@article{byrd_2023, title={Cycles of development in learning about identities, diversity, and equity.}, volume={29}, ISSN={1939-0106 1099-9809}, url={http://dx.doi.org/10.1037/cdp0000389}, DOI={10.1037/cdp0000389}, abstractNote={OBJECTIVES
Many scholars and educators have written about how to approach teaching about social identities, diversity, and societal inequity in classrooms and beyond. The current article adds to this literature by considering the developmental trajectories of individuals as they engage in learning opportunities about identities, diversity, and equity.


RESULTS
This article details the specific aspects of knowledge that are essential to develop cultural competence and critical consciousness as well as a sequence in which they should be acquired.


CONCLUSIONS
Previous models emphasize progressive movement toward more advanced levels, but this article explains how motivation can explain movement and stalling in development. Furthermore, it analyzes the cognitive and motivational antecedents of resistance to diversity learning opportunities. The article concludes with implications for teaching and future directions for research. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, number={1}, journal={Cultural Diversity and Ethnic Minority Psychology}, publisher={American Psychological Association (APA)}, author={Byrd, Christy M.}, year={2023}, month={Jan}, pages={43–52} }
 @article{gale_johnson_golden_channey_marchand_anyiwo_byrd_2023, title={Reflecting on Change: Critical Consciousness as a Protective Factor for Black Youth}, volume={7}, ISSN={["1939-0106"]}, DOI={10.1037/cdp0000612}, abstractNote={OBJECTIVES
The previous decade has seen an abundance of scholarship on the benefits of critical consciousness (CC) for racial and ethnic minority youth. However, it is unclear whether CC is a buffer against the negative effects of racial discrimination on Black adolescents' outcomes. The present study examined whether three CC dimensions buffered against the negative effects of racial discrimination on academic attitudes.


METHOD
A total of 205 Black adolescents (Mage = 15.10) reported racial discrimination and CC. We conducted multiple regression analyses for each component of CC to test for their direct and protective effects on academic attitudes.


RESULTS
Our results revealed associations between CC dimensions and academic attitudes. Critical reflection and critical action also buffered against racial discrimination's negative effects.


CONCLUSIONS
Implications for research on the nature and impact of CC dimensions on racial discrimination and academic attitudes are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).}, journal={CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY}, author={Gale, Adrian and Johnson, Natasha C. C. and Golden, Alexandrea and Channey, Jozet and Marchand, Aixa D. D. and Anyiwo, Nkemka and Byrd, Christy M. M.}, year={2023}, month={Jul} }
 @misc{byrd_2022, title={Creating a Climate for Critical Consciousness Sounding Out}, ISBN={9781003276098}, url={http://dx.doi.org/10.4324/9781003276098-10}, DOI={10.4324/9781003276098-10}, abstractNote={This chapter examines how school climate, particularly the school climate around race and culture, shaped what the teacher and students brought to the classroom and how their actions within the classroom shaped student outcomes. Every school has ways of interacting around and teaching about race and culture that students respond to in different ways. The chapter demonstrates how the students in Ms. Pollitt’s class develop their critical consciousness, that is, their ability to understand inequality, through reading Dear Martin. By reading Dear Martin and discussing redlining in their community, Ms. Pollitt helped the students become aware of racism as something that not only exists between individuals but as something that permeates societal institutions. The chapter ends with suggestions for how schools can promote critical consciousness through embracing discomfort and embracing student perspectives.}, journal={Educational Psychology and Transformational Classrooms}, publisher={Routledge}, author={Byrd, Christy M.}, year={2022}, month={Feb}, pages={77–84} }
 @article{golden_byrd_2022, title={Examining Critical Reflection as a Mediator Between School Racial Climate Experiences and <scp>Anti‐Racist</scp> Action}, volume={32}, ISSN={1050-8392 1532-7795}, url={http://dx.doi.org/10.1111/jora.12778}, DOI={10.1111/jora.12778}, abstractNote={Little is known about how different school racial climate experiences influence the critical reflection and subsequent critical action behaviors of racially minoritized youth. Therefore, the current study examined how critical reflection mediated the relationship between school racial climate profiles and critical action behaviors. Participants were 559 Black and Latinx adolescents, aged 13–17 who completed an online survey. Results indicated that critical reflection significantly mediated the relationships between interpersonal interactions (i.e., equal status) and anti‐racist critical action behaviors. Similarly, the relationships between school racial socialization messages (i.e., cultural and critical consciousness socialization) and anti‐racist critical action behaviors were also mediated by critical reflection. Findings have implications for how dimensions of the school racial climate differentially relate to racially minoritized youth's critical consciousness.}, number={3}, journal={Journal of Research on Adolescence}, publisher={Wiley}, author={Golden, Alexandrea R. and Byrd, Christy M.}, year={2022}, month={Jun}, pages={1109–1119} }
 @article{saleem_legette_byrd_2022, title={Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents}, volume={91}, ISSN={0022-4405}, url={http://dx.doi.org/10.1016/j.jsp.2022.01.001}, DOI={10.1016/j.jsp.2022.01.001}, abstractNote={Experiences with race-related stressors at school are linked to negative academic consequences, such as lowered belonging and engagement. One factor known to buffer racial stressors is ethnic-racial socialization (ERS). Although students receive ERS messages in school, less is known about how school ERS may reduce the negative consequences of school race-related stress (SRS) on youth's academic outcomes. To date no studies have examined the moderating effects of school ERS on SRS and whether the associations vary for African American and Latinx youth. Thus, the current study examined the direct effects of SRS and school ERS on youth's academic well-being, the moderating role of school ERS against SRS, and whether these associations varied for African American and Latinx youth. Multiple group regression analysis with 221 African American and 219 Latinx adolescents demonstrated that SRS was negatively associated with the academic outcomes. Cultural socialization was associated with more positive outcomes. Furthermore, there were significant interactions between SRS and color-evasive socialization, such that SRS was associated with lower belonging at higher compared to lower levels of color-evasive messages. Additionally, SRS was associated with less school engagement for those who reported high color-evasive socialization messages, but there was no association for those who reported low color-evasive messages. The results indicate that color-evasive school ERS messages can exacerbate the negative associations between SRS and academic well-being for both African American and Latinx youth and highlight how school racialized experiences may have unique or similar effects across groups. Implications for culturally relevant school practices and interventions are discussed.}, journal={Journal of School Psychology}, publisher={Elsevier BV}, author={Saleem, F. and Legette, K. and Byrd, C.M.}, year={2022}, month={Apr}, pages={97–111} }
 @article{byrd_legette_2022, title={School ethnic-racial socialization and adolescent ethnic-racial identity}, volume={28}, ISSN={["1939-0106"]}, DOI={10.1037/cdp0000449}, abstractNote={OBJECTIVE
Schools are an influential source of information on the meaning of race and culture in society and adolescents' personal lives. Yet, that influence is understudied in the literature on adolescent ethnic-racial identity (ERI) development. Studies of ethnic-racial socialization tend to focus on the family context; the current study measures adolescents' perceptions of ethnic-racial socialization from the school context.


