How Racial/Ethnic Diversity in Urban Schools Shapes Intergroup Relations and Well-Being: Unpacking Intersectionality and Multiple Identities Perspectives.

Today's urban schools provide a unique intergroup context in which the students vary not only by race/ethnicity but also by the relative representation of their racial/ethnic groups. In two studies, we examined how this diversity aligns with intersectionality and multiple identities perspectives to affect the power and status associated with each group to shape intergroup dynamics. Study 1 focused on the of intergroup bias to investigate how perceived presence of same-race/ethnicity peers affects middle school students' intersectional intergroup attitudes based on race/ethnicity, gender, and sexual orientation.

School police officers' roles: The influence of social, developmental and historical contexts.

Amid national protests over police brutality, debates over law enforcement in schools have been reignited. Though research has focused on the consequences of police presence in schools, few studies have investigated the roles of school police officers (SPOs) and whether the larger contexts influence them. Using a bioecological framework (Bronfenbrenner and Morris, 2006), we examined how historical, social and developmental contexts shape SPOs' views of their roles and the challenges and opportunities they encounter.

Urban ethnically diverse adolescents' perceptions of social class at the intersection of race, gender, and sexual orientation.

Urban middle school students (N = 1,057; Mage = 12.06) viewed Facebook-like profiles of peers who varied by race/ethnicity, gender, and sexual orientation and indicated the social class (SC) of those peers along two dimensions-family income and social class position. As hypothesized, most profiles were perceived as middle class and above-average family income.

Making the Invisible Visible: Identifying and Articulating Culture in Practice-Based Evidence.

This study describes a conceptual tool, labeled the "culture cube," developed to identify and articulate the cultural underpinnings of prevention and early intervention projects in five priority populations (i.e., African American, Asian Pacific Islander, Latino, Native American, and Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning), participating in the California Reducing Disparities Project Phase 2 (CRDP Phase 2).

Urban Middle School Students' Stereotypes at the Intersection of Sexual Orientation, Ethnicity, and Gender.

Heterosexual urban middle school students' (N = 1,757) stereotypes about gender typicality, intelligence, and aggression were assessed. Students (M  = 12.36 years) rated Facebook-like profiles of peers who varied by gender, ethnicity, and sexual orientation.

Toward an Intersectional Approach in Developmental Science: The Role of Race, Gender, Sexual Orientation, and Immigrant Status.

Developmental theory and research have often focused on a single social identity category, for example, race or sexual orientation, and examined the consequences of that category on life outcomes. Yet intersectional models of social disadvantage (eg, Cole, 2009; Crenshaw, 1995; King, 1988) suggest that social categories combine to shape the experiences and life outcomes of individuals across life domains. In this chapter, we review empirical research that offers insight into the intersectionality of social identities across three critical developmental periods, namely, middle childhood, adolescence, and emerging adulthood.

At the crossroads of conspicuous and concealable: what race categories communicate about sexual orientation.

We found that judgments of a perceptually ambiguous social category, sexual orientation, varied as a function of a perceptually obvious social category, race. Sexual orientation judgments tend to exploit a heuristic of gender inversion that often promotes accuracy. We predicted that an orthogonal social category that is itself gendered, race, would impact both sexual orientation categorizations and their accuracy.

Testing a model of minority identity achievement, identity affirmation, and psychological well-being among ethnic minority and sexual minority individuals.

How is social identity related to psychological well-being among minority individuals? Drawing on developmental models of identity formation (e.g., Erikson, 1968) and on Social Identity Theory (Tajfel & Turner, 1979), we tested a conceptual model examining links between two key aspects of social identity and psychological well-being.

Understanding Gender Differences in Early Adolescents' Sexual Prejudice.

Drawing on social dominance theory and the contact hypothesis, we developed and tested a two-mediator model for explaining gender differences in early adolescents' attitudes toward gay males and lesbians. Data from more than 400 ninth graders were analyzed. As predicted, gender differences in attitudes toward gay males were partially explained by social dominance orientation (SDO) and knowing a gay male.

Body image satisfaction in heterosexual, gay, and lesbian adults.

Does the prevalence and degree of body dissatisfaction differ among heterosexual and homosexual men and women? Some theorists have suggested that, compared to their heterosexual peers, gay men are at greater risk for body dissatisfaction and lesbians at lower risk. Past studies examining this issue have generally relied on small samples recruited from gay or lesbian groups. Further, these studies have sometimes produced conflicting results, particularly for comparisons of lesbian and heterosexual women.