial identification of Negro preschool children. The Journal of Social Psychology, 11, 159–169. doi:10.1080/00224545.1940.9918741
   Google Scholar
• Clark, K. B., & Clark, M. P. (1939). The development of consciousness of self and the emergence of racial identity in Negro preschool children. Journal of Social Psychology, 10, 591–599. doi:10.1080/00224545.1939.9713394
   Google Scholar
• Cunningham, M., & Rious, J. B. (2015). Listening to voices of youth: Implications for working in diverse communities. Journal of Orthopsychiatry, 85, S86–S92. doi:10.1037/ort0000132
   PubMed Web of Science ®Google Scholar
• Erikson, E. (1968). Identity, youth, and crisis. New York, NY: W. W. Norton & Company, Inc.
   Google Scholar
• Erikson, E. (1980). Identity and the life cycle. New York, NY: W. W. Norton & Company, Inc.
   Google Scholar
• Freire, P. (1970/1994). Pedagogy of the oppressed. New York, NY: Continuum.
   Google Scholar
• García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & García, H. V. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891–1914. doi:10.1111/j.1467-8624.1996.tb01834.x
   PubMed Web of Science ®Google Scholar
• Gilligan, C. (1993). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.
   Google Scholar
• Jamarillo, R. F., Scott, J. C., Johnson, K. G., & Martin, M. (2020). Drawing understanding: Utilizing narrative-based practices to cultivate humanizing relationships between educators and students who are refugees. Research in Human Development. https://doi.org/10.1080/15427609.2019.1710993
   Google Scholar
• Lawrence-Lightfoot, S. (2005). Reflections on portraiture: A dialogue between art and science. Qualitative Inquiry, 11(1), 3–15. doi:10.1177/1077800404270955
   Web of Science ®Google Scholar
• Lerner, R. M. (2018). Concepts and theories of human development (4th ed.). New York, NY: Taylor & Francis.
   Google Scholar
• Loyd, A. B., Hotton, A. L., Walden, A. L., Kendall, A. D., Emerson, E., & Donenberg, G. R. (2019). Associations of ethnic/racial discrimination with internalizing symptoms and externalizing behaviors among juvenile justice-involved youth of color. Journal of Adolescence, 75, 138–150. doi:10.1016/j.adolescence.2019.07.012
   PubMed Web of Science ®Google Scholar
• Martin, A., Loyd, A. B., & Abo-Zena, M. (2020). Rhymes with reason: Using music to connect identity, culture and learning. Research in Human Development. https://doi.org/10.1080/15427609.2019.1695489
   Google Scholar
• Maxwell, J. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Milner, H. R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388–400. doi:10.3102/0013189X07309471
   Google Scholar
• Navab, A., Koegel, R., Dowdy, E., & Vernon, T. (2016). Ethical considerations in the application of the scientist–practitioner model for psychologists conducting intervention research. Journal of Contemporary Psychotherapy: on the Cutting Edge of Modern Developments in Psychotherapy, 46(2), 79–87. doi:10.1007/s10879-015-9314-3
   Web of Science ®Google Scholar
• Nelson, H. L., & Lindemann, H. (2001). Damaged identities, narrative repair. Ithaca, NY: Cornell University Press.
   Google Scholar
• Patel, L. (2016). Decolonizing educational research: From ownership to answerability. New York, NY: Routledge.
   Google Scholar
• Rodriguez, L. F. (2018). The educational journeys of students of color across the educational pipeline: A pedagogy of storytelling or a struggle for freedom? Diaspora, Indigenous, and Minority Education, 12(4), 214–229. doi:10.1080/15595692.2018.1497970
   Google Scholar
• Spencer, M. B. (1984). Black children’s race awareness, racial attitudes and self-concept: A reinterpretation. Journal of Child Psychology and Psychiatry, 25(3), 433–441. doi:10.1111/j.1469-7610.1984.tb00162.x
   PubMed Web of Science ®Google Scholar
• Spencer, M. B. (2006). Phenomenology and ecological systems theory: Development of diverse groups. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: An advanced textbook (pp. 829–893). Hoboken, NJ: Wiley.
   Google Scholar
• Spencer, M. B. (2017). Privilege and critical race perspectives’ intersectional contributions to a systems theory of human development. In N. Budwig, E. Turiel, & P. D. Zelazo (Eds.), New perspectives on human development (pp. 287–312). New York, NY: Cambridge University Press.
   Google Scholar
• Spencer, M. B., Brookins, G. K., & Allen, W. R. (Eds.). (1985). Beginnings: The social and affective development of black children. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Style, E. (1982). Multicultural education and me: The philosophy and the process, putting product in its place. Madison, WI: University of Wisconsin Teacher Corps Associates.
   Google Scholar
• Style, E. (1988). Curriculum as window and mirror. In Listening for all voices. Summit, NJ: Oak Knoll School Monograph. Retrieved from https://nationalseedproject.org/Key-SEED-Texts/curriculum-as-window-and-mirror
   Google Scholar
• Style, E. (2014). Curriculum as encounter: Selves & shelves. English Journal, 103(5), 67–74. Retrieved from https://www.jstor.org/stable/24484250
   Google Scholar
• Syed, M., Santos, C., Yoo, H. C., & Juang, L. P. (2018). Invisibility of racial/ethnic minorities in developmental science: Implications for research and institutional practices. American Psychologist, 73(6), 812–826. doi:10.1037/amp0000294
   PubMed Web of Science ®Google Scholar
• Velez, G., & Spencer, M. B. (2018). Phenomenology and intersectionality: Using PVEST as a frame for adolescent identity formation amid intersecting ecological systems of inequality. In C. E. Santos & R. B. Toomey (Eds.), Envisioning the integration of an intersectional lens in developmental science. New directions for child and adolescent development (Vol. 161, pp. 75–90). doi: 10.1002/cad.20247
   Google Scholar