METHODS
The sample includes 819 youth aged 12-18 (M = 15.27, SD = 1.58) from 4 ethnic-racial groups. We used structural equation modeling to examine the relations between ethnic-racial socialization and ERI controlling for race, gender, and age. To examine ethnic-racial group membership as a moderator, a multigroup model was used.


RESULTS
The findings show that, across ethnic-racial groups, the perceptions of opportunities to learn about one's ethnic-racial background and messages about American values are positively associated with youths' exploration of and commitment to their identities. Furthermore, color-blind socialization messages were associated with lower identity commitment.


CONCLUSIONS
The findings highlight the importance of the school context in shaping students' ethnic-racial socialization and identity. This study investigated how what adolescents learn about race/ethnicity and culture in school is associated with their ERI. The findings indicate that opportunities to learn about one's culture are related to more identity exploration and greater sense of the importance of group membership. Furthermore, opportunities to learn about other cultures promote positive attitudes toward people of different races/ethnicities. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, number={2}, journal={Cultural Diversity and Ethnic Minority Psychology}, publisher={Cultural Diversity and Ethnic Minority Psychology}, author={Byrd, C.M. and Legette, K.}, year={2022}, pages={205–216} }
 @article{kubi_byrd_diemer_2022, title={School ethnic-racial socialization and critical action among Black youth}, volume={7}, ISSN={["2504-284X"]}, DOI={10.3389/feduc.2022.924930}, abstractNote={We explore the interaction of different types of school ethnic-racial socialization, youth’s perceptions of the messages that schools and their agents broadcast about race and ethnicity, as it shapes Black youth’s critical action, the individual and collective action that youth engage in to combat oppression and racism. In particular, the co-occurrence of critical consciousness socialization (emphasizes racial inequity; CCS), cultural socialization (celebrates youth’s culture/s; CS), and color evasive socialization (de-emphasizes and thus delegitimizes the importance of race; CES) are explored. The adaptive culture and Mustaffa’s conceptualization of Black lifemaking, an aspect of freedom dreaming in which Black people define and care for themselves in ways (such as critical action) that counter dominant, anti-Black ideologies, serve as the overarching theoretical frameworks. As both the adaptive culture paradigm and critical action necessitate a target of resistance, we hypothesize that CES, in providing Black youth something to resist against, may actually serve as a positive moderator between CCS and/or CS and their critical action. We investigate these questions among a sample of Black adolescents (n = 285, M = 15.09 years, and SD = 1.38 years). Benjamini–Hochberg corrected hierarchical moderations with age as a covariate and socialization type and interaction between types as predictors revealed that the interaction between CCS and CES significantly predicted critically conscious action [β = 0.25, SE = 0.08, t(193) = 2.54, and p < 0.05] and political anti-racist action [β = 0.21, SE = 0.09, t(193) = 2.38, and p < 0.05]. Critically conscious action was more frequent among Black youth who perceived greater CES. The relationship between CCS and political anti-racist action was stronger among those who perceived greater CES. These findings may provide comfort to those worried about CES’ impact. Black youth simultaneously socialized with CCS seem to develop a critical consciousness that allows them to trouble CES and to be critically active despite it. Engaging in varied, frequent critical action allows Black youth to continue the life-making which improves the Black American experience and drives their freedom dreaming.}, journal={FRONTIERS IN EDUCATION}, author={Kubi, Gabrielle and Byrd, Christy M. M. and Diemer, Matthew A. A.}, year={2022}, month={Nov} }
 @inproceedings{byrd_2021, title={Development of Critical Consciousness Competencies in Diversity Courses}, author={Byrd, C.M.}, year={2021}, month={Jul} }
 @article{gonzalez_barker_clarke_byrd_2021, title={Examining the Knowledge, Skills, and Dispositions of 4-H Professionals Related to LGBTQ+ Youth}, volume={16}, ISSN={["2325-4017"]}, url={https://doi.org/10.5195/jyd.2021.1096}, DOI={10.5195/jyd.2021.1096}, abstractNote={Despite its status as the largest youth-serving organization in the United States, there is a dearth of empirical scholarship about LGBTQ+ youth within 4-H; research examining 4-H professionals’ competencies to effectively support LGBTQ+ youth is even more scarce. To address this gap in the literature, this quantitative study explored the knowledge, skills, and dispositions of 4-H professionals in North Carolina as they relate to working with LGBTQ+ youth. Seventy-five professionals responded to an online survey. Professionals displayed higher levels of knowledge than skills or dispositions, were more knowledgeable about how to support LGB youth compared to transgender and gender expansive youth, and expressed the need for and substantial interest in professional development. Rural professionals tended to report lower knowledge, skills, and dispositions compared to professionals working in urban/suburban settings. This article presents the study’s findings and explores implications for future research and practice.}, number={5}, journal={Journal of Youth Development}, publisher={University Library System, University of Pittsburgh}, author={Gonzalez, M. and Barker, A. and Clarke, M. and Byrd, C.M.}, year={2021}, pages={193–211} }
 @article{saleem_byrd_2021, title={Unpacking school ethnic-racial socialization: A new conceptual model}, volume={77}, ISSN={["1540-4560"]}, DOI={10.1111/josi.12498}, abstractNote={Abstract}, number={4}, journal={Journal of Social Issues}, author={Saleem, F. and Byrd, C.M.}, year={2021}, month={Dec}, pages={1106–1125} }
 @inproceedings{saleem_byrd_2020, place={San Diego, CA}, title={A Conceptual Model for Unpacking School Ethnic-Racial Socialization}, author={Saleem, F. and Byrd, C.M.}, year={2020}, month={Mar} }
 @article{williams_byrd_quintana_anicama_kiang_umaña-taylor_calzada_pabón gautier_ejesi_tuitt_et al._2020, title={A Lifespan Model of Ethnic-Racial Identity}, volume={17}, ISSN={1542-7609 1542-7617}, url={http://dx.doi.org/10.1080/15427609.2020.1831882}, DOI={10.1080/15427609.2020.1831882}, abstractNote={The current paper presents a lifespan model of ethnic-racial identity (ERI) from infancy into adulthood. We conceptualize that ethnic-racial priming during infancy prompts nascent awareness of ethnicity/race that becomes differentiated across childhood and through adulthood. We propose that the components of ERI that have been tested to date fall within five dimensions across the lifespan: ethnic-racial awareness, affiliation, attitudes, behaviors, and knowledge. Further, ERI evolves in a bidirectional process informed by an interplay of influencers (i.e., contextual, individual, and developmental factors, as well as meaning-making and identity-relevant experiences). It is our goal that the lifespan model of ERI will provide important future direction to theory, research, and interventions.}, number={2-3}, journal={Research in Human Development}, publisher={Informa UK Limited}, author={Williams, Chelsea Derlan and Byrd, Christy M. and Quintana, Stephen M. and Anicama, Catherine and Kiang, Lisa and Umaña-Taylor, Adriana J. and Calzada, Esther J. and Pabón Gautier, María and Ejesi, Kida and Tuitt, Nicole R. and et al.}, year={2020}, month={Jul}, pages={99–129} }
