@article{hope_2023, title={A Welcome Message From the New Editor of the <i>Journal of Adolescent Research</i>}, ISSN={["1552-6895"]}, DOI={10.1177/07435584231221945}, journal={JOURNAL OF ADOLESCENT RESEARCH}, author={Hope, Elan C.}, year={2023}, month={Dec} }
 @article{volpe_benson_ross_briggs_mejia-bradford_alexander_hope_2023, title={Finding the bright side: Positive online racial experiences, racial identity, and activism for Black young adults}, volume={144}, ISSN={["1873-7692"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85150395322&partnerID=MN8TOARS}, DOI={10.1016/j.chb.2023.107738}, abstractNote={Engagement in Black community activism allows Black adults to resist societal racism. Yet if interpersonal positive online racial experiences may impact self-reported engagement in Black community activism differently by racial identity remains underexamined. Guided by media, sociopolitical, and racial identity theories, we used latent class and regression analyses to examine the role of positive online racial experiences and racial identity profiles on Black adults’ engagement in Black community activism. Survey data from 313 Black adults (Mage = 29.38) collected in 2021 were utilized. We generated four racial identity profiles: race-focused (n = 112), idealistic (n = 97), undifferentiated (n = 74), and detached (n = 30). Undifferentiated and detached Black adults engaged in less activism compared to race-focused adults. More positive online racial experiences were associated with more engagement in activism. Associations did not differ by racial identity. Future research should examine how positive online racial experiences make activism more hopeful and capable of creating change.}, journal={COMPUTERS IN HUMAN BEHAVIOR}, author={Volpe, Vanessa V. and Benson, G. Perusi and Ross, Julia M. and Briggs, Alexis S. and Mejia-Bradford, Sasha C. and Alexander, Anitra R. and Hope, Elan C.}, year={2023}, month={Jul} }
 @article{hope_volpe_briggs_benson_2022, title={Anti-racism activism among Black adolescents and emerging adults: Understanding the roles of racism and anticipatory racism-related stress}, volume={2}, ISSN={["1467-8624"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85125959137&partnerID=MN8TOARS}, DOI={10.1111/cdev.13744}, abstractNote={Abstract This study examines associations between individual racism, anticipatory racism‐related stress, and anti‐racism activism among Black adolescents (n = 443; M age = 15.6; 57.4% female) and emerging adults (n = 447; M age = 23.8; 77.6% female). The authors tested competing hypotheses about associations between individual racism and anti‐racism activism on anticipatory racism‐related stress. Findings indicated anticipatory racism‐related stress may be both a catalyst and consequence of engagement in anti‐racism activism for Black adolescents and emerging adults. Results for each age group varied by type of stress (physiological; psychological) and activism (low‐risk; high‐risk). Supporting youth engagement in anti‐racism activism without increasing anticipatory racism‐related stress is a key priority for meaningfully advancing scholarship on the development of anti‐racism and pursuit of racial justice.}, journal={CHILD DEVELOPMENT}, author={Hope, Elan C. and Volpe, Vanessa V. and Briggs, Alexis S. and Benson, G. Perusi}, year={2022}, month={Feb} }
 @article{volpe_smith_skinner_lozada_hope_del toro_2022, title={Centering the Heterogeneity of Black Adolescents' Experiences: Guidance for Within-Group Designs among African Diasporic Communities}, volume={3}, ISSN={["1532-7795"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85127348557&partnerID=MN8TOARS}, DOI={10.1111/jora.12742}, abstractNote={Despite notable improvements in theory and methods that center the lived experiences of Black adolescents, White supremacy endures in developmental science. In this article, we focus on one methodological manifestation of White supremacy—sampling decisions that assume Black adolescents are a homogeneous group. We examine overlooked concerns about within‐group designs with Black adolescents, such as the erasure of some African diasporic communities in the United States. We first describe the homogeneity assumption and join other scholars in advocating for within‐group designs. We next describe challenges with current approaches to within‐group designs. We then provide recommendations for antiracist research that makes informed within‐group design sampling decisions. We conclude by describing the implications of these strategies for researchers and developmental science.}, number={4}, journal={JOURNAL OF RESEARCH ON ADOLESCENCE}, author={Volpe, Vanessa V. and Smith, Naila A. and Skinner, Olivenne D. and Lozada, Fantasy T. and Hope, Elan C. and Del Toro, Juan}, year={2022}, month={Mar} }