 @article{byrd_hope_2020, title={Black Students' Perceptions of School Ethnic-Racial Socialization Practices in a Predominantly Black School}, volume={35}, ISSN={["1552-6895"]}, url={https://doi.org/10.1177/0743558419897386}, DOI={10.1177/0743558419897386}, abstractNote={ Ethnic-racial socialization describes messages and practices that teach youth about their racial and/or ethnic group membership and the role of race in society. Despite a wealth of research on families, little work has considered school socialization practices. The current article uses a framework of school racial socialization to explore six socialization messages reported in a predominantly Black public charter school in an urban area. In focus group and individual interviews, 21 African American students (71% female) discussed what they learned about race and culture at school. Responses revealed a high frequency of cultural socialization and promotion of cultural competence messages, but the content was limited to certain key figures and events. The findings illustrate the complexity of youths’ perceptions of socialization and the need for multicultural education in schools. }, number={6}, journal={JOURNAL OF ADOLESCENT RESEARCH}, publisher={SAGE Publications}, author={Byrd, Christy M. and Hope, Elan C.}, year={2020}, month={Nov}, pages={728–753} }
 @inproceedings{gonzalez_byrd_kokozos_2020, title={Centering Critical Consciousness in Positive Youth Development: The Example of #PassTheMicYouth}, author={Gonzalez, M. and Byrd, C.M. and Kokozos, M.}, year={2020}, month={Dec} }
 @article{gonzalez_kokozos_byrd_mckee_2020, title={Critical Positive Youth Development: A Framework for Centering Critical Consciousness}, volume={15}, ISSN={["2325-4017"]}, url={http://jyd.pitt.edu/ojs/jyd/article/view/2020-15-6-FA-2}, DOI={10.5195/jyd.2020.859}, abstractNote={While positive youth development (PYD) has proven beneficial in developing youth’s strengths, fomenting youth–adult partnerships, and cultivating leadership, missing from the framework is a critical understanding of the role and impact of power, privilege, and oppression on young people’s development and lived experiences. To address this absence, we developed a critical positive youth development (CPYD) framework. Bridging positive youth development (PYD) with critical theory, CPYD positions critical consciousness—consisting of critical reflection, political efficacy, and critical action—as the 7th C of PYD and as integral to both the learning process and healthy socioemotional development. This paper introduces the CPYD framework and examines implications and applications for practitioners, including exploring the role of storytelling as an effective method through which to apply CPYD and highlighting one specific example. }, number={6}, journal={JOURNAL OF YOUTH DEVELOPMENT}, author={Gonzalez, Maru and Kokozos, Michael and Byrd, Christy M. and McKee, Katherine E.}, year={2020}, pages={24–43} }
 @article{mcavoy_lowery_wafa_byrd_2020, title={Dining with Democracy: Discussion as informed action}, volume={84}, number={5}, journal={Social Education}, author={McAvoy, P. and Lowery, A. and Wafa, N. and Byrd, C.}, year={2020}, month={Oct}, pages={289–293} }
 @misc{byrd_rastogi_elliot_2020, title={Engagement with Diversity Experiences: A Self-Regulated Learning Perspective}, url={http://dx.doi.org/10.1007/978-3-030-44939-1_8}, DOI={10.1007/978-3-030-44939-1_8}, journal={Teaching and Learning for Social Justice and Equity in Higher Education}, publisher={Springer International Publishing}, author={Byrd, Christy M. and Rastogi, Ritika and Elliot, Erin R.}, year={2020}, pages={137–156} }
 @inproceedings{byrd_riddell_giles_2020, title={How Parental and School Socialization about Inequality are Related to Youths’ Critical Consciousness}, author={Byrd, C.M. and Riddell, J. and Giles, V.}, year={2020}, month={Jul} }
 @article{rogers_kiang_white_calzada_umana-taylor_byrd_williams_marks_whitesell_2020, title={PERSISTENT CONCERNS: QUESTIONS FOR RESEARCH ON ETHNIC-RACIAL IDENTITY DEVELOPMENT}, volume={17}, ISSN={["1542-7617"]}, DOI={10.1080/15427609.2020.1831881}, abstractNote={Research on ethnic-racial identity (ERI) and its development has increased exponentially over the past decade. In this paper we discuss five questions that the Lifespan ERI Study Group grappled with in our effort propose a lifespan model of ERI: (1) When does ERI development begin and end? (2) How do we account for age-dependent and contextually-initiated factors in ERI? (3) Should there be a reference point for healthy ERI, and if so, what is it? (4) How do the multiplicities of identity (intersectionality, multiracialism, whiteness) figure into our conceptualization of ERI? (5) How do we understand the role of ERI in pursuit of equity, diversity, and social justice? We note that these are persistent questions in ERI research, and thus our goal is to present our collective reckoning with these issues as well as our ponderings about why they persist. We conclude with recommendations forthe kinds of research questions, designs, and methods that developmental science, in particular, needs to pursue.}, number={2-3}, journal={RESEARCH IN HUMAN DEVELOPMENT}, author={Rogers, Leoandra Onnie and Kiang, Lisa and White, Lauren and Calzada, Esther J. and Umana-Taylor, Adriana J. and Byrd, Christy and Williams, Chelsea Derlan and Marks, Amy and Whitesell, Nancy}, year={2020}, month={Jul}, pages={130–153} }
 @article{byrd_ahn_2020, title={Profiles of ethnic-racial socialization from family, school, neighborhood, and the Internet: Relations to adolescent outcomes}, volume={48}, ISSN={["1520-6629"]}, DOI={10.1002/jcop.22393}, abstractNote={Abstract}, number={6}, journal={JOURNAL OF COMMUNITY PSYCHOLOGY}, author={Byrd, Christy M. and Ahn, Lydia HaRim}, year={2020}, month={Aug}, pages={1942–1963} }
 @inproceedings{byrd_harim ahn_2020, title={The Joint Influences of Multiple Contexts of Racial Socialization on Ethnic-Racial Identity and Academic Outcomes}, author={Byrd, C.M. and HaRim Ahn, L.}, year={2020}, month={Dec} }