 @article{mathews_durkee_hope_2022, title={Critical Action and Ethnic-Racial Identity: Tools of Racial Resistance at the College Transition}, ISSN={["1532-7795"]}, DOI={10.1111/jora.12790}, abstractNote={This study examines the reciprocal relationship between critical action and ethnic-racial identity (ERI) exploration in Black college students using a longitudinal cross-lagged model. Participants were Black students (N = 237; Mage = 18.2; 74% female) from a longitudinal study of college transition. Analyses examined the temporal ordering and directionality of associations between critical action and ERI exploration over four time points from college entry through four years of college. Critical action positively predicted ERI exploration over each year of college, and ERI exploration positively predicted critical action in a reciprocal fashion over the same years. These findings underscore theoretical assertions that critical action and ERI are intertwined in Black youths' development and provide insight into how critical action and ERI overlap beyond adolescence.}, journal={JOURNAL OF RESEARCH ON ADOLESCENCE}, author={Mathews, Channing J. and Durkee, Myles and Hope, Elan C.}, year={2022}, month={Aug} }
 @article{bahnson_hope_satterfield_wyer_kirn_2022, title={Development and Initial Validation of the Discrimination in Engineering Graduate Education (DEGrE) Scale}, ISSN={["1938-8934"]}, DOI={10.1037/dhe0000429}, journal={JOURNAL OF DIVERSITY IN HIGHER EDUCATION}, author={Bahnson, Matthew and Hope, Elan C. and Satterfield, Derrick and Wyer, Mary and Kirn, Adam}, year={2022}, month={Jul} }
 @article{griffin_gray_hope_metzger_henderson_2022, title={Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens}, volume={57}, ISSN={["1552-8340"]}, DOI={10.1177/0042085920933346}, abstractNote={This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students (Mage = 16.42; 52% female) from the southeastern United States. Hierarchical regression analyses revealed that racial centrality moderated the relationships between active coping and school valuing and active coping and cognitive strategy use. Findings support the value of using an equity-elaborated lens to understand the role of SEL competencies for Black youth’s school adjustment.}, number={2}, journal={URBAN EDUCATION}, author={Griffin, Charity Brown and Gray, DeLeon and Hope, Elan and Metzger, Isha W. and Henderson, Dawn X.}, year={2022}, month={Feb}, pages={198–223} }
 @article{volpe_hope_mosley_javidi_sosoo_benson_2022, title={How We Get Free: Graduate Training as an Opportunity for Equitable Participation and Liberation}, volume={8}, ISSN={["1745-6924"]}, url={https://doi.org/10.1177/17456916221096086}, DOI={10.1177/17456916221096086}, abstractNote={In this conceptual article, we assert that psychology should be transformed to adopt the explicit goal of working toward the liberation of people oppressed by society rather than striving for mere equality. To achieve such a transformation, it is necessary to reenvision graduate training in psychology. Graduate training in psychology is an important vehicle by which psychologists can become prepared to use research and practice to eradicate inequities in society. Therefore, we propose six pillars for liberation-focused graduate training in psychology: critical unlearning/unknowing, cooperative modes of production, prioritizing indigenous knowledge, embedded interdependence, systems-level action, and prioritizing members of oppressed groups. Although this conceptualization may engender resistance, we argue that there are many potential pathways by which graduate training may use liberation psychology to work equitably with oppressed groups to seek justice.}, number={2}, journal={PERSPECTIVES ON PSYCHOLOGICAL SCIENCE}, author={Volpe, Vanessa V. and Hope, Elan C. and Mosley, Della V and Javidi, Hannah and Sosoo, Effua E. and Benson, G. Perusi}, year={2022}, month={Aug} }
 @article{evans_stokes_hope_widman_cryer-coupet_2022, title={Parental influence on sexual intentions of Black adolescent girls: Examining the role of gendered-racial socialization.}, volume={36}, ISSN={1939-1293 0893-3200}, url={http://dx.doi.org/10.1037/fam0000874}, DOI={10.1037/fam0000874}, abstractNote={Parents can promote the sexual health of adolescents in a number of well-established ways, such as through sexual communication and parental monitoring. Another unexplored avenue through which parents might influence sexual decision-making among Black girls is gendered-racial socialization-the process through which parents send messages to their Black daughters about what it means to be a Black girl, in part, to improve their self-esteem. In a national, U.S.-based sample of 287 Black girls (Mage = 15.4) and their parents (87.8% female), we examine how two dimensions of gendered-racial socialization (gendered-racial pride socialization; gendered-racial oppression socialization): (a) are related to adolescents' intentions to have early sex and (b) moderate the association of parental communication and monitoring with adolescents' intentions to have early sex. We found Black girls who are exposed to more empowering messages about Black girls and women are less likely to intend to have early sex. Additionally, gendered-racial pride socialization moderated the relationship between parental monitoring and intentions to have sex, such that more monitoring was associated with lower intentions to have early sex among girls low in gendered-racial pride socialization. For girls high in gendered-racial pride socialization, there was no relationship between parental monitoring and sexual intentions. Gendered-racial pride socialization is an important asset in Black families, which can be leveraged to improve the sexual health of Black girls. Future studies are needed to examine the causal, temporal pathways between gendered-racial socialization and sexual health. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, number={2}, journal={Journal of Family Psychology}, publisher={American Psychological Association (APA)}, author={Evans, Reina and Stokes, McKenzie N. and Hope, Elan C. and Widman, Laura and Cryer-Coupet, Qiana R.}, year={2022}, month={Mar}, pages={318–323} }
 @article{briggs_hope_cryer-coupet_2022, title={Patterns of critical consciousness and associations with sociocultural factors in black adolescents}, ISSN={["1099-1298"]}, DOI={10.1002/casp.2658}, abstractNote={Abstract Critical consciousness includes an understanding of structural oppression, agency to act and actions to redress oppression. Questions remain regarding how youth's experiences with oppression and their social identities might relate to their critical consciousness. In this study, we explored associations between critical consciousness (critical reflection, critical agency, and action) and sociocultural factors (racial identity, racial socialization, and racial stress) among Black adolescents ( n = 604; M age = 15.44, SD = 1.24). We used latent profile analysis and identified four profiles of critical consciousness: Precritical Bystander (62.7%), Liberated Actor (19.9%), Precritical Actor (10.8%), and Acritical Bystander (6.6%). These profiles were distinct in critical reflection, critical agency, and critical action. Next, we examined associations between critical consciousness profiles and sociocultural factors. We found that profile membership was differentially associated with some aspects of racial identity, racial socialization, and racial stress. These findings suggest that there are specific patterns of critical consciousness among Black youth which are differentially associated with racial identity, racial socialization that emphasizes cultural pride, and experiences of cultural racism. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement .}, journal={JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY}, author={Briggs, Alexis S. and Hope, Elan C. and Cryer-Coupet, Qiana R.}, year={2022}, month={Oct} }
 @article{pender_hope_sondel_2022, title={Reclaiming "Mydentity": Counterstorytelling to challenge injustice for racially and economically marginalized emerging adults}, ISSN={["1099-1298"]}, DOI={10.1002/casp.2662}, abstractNote={Abstract Emerging adulthood is an important period for identity development, the development of sociopolitical beliefs, and establishment of social roles and responsibilities. As a part of this development, counterstorytelling—narrative processes that contrast and challenge dominant oppressive narratives—may be used within counterspaces to facilitate positive identity development and to challenge injustice. In this qualitative study, we analyse interviews with and poetry from 12 emerging adults who were facilitators within a youth critical literacy program to understand how counterstorytelling functions to both facilitate identity development and challenge injustice. We found evidence of two superordinate themes: reclaiming identity, taking ownership of identity through counterstorytelling; and co‐creating a narrative community, collectively building community through counterstorytelling. Findings support counterstorytelling promotes emergent identity development and works as a strategy for challenging injustice and oppression for marginalized emerging adults. Implications for practitioners and future research are discussed.}, journal={JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY}, author={Pender, Kristen N. N. and Hope, Elan C. C. and Sondel, Beth}, year={2022}, month={Nov} }
 @article{golden_anderson_cooper_hope_kloos_2021, title={"With Politics, It's Easier to Talk to Them About It": Peer Racial Socialization and Sociopolitical Development Among Black College Students}, ISSN={["2167-6984"]}, DOI={10.1177/21676968211040321}, abstractNote={With the increased frequency of highly publicized racism in the United States, the engagement of racial socialization among Black emerging adults and their peers is critical for navigating their racial experiences and organizing for change as evident in social movements led by young adults (e.g., Black Lives Matter). However, little is known about the process of peer racial socialization and its relation to sociopolitical development. In this study, we qualitatively explored these processes with 35 Black undergraduates attending a predominantly white institution. Two peer racial socialization themes associated with sociopolitical development emerged: Political Division and Media. An additional theme, Culture as a Form of Resistance, highlighted the relationship between peer racial socialization and coping with racism. Implications for further exploration of non-traditional forms of activism and the creation of safe spaces for Black college students are discussed.}, journal={EMERGING ADULTHOOD}, author={Golden, Alexandrea R. and Anderson, Riana E. and Cooper, Shauna M. and Hope, Elan C. and Kloos, Bret}, year={2021}, month={Oct} }