 @article{gray_hope_byrd_2020, title={Why Black Adolescents Are Vulnerable at School and How Schools Can Provide Opportunities to Belong to Fix It}, volume={7}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85081401795&partnerID=MN8TOARS}, DOI={10.1177/2372732219868744}, abstractNote={ This article discusses factors contributing to the belonging vulnerability of Black adolescents as well as educational policy considerations for providing Black adolescents with opportunities to belong at school. Scholarship at the intersection of educational psychology and teacher education provides cultural interpretations for why and how Black adolescents are vulnerable to issues of belonging when educators are not in their corner, and when curricula do not reflect their cultures. Policy recommendations include (a) strategic investments in principal preparation, (b) information and human resources to develop culturally relevant learning opportunities, and (c) substantive roles for students as school and community leaders who can help address structural causes of belonging vulnerability among this population. }, number={1}, journal={Policy Insights from the Behavioral and Brain Sciences}, author={Gray, D.L. and Hope, E.C. and Byrd, C.M.}, year={2020}, pages={3–9} }
 @inproceedings{gonzalez_byrd_shealy_2019, title={#PassTheMicYouth: A Multimedia Program to Amplify Youth Voices}, author={Gonzalez, M.E. and Byrd, C.M. and Shealy, L.}, year={2019}, month={Oct} }
 @inproceedings{derlan_byrd_quintana_anicama_dyer_umana-taylor_2019, title={A Lifespan Perspective of Ethnic-Racial Identity: Underlying Myths, Conceptual Expansions, and Opportunities for Application}, author={Derlan, C. and Byrd, C.M. and Quintana, S. and Anicama, C. and Dyer, J. and Umana-Taylor, A.}, year={2019}, month={Mar} }
 @article{byrd_2019, title={A Measure of School Racial Socialization and Quality of Intergroup Interactions}, volume={25}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85049125838&partnerID=MN8TOARS}, DOI={10.1037/cdp0000202}, abstractNote={Objectives: The current study presents a comprehensive framework of campus racial climate and tests the validity and reliability of a new measure, the School Climate for Diversity Scale—College, in three independent samples. The scale measures 10 dimensions of campus racial climate in the two domains of intergroup interactions (frequency of interaction, quality of interaction, equal status, support for positive interaction, and stereotyping) and campus racial socialization (cultural socialization, mainstream socialization, promotion of cultural competence, colorblind socialization, and critical consciousness socialization). Method: Participants were college students drawn from an online task system and a public university on the West Coast. Results and Conclusions: Study 1 provided evidence of reliability and validity with existing measures of college climate, whereas Study 2 provided evidence of factor stability through exploratory factor analysis as well as additional evidence of discriminant and concurrent validity. Finally, Study 3 replicated the factor structure of Study 2 and provided further evidence of validity.}, number={2}, journal={Cultural Diversity and Ethnic Minority Psychology}, author={Byrd, C.M.}, year={2019}, pages={137–151} }
 @misc{byrd_2019, title={Climate Matters: Adolescents’ Experiences with School Climate for Diversity}, author={Byrd, C.M.}, year={2019} }
 @misc{farago_davidson_byrd_2019, title={Ethnic-Racial Socialization in Early Childhood: The Implications of Color-Consciousness and Colorblindness for Prejudice Development}, url={http://dx.doi.org/10.1007/978-3-030-12228-7_7}, DOI={10.1007/978-3-030-12228-7_7}, abstractNote={This chapter outlines how early childhood teachers can bring children into conversations surrounding race and racism by drawing on literature on how parents of color discuss these topics. Although educators’ practices surrounding race and racism remain largely unexplored, decades of developmental psychological research indicate that parents of color engage in ethnic-racial socialization practices that are beneficial for children (Hughes et al., 2006). The established dimensions of parental ethnic-racial socialization include (1) cultural socialization, or teaching children about their ethnic heritage and instilling ethnic pride; (2) preparation for bias, or teaching children about racism and preparing them to face discrimination; (3) promotion of mistrust, or warning children about the need to distance themselves from other racial groups; and (4) egalitarianism, or emphasizing the similarities between and equality of all races (Hughes et al. 2006). One consideration to take into account from a developmental perspective is that children’s level of cognitive development impacts how they interpret messages about race. This chapter draws a link between parental ethnic-racial socialization and extends this body of work to school settings, with a focus on teachers. The ideologies of colorblindness and color-consciousness are discussed throughout.}, journal={Handbook of Children and Prejudice}, publisher={Springer International Publishing}, author={Farago, Flora and Davidson, Kimberly Leah and Byrd, Christy M.}, year={2019}, pages={131–145} }
 @inproceedings{byrd_2019, title={Methods That Liberate: Quantitative Methods in a Social Justice Framework}, author={Byrd, C.M.}, year={2019}, month={Apr} }
 @inproceedings{gonzalez_mckee_byrd_2019, title={More Than Just a Seat at the Table: Amplifying Youth Voices in Social Justice Discourses}, author={Gonzalez, M.E. and McKee, K.E. and Byrd, C.M.}, year={2019}, month={Mar} }
 @inproceedings{byrd_2019, title={Promoting Positive Ethnic-Racial Socialization in Schools and Families}, author={Byrd, C.M.}, year={2019}, month={Jun} }
 @inproceedings{byrd_2019, title={School Racial Climate and Racial Socialization}, author={Byrd, C.M.}, year={2019}, month={Aug} }
 @misc{byrd_2019, title={The Racial Contexts of Schools: Interactions, Socialization, and Adolescent Outcomes}, author={Byrd, C.M.}, year={2019} }
 @inproceedings{elliot_byrd_2019, title={Understanding the Relationship Between Autonomy and Happiness for College Students}, author={Elliot, E. and Byrd, C.M.}, year={2019}, month={Aug} }
 @inproceedings{byrd_2018, title={A Thousand Cuts: Racial Microaggressions Are Related to Lower Self-Image Over Time}, author={Byrd, C.M.}, year={2018}, month={May} }
 @book{byrd_2018, title={MicroReport: An Android and iOS app for reporting microaggressions on a college campus}, url={https://byrdlab.wordpress.ncsu.edu/microreport/)}, author={Byrd, C.M.}, year={2018} }
 @article{byrd_2018, title={Microaggressions Self-Defense: A Role-Playing Workshop for Responding to Microaggressions}, volume={7}, ISSN={2076-0760}, url={http://dx.doi.org/10.3390/socsci7060096}, DOI={10.3390/socsci7060096}, abstractNote={Microaggressions are subtle verbal and non-verbal slights based on group membership, and they are ubiquitous in the lives of racial minorities, women, and LGBTQ individuals. The goal of the current paper is to introduce a role-playing based exercise on effective responses to microaggressions. The workshop draws on two previous prejudice responding workshops but integrates research-based strategies.}, number={6}, journal={Social Sciences}, publisher={MDPI AG}, author={Byrd, Christy}, year={2018}, month={Jun}, pages={96} }
 @inproceedings{byrd_2018, title={Responding Effectively to Microaggressions: A Research-Based Workshop}, author={Byrd, C.M.}, year={2018}, month={Apr} }
 @inproceedings{byrd_2018, title={School Racial Socialization and Diversity in STEM}, author={Byrd, C.M.}, year={2018}, month={Aug} }
 @misc{byrd_2018, title={Take Action: Publishing in STEM}, author={Byrd, C.M.}, year={2018} }
 @misc{byrd_2018, title={The Importance of School Climate for Diversity}, author={Byrd, C.M.}, year={2018} }
 @article{banerjee_byrd_rowley_2018, title={The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes}, volume={7}, url={https://doi.org/10.3390/socsci7100208}, DOI={10.3390/socsci7100208}, abstractNote={Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents’ perceptions of school-based discrimination and academic outcomes in a sample of African American middle school students. Adolescents’ reports of perceived school-based discrimination and racial socialization were identified as predictors of academic outcomes (i.e., academic persistence, academic self-efficacy, and academic self-concept). The study also investigated whether racial socialization moderated the relationship between school-based discrimination and achievement outcomes. The study sample comprised 74 African American adolescents (49% female) and one of their parents. Hierarchical regressions showed that racial discrimination by peers was negatively related to academic outcomes. Furthermore, we found that dimensions of racial socialization buffered the effects of school-based discrimination on academic outcomes. Implications for the importance of investigating race-related factors in the academic outcomes of African American youth will be discussed.}, number={10}, journal={Social Sciences}, author={Banerjee, Meeta and Byrd, Christy and Rowley, Stephanie}, year={2018}, month={Oct} }
 @article{carter_leath_butler-barnes_byrd_chavous_caldwell_jackson_2017, title={Comparing Associations Between Perceived Puberty, Same-Race Friends and Same-Race Peers, and Psychosocial Outcomes Among African American and Caribbean Black Girls}, volume={43}, ISSN={0095-7984 1552-4558}, url={http://dx.doi.org/10.1177/0095798417711024}, DOI={10.1177/0095798417711024}, abstractNote={Despite indications that adolescent peer relations is a mediator of associations between early pubertal timing and psychosocial problems, extant studies have not explicitly examined race or ethnic-related variables that shape the peer experiences of early developers. This study compared associations between pubertal timing, same race-friends, same-race peers, and psychosocial outcomes (school bonding, academic grades, externalizing behaviors, and peer deviancy) among a nationally representative sample of African American (n = 412) and Caribbean Black (n = 195) girls aged 13 to 17 years (Mage = 15 years). Results indicated that girls who perceived that their development was early relative to their peers reported better academic grades. Having more same-race friends were associated with school connectedness and fewer externalizing behaviors among girls who perceived that their development was early relative to their peers, whereas late-developing girls felt more bonded to school and engaged in fewer externalizing behaviors when they report fewer same-race friendships. These findings did not vary by ethnic subgroup. Findings suggest race-related variables (in this case number of same-race friends) provide important insight for understanding perceived pubertal timing effects within this population.}, number={8}, journal={Journal of Black Psychology}, publisher={SAGE Publications}, author={Carter, Rona and Leath, Seanna and Butler-Barnes, Sheretta T. and Byrd, Christy M. and Chavous, Tabbye M. and Caldwell, Cleopatra Howard and Jackson, James S.}, year={2017}, month={Jun}, pages={836–862} }
 @misc{byrd_2017, title={Microaggressions}, author={Byrd, C.M.}, year={2017} }
 @article{butler‐barnes_leath_williams_byrd_carter_chavous_2017, title={Promoting Resilience Among African American Girls: Racial Identity as a Protective Factor}, volume={89}, ISSN={0009-3920 1467-8624}, url={http://dx.doi.org/10.1111/cdev.12995}, DOI={10.1111/cdev.12995}, abstractNote={This study examines school climate, racial identity beliefs, and achievement motivation beliefs within a cultural‐ecological and risk and resilience framework. Data were drawn from a longitudinal study of 733 (Mage = 14.49) African American adolescent girls. A linear mixed effects model was used to determine if racial identity dimensions moderated the relationship between school climate and achievement motivation beliefs across four waves. Results revealed that racial identity (private regard and racial centrality) and ideology (nationalist) beliefs were associated with higher achievement motivation beliefs over time, while racial centrality and private regard, and a sense of belonging served as protective factors. The findings contribute to the importance of racial identity beliefs and increase the visibility of African American girls.}, number={6}, journal={Child Development}, publisher={Wiley}, author={Butler‐Barnes, Sheretta T. and Leath, Seanna and Williams, Amber and Byrd, Christy and Carter, Rona and Chavous, Tabbye M.}, year={2017}, month={Nov} }
 @misc{byrd_2017, title={Race Matters in Schools: The Significance of School Racial Climate and Microaggressions for Adolescents and Emerging Adults}, author={Byrd, C.M.}, year={2017} }
 @misc{byrd_2017, title={School Climate for Diversity-Secondary Scale}, DOI={10.1037/t65301-000}, journal={PsycTESTS Dataset}, publisher={American Psychological Association (APA)}, author={Byrd, Christy M.}, year={2017} }
 @article{byrd_2017, title={The complexity of school racial climate: Reliability and validity of a new measure for secondary students}, volume={87}, url={https://doi.org/10.1111/bjep.12179}, DOI={10.1111/bjep.12179}, abstractNote={BackgroundThe conceptualization of the role of race and culture in students’ experience of school has been limited. This study presents a more comprehensive and multidimensional framework than previously conceptualized and includes the two domains of (1) intergroup interactions (frequency of interaction, quality of interaction, equal status, and support for positive interaction) and (2) school racial socialization (cultural socialization, mainstream socialization, promotion of cultural competence, colourblind socialization, critical consciousness socialization, and stereotyping) (Byrd, 2015, Journal of Educational Research, 108, 10).}, number={4}, journal={British Journal of Educational Psychology}, publisher={Wiley}, author={Byrd, Christy M.}, year={2017}, month={Dec}, pages={700–721} }