 @article{hope_brinkman_hoggard_stokes_hatton_volpe_elliot_2021, title={Black Adolescents' Anticipatory Stress Responses to Multilevel Racism: The Role of Racial Identity}, volume={91}, ISSN={["1939-0025"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85107964173&partnerID=MN8TOARS}, DOI={10.1037/ort0000547}, abstractNote={Black adolescents face the stressful experience of racism in their everyday lives, which has negative implications for their health and well-being. In the current study, we explored experiences of individual, institutional, and cultural racism in relation to anticipatory racism-related stress responses (e.g., prolonged negative thinking, arousal in expectation of future racism) among Black adolescents (N = 442). We also examined whether three dimensions of racial identity, centrality, private regard, and public regard, moderate those relationships. We found that more experiences of racism at each level were related to greater anticipatory racism-related stress responses, measured as more cognitive activation of racial stressors, appraisal of coping strategies, and anticipation of future racism. We also found that some relationships between experiences of racism and anticipatory stress varied by regard. The positive relation between individual racism and perseverative cognition was stronger for those with low public regard. Similarly, the positive association between cultural racism and psychological anticipation was stronger for those with low public regard. The positive association between institutional racism and physiological anticipation of future racism was stronger for those with higher private regard. These findings contribute to the growing literature on the pervasiveness of racism in the lives of Black youth and the utility of racial identity to reduce harm from racism. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, number={4}, journal={AMERICAN JOURNAL OF ORTHOPSYCHIATRY}, author={Hope, Elan C. and Brinkman, Marissa and Hoggard, Lori S. and Stokes, McKenzie N. and Hatton, Vanessa and Volpe, Vanessa V. and Elliot, Erin}, year={2021}, pages={487–498} }
 @article{christophe_martin romero_hope_stein_2021, title={Critical Civic Engagement in Black College Students: Interplay Between Discrimination, Centrality, and Preparation for Bias}, ISSN={["1939-0025"]}, DOI={10.1037/ort0000600}, abstractNote={Critical civic engagement (CCE) refers to interpersonal, community, and political actions to combat and cope with racial inequity. While discrimination and identity are well-known drivers of civic engagement, it is less well-known how parental preparation for bias socialization, which teaches Black youth how to cope with unequal social systems, works in concert with discrimination and identity to predict CCE. Furthermore, there are several ways individuals may be civically engaged, and these factors may be differentially associated with the various types of CCE. This study uses a sample of 186 Black college students (Mage = 18.72, age range = 18-29; 86% female) to examine how discrimination, ethnic-racial centrality, and preparation for bias socialization interact to differentially predict interpersonal, communal, and political CCE. Discrimination was associated with political CCE, whereas both discrimination and racial centrality were associated with greater communal CCE. A three-way interaction between discrimination, centrality, and preparation for bias socialization predicted greater interpersonal CCE. Findings highlight the importance of attending to sociocultural factors when supporting Black college student activists in public minority-serving institutions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, journal={AMERICAN JOURNAL OF ORTHOPSYCHIATRY}, author={Christophe, N. Keita and Martin Romero, Michelle Y. and Hope, Elan and Stein, Gabriela L.}, year={2021}, month={Dec} }
 @article{gibson_bouldin_stokes_lozada_hope_2021, title={Cultural Racism and Depression in Black Adolescents: Examining Racial Socialization and Racial Identity as Moderators Dismantling Systems of Racism and Oppression during Adolescence}, ISSN={["1532-7795"]}, DOI={10.1111/jora.12698}, abstractNote={The current study explored parental racial socialization and racial regard as moderators of the effects of cultural racism on depression symptoms among Black adolescents (N = 604, Mage  = 15.44). When adolescents reported lower private regard and lower cultural pride messages or higher public regard and lower alertness to discrimination messages, the negative effects of cultural racism on depression symptoms were exacerbated. When adolescents reported higher private regard and more cultural pride messages, the negative effects of cultural racism on depression symptoms were attenuated. Findings suggest that racial messages transmitted to Black adolescents combined with their own racial attitudes can alter the effect of cultural racism on depression symptoms.}, journal={JOURNAL OF RESEARCH ON ADOLESCENCE}, author={Gibson, Stephen M. and Bouldin, Briana M. and Stokes, McKenzie N. and Lozada, Fantasy T. and Hope, Elan C.}, year={2021}, month={Dec} }