 @article{byrd_2016, title={Does Culturally Relevant Teaching Work? An Examination From Student Perspectives}, volume={6}, DOI={10.1177/2158244016660744}, abstractNote={ Culturally relevant teaching is proposed as a powerful method for increasing student achievement and engagement and for reducing achievement gaps. Nevertheless, the research demonstrating its effectiveness consists primarily of case studies of exemplary classrooms. In addition, most of the research fails to take student perspectives into account. The current study asks whether culturally relevant teaching works by considering student perceptions of classrooms that vary in the amount of culturally relevant practices. The sample was 315 sixth- through 12th-grade students sampled from across the United States (62% female, 25% White, 25% Latino, 25% African American, and 25% Asian) who completed surveys of their experiences of culturally relevant teaching, cultural socialization, opportunities to learn about other cultures, and opportunities to learn about racism. Elements of culturally relevant teaching were significantly associated with academic outcomes and ethnic-racial identity development. The findings provide support for the effectiveness of culturally relevant teaching in everyday classrooms. }, number={3}, journal={SAGE Open}, publisher={SAGE Publications}, author={Byrd, Christy M.}, year={2016}, month={Jul}, pages={215824401666074} }
 @inproceedings{byrd_2016, title={Perceptions of School Racial Socialization and Intergroup Interactions for College Student Outcomes}, author={Byrd, C.M.}, year={2016}, month={Aug} }
 @inproceedings{byrd_2016, title={Perceptions of intergroup interactions and school racial socialization are associated with psychological and academic outcomes}, author={Byrd, C.M.}, year={2016}, month={Apr} }
 @misc{byrd_2016, title={Reporting Microaggressions through a Mobile App: Longitudinal Relations with Well-Being and Academic Success Health Psychology}, author={Byrd, C.M.}, year={2016} }
 @inproceedings{byrd_2016, title={Revisiting Racial Constancy in Adolescents in a “Post-Racial" Society}, author={Byrd, C.M.}, year={2016}, month={Jul} }
 @inproceedings{byrd_fonseca_leath_barnes_carter_chavous_2016, title={School Racial Climate and Congruence with Racial Identity for Black and Latino College Students}, author={Byrd, C.M. and Fonseca, G. and Leath, S. and Barnes, S. and Carter, R. and Chavous, T.}, year={2016}, month={Apr} }
 @inproceedings{byrd_2016, title={Using a Mobile App to Address to Microaggressions on Campus}, author={Byrd, C.M.}, year={2016} }
 @inproceedings{byrd_2016, title={Using a Mobile App to Report Microaggressions}, author={Byrd, C.M.}, year={2016}, month={Aug} }
 @article{byrd_carter andrews_2016, title={Variations in students' perceived reasons for, sources of, and forms of in-school discrimination: A latent class analysis}, volume={57}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84969750094&partnerID=MN8TOARS}, DOI={10.1016/j.jsp.2016.05.001}, abstractNote={Although there exists a healthy body of literature related to discrimination in schools, this research has primarily focused on racial or ethnic discrimination as perceived and experienced by students of color. Few studies examine students' perceptions of discrimination from a variety of sources, such as adults and peers, their descriptions of the discrimination, or the frequency of discrimination in the learning environment. Middle and high school students in a Midwestern school district (N=1468) completed surveys identifying whether they experienced discrimination from seven sources (e.g., peers, teachers, administrators), for seven reasons (e.g., gender, race/ethnicity, religion), and in eight forms (e.g., punished more frequently, called names, excluded from social groups). The sample was 52% White, 15% Black/African American, 14% Multiracial, and 17% Other. Latent class analysis was used to cluster individuals based on reported sources of, reasons for, and forms of discrimination. Four clusters were found, and ANOVAs were used to test for differences between clusters on perceptions of school climate, relationships with teachers, perceptions that the school was a "good school," and engagement. The Low Discrimination cluster experienced the best outcomes, whereas an intersectional cluster experienced the most discrimination and the worst outcomes. The results confirm existing research on the negative effects of discrimination. Additionally, the paper adds to the literature by highlighting the importance of an intersectional approach to examining students' perceptions of in-school discrimination.}, journal={Journal of School Psychology}, author={Byrd, C.M. and Carter Andrews, D.J.}, year={2016}, pages={1–14} }
 @inproceedings{byrd_2015, title={Black History Month and To Kill a Mockingbird: Student Perceptions of School Racial Socialization Practices}, author={Byrd, C.M.}, year={2015}, month={Mar} }
 @article{aldana_byrd_2015, title={School Ethnic–Racial Socialization: Learning About Race and Ethnicity Among African American Students}, volume={47}, DOI={10.1007/s11256-014-0319-0}, number={3}, journal={The Urban Review}, publisher={Springer Nature}, author={Aldana, Adriana and Byrd, Christy M.}, year={2015}, month={Aug}, pages={563–576} }
 @inproceedings{byrd_carter andrews_2015, title={The Importance of Cultural Relevance for All: Secondary Students’ Perceptions of Culturally Relevant Teaching}, author={Byrd, C.M. and Carter Andrews, D.J.}, year={2015}, month={Apr} }
 @article{hoggard_byrd_sellers_2015, title={The lagged effects of racial discrimination on depressive symptomology and interactions with racial identity}, volume={62}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84929893766&partnerID=MN8TOARS}, DOI={10.1037/cou0000069}, abstractNote={Scholars agree on the negative impacts of racial discrimination on the mental health of African Americans (Brondolo et al., 2008). Yet research is needed to explore the impacts of everyday discrimination over time, especially compared to nonracial daily hassles, in an ecologically valid manner. It is also widely accepted that racial identity can moderate the impact of racial hassles (Sellers, Copeland-Linder, Martin, & Lewis 2006), but few studies have examined this moderating effect over time. The current study addresses gaps in the current literature by analyzing the relationship between reported racial and nonracial stressors over the course of four days. Participants were 225 college students at three institutions who participated in a 20-day daily diary study. Each day, participants reported whether they had experienced a stressful event and their depressive symptoms. We compared reports of depressive symptoms the day an event occurred and two days after for racial and nonracial stressors and examined whether racial identity served as a moderator. The results showed that individuals experienced similar increases for racial and nonracial stressors when events occur and similar decreases in the following two days. Additionally, symptom trajectories varied by racial identity. Implications for the understanding of racial discrimination's role in the well-being of African Americans are discussed.}, number={2}, journal={Journal of Counseling Psychology}, author={Hoggard, L.S. and Byrd, C.M. and Sellers, R.M.}, year={2015}, pages={216–225} }