 @article{pinedo_durkee_diemer_hope_2021, title={Disentangling Longitudinal Trajectories of Racial Discrimination and Critical Action Among Black and Latinx College Students: What Role Do Peers Play?}, volume={27}, ISSN={["1939-0106"]}, DOI={10.1037/cdp0000434}, abstractNote={Objectives: Critical action (sociopolitical action to combat social inequity) provides racially marginalized youth with a pathway to coping. Sociocultural factors (like experiences of racial discrimination and contact with racially marginalized peers) are integral for fostering critical action among racially marginalized youth, yet few empirical studies have explored these relationships longitudinally. This study examines: (a) longitudinal trajectories of critical action and racial discrimination among Black and Latinx college students, (b) whether racial discrimination or critical action predict the other's longitudinal trajectory, and (c) whether having Black and Latinx friends and ethnic-racial club participation strengthen these relationships. Method: These trajectories were assessed by estimating growth models with a longitudinal sample of 504 Black and Latinx college students. Results: Analyses revealed that racial discrimination significantly increased over the first 2 years of college, whereas critical action significantly declined. Additionally, racial discrimination predicted changes in critical action, but critical action did not predict changes in racial discrimination. Ethnic-racial club participation slowed the decline of critical action. Conclusions: Our findings suggest that the transition to college is associated with changes in racial discrimination and critical action and these trajectories are enhanced by ethnic-racial club participation. Implications of these findings are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, number={3}, journal={CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY}, author={Pinedo, Andres and Durkee, Myles I and Diemer, Matthew A. and Hope, Elan C.}, year={2021}, month={Jul}, pages={546–557} }
 @article{cole-lewis_hope_mustafaa_jagers_2021, title={Incongruent Impressions: Teacher, Parent, and Student Perceptions of Two Black Boys' School Experiences}, ISSN={["1552-6895"]}, DOI={10.1177/07435584211062140}, abstractNote={For many Black boys, poor academic performance and high rates of school discipline are often related to biases in how they are perceived and treated at school. These biases oftentimes misalign with how Black boys view themselves and how family members perceive them at home. Few studies examine how different stakeholders’ perceptions of Black boys manifest and shape the middle school experience. The current study employed an embedded case study design, using data from eight semi-structured interviews to explore incongruence among student, teacher, and parent perceptions of two middle school Black boys’ academic and social experiences. Findings showed greater congruence between the boys’ experiences and their parents’ perceptions of them compared to their teachers’ perceptions of them. Of note were teachers’ inaccurate reports of the boys’ career aspirations and academic interests and abilities. Implications of these patterns and their impact on Black boys’ experiences in school are discussed.}, journal={JOURNAL OF ADOLESCENT RESEARCH}, author={Cole-Lewis, Yasmin C. O. and Hope, Elan C. and Mustafaa, Faheemah N. and Jagers, Robert J.}, year={2021}, month={Dec} }
 @article{winchester_jones_allen_hope_cryer-coupet_2021, title={Let's Talk: The Impact of Gendered Racial Socialization on Black Adolescent Girls' Mental Health}, ISSN={["1939-0106"]}, DOI={10.1037/cdp0000484}, abstractNote={OBJECTIVE
For Black adolescent girls to develop a healthy sense of self, families must prepare them to cope with the realities of experiencing oppression at the nexus of racism and sexism. In this study, we examined the associations of positive and negative gendered racial socialization with mental health outcomes for Black adolescent girls.


METHOD
To test the hypothesis that socialization messages of gendered racial pride and empowerment (GRPE) moderate the relationship between messages of internalized gendered racial oppression (IGRO) and indicators of psychological well-being (i.e., depressive, anxiety, and stress symptoms), a series of hierarchical multiple regression analyses were conducted based on the experiences of 282 Black adolescent girls (Mage = 15.40).