 @article{rouland_matthews_byrd_meyer_rowley_2014, title={Culture clash? Interactions between Afrocultural and mainstream cultural styles in classrooms serving African American students}, volume={4}, number={3}, journal={Interdisciplinary Journal of Teaching and Learning}, author={Rouland, K. and Matthews, J. and Byrd, C.M. and Meyer, R.M.L. and Rowley, S.}, year={2014}, pages={186–202} }
 @inproceedings{byrd_2014, title={Initial Validation of a Comprehensive Measure of School Racial Climate}, author={Byrd, C.M.}, year={2014}, month={Aug} }
 @misc{byrd_2014, title={Learning about Race and Culture in School: Student Perspectives}, author={Byrd, C.M.}, year={2014} }
 @inproceedings{carter andrews_byrd_2014, title={Multiracial students’ perceptions of schooling in a predominantly White high school: Examining (racial) microaggressions through a quantitative analysis}, author={Carter Andrews, D. and Byrd, C.M.}, year={2014}, month={Apr} }
 @inproceedings{byrd_2014, title={Supporting Motivation Through a Positive School Racial Climate}, author={Byrd, C.M.}, year={2014}, month={Oct} }
 @article{byrd_2014, title={The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation}, volume={108}, DOI={10.1080/00220671.2013.831803}, abstractNote={ABSTRACT School racial climate is an important aspect of the school environment that can have significant implications for youths’ development. However, existing research is limited by conceptual and methodological concerns that restrict the ability of researchers and educators to identify what about and how the racial climate is important. The author addresses existing limitations by articulating school racial climate as a multidimensional construct composed of interpersonal interactions and school racial socialization. The sample consists of 99 Black middle and high school students who completed surveys on their perceptions of the school racial climate and their belonging, competence, and intrinsic motivation. The results showed, for example, that perceptions of more positive cross-race interactions were associated with greater belonging, and perceptions of colorblind messages were associated with lower competence. Overall, the study demonstrated the utility of a multidimensional approach to school racial climate and supported existing research on the importance of climate for adolescents’ motivation.}, number={1}, journal={The Journal of Educational Research}, publisher={Informa UK Limited}, author={Byrd, Christy M.}, year={2014}, month={May}, pages={10–21} }
 @inproceedings{byrd_aldana_2014, title={The content and frequency of school racial socialization in a predominantly Black school}, author={Byrd, C.M. and Aldana, A.}, year={2014}, month={Mar} }
 @inproceedings{byrd_2013, title={African American adolescents’ experience of their school racial climate: Implications for achievement motivation processes}, author={Byrd, C.M.}, year={2013}, month={Apr} }
 @inproceedings{byrd_carter andrews_2013, title={Hearing Students’ Voices about Multicultural Education Practices}, author={Byrd, C.M. and Carter Andrews, D.J.}, year={2013}, month={Nov} }
 @inproceedings{byrd_chavous_2013, title={Racial identity-context congruence in predominantly White and predominantly Black settings}, author={Byrd, C.M. and Chavous, T.}, year={2013}, month={Apr} }
 @inproceedings{byrd_chavous_2013, title={Racial identity-context congruence in predominantly White and predominantly Black settings}, author={Byrd, C.M. and Chavous, T.}, year={2013}, month={Mar} }
 @inproceedings{byrd_carter andrews_2013, title={Variations in Perceived Sources and Reasons for Discrimination: A Cluster Analysis}, author={Byrd, C.M. and Carter Andrews, D.J.}, year={2013}, month={Aug} }
 @inproceedings{byrd_2012, title={A latent class analysis of racial identity and racial attitudes: Associations with racial climate and well-being}, author={Byrd, C.M.}, year={2012}, month={Apr} }
 @article{hoggard_byrd_sellers_2012, title={Comparison of African American college students' coping with racially and nonracially stressful events}, volume={18}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84872229311&partnerID=MN8TOARS}, DOI={10.1037/a0029437}, abstractNote={Racial discrimination, a common experience for many African Americans, has been conceptualized within a stress and coping framework. However, few have examined whether racially stressful events are appraised and coped with differently from nonracially stressful events. The present study uses a daily diary method to examine African American college students' appraisals and coping behaviors in racially and nonracially stressful situations. The study examines the following 3 questions: 1) Do African Americans appraise racially stressful events differently from nonracially stressful events? 2) Do they cope with racially stressful events differently from nonracially stressful events? and 3) Do they cope with racially stressful events differently from nonracially stressful events, even after controlling for differences in cognitive appraisals of the events? The present sample consists of 35 participants who reported experiencing at least one racially stressful event and at least one nonracially stressful event during a 20-day diary study. Overall, no differences were found in students' appraisals in the racially stressful versus nonracially stressful events. Participants used less planful problem solving and more confrontive, ruminative, and avoidance coping strategies in the racially stressful events as compared with the nonracially stressful events. These findings suggest a need for race-specific models for coping with racial discrimination. (PsycINFO Database Record (c) 2012 APA, all rights reserved).}, number={4}, journal={Cultural Diversity and Ethnic Minority Psychology}, author={Hoggard, L.S. and Byrd, C.M. and Sellers, R.M.}, year={2012}, pages={329–339} }
 @inproceedings{byrd_chavous_2012, title={How school racial climate moderates the relationship of racial identity to academic satisfaction}, author={Byrd, C.M. and Chavous, T.M.}, year={2012}, month={Mar} }
 @inproceedings{byrd_2012, title={Racial identity-context congruence in educational settings: How the effects of African American racial identity varies}, author={Byrd, C.M.}, year={2012}, month={Apr} }
 @inbook{byrd_chavous_2012, place={Lanham}, title={The congruence between African American students’ racial identity beliefs and their academic climates: Implications for academic motivation and achievement}, booktitle={African American Identity: Racial and Cultural Dimensions of the Black Experience}, publisher={Lexington Books/Rowman & Littlefield}, author={Byrd, C.M. and Chavous, T.M.}, editor={Sullivan, J.M. and Esmail, A.M.Editors}, year={2012}, pages={345–369} }
 @inproceedings{byrd_2011, title={Beyond intergroup contact: What’s racial about the climate at an HBCU?}, author={Byrd, C.M.}, year={2011}, month={Jun} }