RESULTS
Findings show that more frequent messages of IGRO were associated with more depression, anxiety, and stress symptoms in Black girls. Findings also suggest that more frequent messages of GRPE reduce the negative associations between messages of IGRO and Black adolescent girls' mental health symptoms to attenuation.


CONCLUSIONS
Mental health symptoms in Black girls are able to be moderated by parents' intentional messaging of GRPE. These findings may provide a strategy to protect Black youth from the deleterious consequences of negative messages around race and gender. Future studies may wish to examine the impact of socialization messages of GRPE and IGRO on Black boys' mental health symptoms. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, journal={CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY}, author={Winchester, L. Blair and Jones, Shawn C. T. and Allen, Keyona and Hope, Elan and Cryer-Coupet, Qiana R.}, year={2021}, month={Aug} }
 @article{banales_hope_rowley_cryer-coupet_2021, title={Raising justice-minded youth: Parental ethnic-racial and political socialization and Black youth's critical consciousness}, volume={77}, ISSN={["1540-4560"]}, DOI={10.1111/josi.12486}, abstractNote={Abstract This research explored the co‐occurrence of youth and parent reports of cultural pride and alertness to racial discrimination messages—forms of parental ethnic‐racial socialization—and youth reports of family sociopolitical discussions and parent civic modeling—forms of parental political socialization—among 591 Black parents and adolescents. We examined whether these messages related to youth critical consciousness, or youth's awareness that marginalized groups face social injustice and agency to challenge unjust social issues. Structural equation modeling indicated that youth‐ and parent‐reported parental ethnic‐racial and political socialization co‐occurred among families, with the exception of youth‐ and parent‐reported alertness to discrimination and parent civic modeling. Youth and parent reports of alertness to discrimination socialization were positively associated with critical reflection. Youth reports of cultural pride socialization, family sociopolitical discussions, and parent civic modeling were positively associated with critical agency. Study findings may inform programs that support Black families’ socialization around race and politics.}, number={4}, journal={JOURNAL OF SOCIAL ISSUES}, author={Banales, Josefina and Hope, Elan C. and Rowley, Stephanie J. and Cryer-Coupet, Qiana R.}, year={2021}, month={Dec}, pages={964–986} }
 @article{mulvey_gonultas_hope_hoffman_distefano_irvin_carlson_2021, title={The Complex Nature of Youth Aggression: Relations Between Cognition, Discrimination, and Peer Perceptions of Bullying Involvement}, volume={53}, ISSN={["1552-8499"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85085381353&partnerID=MN8TOARS}, DOI={10.1177/0044118X20920085}, abstractNote={Youth victimization and aggression are common in adolescents’ everday lives. This study examines relations between youth cognition and reasoning around bullying and possible responses to bullying, peer nominations related to youth roles in the bullying ecology and self-report experiences of perceived racial discrimination using latent class analyses. Participants included 6th (n = 423) and 9th (n = 392) grade adolescents in the United States (49.1% female). Five distinct classes emerged: Typical, Uninvolved, Challengers, Experiences Discrimination, and Experiences Discrimination and Involved. Furthermore, participants in these classes reasoned about the acceptability of youth aggression and about their likelihood of different responses to youth aggression in distinct ways. Findings document that the Challengers class was most likely to judge the aggression as wrong and the least likely to indicate that they would not respond if they observed aggression. Furthermore, both classes of youth who reported experiencing discrimination judged the aggression as more acceptable.}, number={6}, journal={YOUTH & SOCIETY}, publisher={SAGE Publications}, author={Mulvey, Kelly Lynn and Gonultas, Secil and Hope, Elan C. and Hoffman, Adam J. and DiStefano, Christine and Irvin, Matthew J. and Carlson, Ryan}, year={2021}, month={Sep}, pages={979–1000} }