 @article{byrd_chavous_2011, title={Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person-Context Congruence}, volume={21}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-81255137897&partnerID=MN8TOARS}, DOI={10.1111/j.1532-7795.2011.00743.x}, abstractNote={Researchers have been concerned with whether strong racial identification promotes or inhibits achievement motivation among African American youth, but current literatures have paid little attention to the role of youths' contexts. In this study, we outline a racial identity–context congruence framework that predicts positive benefits of a strong, positive racial identity when the context is congruent with youths' beliefs. To test this framework, we examined school racial climate as a moderator in the relationships of three racial identity variables (centrality, private regard, and public regard) with intrinsic motivation for attending school in a sample of 11th graders. Overall, results support the congruence perspective and also demonstrate how feelings of belonging at school mediate the relationship between racial identity–racial climate congruence and school intrinsic motivation.}, number={4}, journal={Journal of Research on Adolescence}, author={Byrd, C.M. and Chavous, T.}, year={2011}, pages={849–860} }
 @inproceedings{byrd_hoggard_sellers_2011, title={Situational factors in coping with racial discrimination}, author={Byrd, C.M. and Hoggard, L.H. and Sellers, R.M.}, year={2011}, month={Aug} }
 @article{byrd_2011, title={The Measurement of Racial/Ethnic Identity in Children}, volume={38}, DOI={10.1177/0095798410397544}, abstractNote={ Researchers have long been interested in racial attitudes and preferences of young children with a focus on the implications of societal racism on healthy development. The doll study paradigm popularized by Clark and Clark is the most commonly used measure for children; however, researchers also have adapted paper and pencil measures and projective techniques to capture children’s attitudes. This article reviews multiple measurement approaches, drawing on developmental frameworks, and argues that researchers should draw more on cognitive developmental theories in creating measures that can better capture the unique nature of ethnic minority children’s racial attitudes, how they form, and implications for adjustment. }, number={1}, journal={Journal of Black Psychology}, publisher={SAGE Publications}, author={Byrd, Christy M.}, year={2011}, month={Feb}, pages={3–31} }
 @inproceedings{byrd_2011, title={The importance of racial attitudes and racial climate in academic and psychological outcomes}, author={Byrd, C.M.}, year={2011}, month={Aug} }
 @inproceedings{byrd_hoggard_sellers_2010, title={Racial discrimination: A unique stressor with unique coping responses?}, author={Byrd, C.M. and Hoggard, L.H. and Sellers, R.M.}, year={2010}, month={Aug} }
 @inproceedings{byrd_rowley_2010, title={The interaction of school racial climate and racial centrality on motivation for African American adolescents}, author={Byrd, C.M. and Rowley, S.J.}, year={2010}, month={Jul} }
 @inproceedings{byrd_2010, title={The measurement of racial identity in children: A critical review}, author={Byrd, C.M.}, year={2010}, month={Jun} }
 @inproceedings{byrd_rowley_2010, title={Why racial climate and discrimination matter for academic motivation in secondary education: the roles of autonomy, belonging, and competence}, author={Byrd, C.M. and Rowley, S.J.}, year={2010}, month={Mar} }
 @inproceedings{wong_byrd_2009, title={Closing an achievement gap: Mathematics instruction that moderates the relationship between socioeconomic status and kindergarten mathematics learning}, author={Wong, L. and Byrd, C.M.}, year={2009}, month={Apr} }
 @article{byrd_chavous_2009, title={Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis}, volume={38}, DOI={10.1007/s10964-008-9381-9}, abstractNote={Increasingly, researchers have found relationships between a strong, positive sense of racial identity and academic achievement among African American youth. Less attention, however, has been given to the roles and functions of racial identity among youth experiencing different social and economic contexts. Using hierarchical linear modeling, the authors examined the relationship of racial identity to academic outcomes, taking into account neighborhood-level factors. The sample consisted of 564 African American eighth-graders (56% male). The authors found that neighborhood characteristics and racial identity related positively to academic outcomes, but that some relationships were different across neighborhood types. For instance, in neighborhoods low in economic opportunity, high pride was associated with a higher GPA, but in more advantaged neighborhoods, high pride was associated with a lower GPA. The authors discuss the need to take youth's contexts into account in order to understand how racial identity is active in the lives of African American youth.}, number={4}, journal={Journal of Youth and Adolescence}, publisher={Springer Nature}, author={Byrd, Christy M. and Chavous, Tabbye M.}, year={2009}, month={Jan}, pages={544–559} }
 @inproceedings{byrd_chavous_2009, title={Racial identity and academic achievement in the neighborhood context: A multilevel analysis}, author={Byrd, C.M. and Chavous, T.M.}, year={2009}, month={Apr} }
 @inproceedings{byrd_chavous_2008, title={Racial identity in the neighborhood context}, author={Byrd, C.M. and Chavous, T.M.}, year={2008}, month={Jun} }
 @article{byrd_2008, title={Reading Instruction Beliefs and Practices of Early Elementary School Teachers}, volume={13}, DOI={10.24839/1089-4136.jn13.2.76}, abstractNote={His work at the PACE Center is dedicated to the advancement of theory, research, practice and policy advancing the notion of intelligence as modifiable and capable of}, number={2}, journal={Psi Chi Journal of Psychological Research}, publisher={Psi Chi, the International Honor Society in Psychology}, author={Byrd, Christy M.}, year={2008}, pages={76–85} }
 @misc{byrd, title={Importance of Racial Attitudes and Racial Climate in Academic and Psychological Outcomes}, DOI={10.1037/e658152011-001}, journal={PsycEXTRA Dataset}, publisher={American Psychological Association (APA)}, author={Byrd, Christy M.} }
 @misc{byrd, title={Initial Validation of a Comprehensive Measure of School Racial Climate}, DOI={10.1037/e567572014-001}, journal={PsycEXTRA Dataset}, publisher={American Psychological Association (APA)}, author={Byrd, Christy M.} }
 @misc{byrd_hoggard_sellers, title={Racial Discrimination: A Unique Stressor With Unique Coping Responses?}, DOI={10.1037/e640432010-001}, journal={PsycEXTRA Dataset}, publisher={American Psychological Association (APA)}, author={Byrd, Christy M. and Hoggard, Lori S. and Sellers, Robert M.} }
 @misc{byrd_andrews, title={Variations in Perceived Sources and Reasons for Discrimination: A Cluster Analysis}, DOI={10.1037/e606492013-001}, journal={PsycEXTRA Dataset}, publisher={American Psychological Association (APA)}, author={Byrd, Christy M. and Andrews, Dorinda Carter} }