 @misc{stokes_charity-parker_hope_2021, title={What does it mean to be Black and White? A meta-ethnographic review of racial socialization in Multiracial families}, volume={13}, ISSN={["1756-2589"]}, DOI={10.1111/jftr.12413}, abstractNote={Racial socialization—parent–child communication about race—may promote cohesion and relational satisfaction in Multiracial Black–White families, where parents and children have unique racial experiences. However, little is known about how racial socialization is actually practiced in Multiracial families. The current paper addresses this gap by synthesizing the existing qualitative literature on racial socialization in Multiracial Black–White families. Seventeen articles were identified using three electronic databases and appraised based on a critical review form for qualitative investigations. We then used meta‐ethnographic methods and two theoretical frameworks to explore patterns of racial socialization, which included messages about (1) Monoracial Black experiences, (2) the irrelevance of race (e.g., color‐evasiveness), and (3) Multiracial experiences. The findings illuminate the intricacies of parental racial socialization in Multiracial Black–White families. The implications for family theory and practice are discussed.}, number={2}, journal={JOURNAL OF FAMILY THEORY & REVIEW}, author={Stokes, McKenzie N. and Charity-Parker, Bianka M. and Hope, Elan C.}, year={2021}, month={Jun}, pages={181–201} }
 @article{stewart_kamke_widman_hope_2021, title={“They See Sex as Something That’s Reproductive and Not as Something People Do for Fun”: Shortcomings in Adolescent Girls’ Sexual Socialization from Adults}, volume={37}, ISSN={0743-5584 1552-6895}, url={http://dx.doi.org/10.1177/07435584211020299}, DOI={10.1177/07435584211020299}, abstractNote={Theorists suggest that adolescent girls’ sexual socialization can influence sexual risk reduction and positive sexuality development, although adolescent girls’ positive sexuality development is understudied. In this study, we applied a sex-positive framework to explore sexual socialization experiences among a sample of adolescent girls of color recruited from community-based organizations that serve youth with heightened needs (n = 50; Mage = 15.62, range = 12–19; 58% Black/African American; 76% heterosexual; 58% sexually active). Specifically, we examined girls’ reports of messages about sexuality they have received from their teachers, parents, health care providers, and society at large. Participants completed brief, semi-structured qualitative interviews. Inductive thematic analysis was used to analyze the data. Overall, the adolescent girls described how they navigate primarily sex-negative sexual socialization messages from adults to develop positive sexual selves. Within this narrative, we found five themes: (a) Adults deliver one-sided communication that adolescent sex is inappropriate and risky; (b) Gendered messages restrict adolescent girls’ sexuality; (c) Naive adults can’t be trusted; (d) Exclusion of same-gender sexual experiences endangers adolescents who are lesbian, gay, bisexual, queer, and with other nonheterosexual orientations (LGBQ+); and (e) Messages about sexual protection can help but may still restrict adolescent girls’ sexual choices. Implications for adolescent girls’ positive sexuality development are discussed.}, number={2}, journal={Journal of Adolescent Research}, publisher={SAGE Publications}, author={Stewart, J. L. and Kamke, Kristyn and Widman, Laura and Hope, Elan C.}, year={2021}, month={Jun}, pages={250–279} }
 @article{smith_hope_2020, title={"We Just Want to Break the Stereotype": Tensions in Black Boys' Critical Social Analysis of Their Suburban School Experiences}, volume={112}, ISSN={["1939-2176"]}, DOI={10.1037/edu0000435}, abstractNote={This study used a youth participatory action research (YPAR) approach to explore the meaning five Black boys make of race, identity, and oppression through their school experiences in a suburban high school. The first author developed, cofacilitated, and assumed the role of participant observer in a YPAR afterschool program aimed at promoting sociopolitical development. The participants completed photovoice projects identifying problems in and solutions for their school community. In their initial framing of the projects, they espoused a deficit narrative of Black student achievement, rooted in low public and private racial regard: Black students are not achieving. At the end of the program year, with the help of individual and group meaning-making in the YPAR program, some participant narratives shifted away from a deficit narrative, and two participants presented a counternarrative that emphasized the ways in which Black students are trying and achieving. These findings contribute to our understanding of how YPAR programs, as situated in liberation and transformative psychology, facilitate critical social analysis for Black boys. Furthermore, these findings contribute to the literature on the experiences of Black boys in suburban schools, through the voices and perspectives of the boys themselves. (PsycINFO Database Record (c) 2020 APA, all rights reserved)}, number={3}, journal={JOURNAL OF EDUCATIONAL PSYCHOLOGY}, author={Smith, Chauncey D. and Hope, Elan C.}, year={2020}, month={Apr}, pages={551–566} }
 @article{evans_widman_stokes_javidi_hope_brasileiro_2020, title={Association of Sexual Health Interventions With Sexual Health Outcomes in Black Adolescents A Systematic Review and Meta-analysis}, volume={174}, ISSN={["2168-6211"]}, DOI={10.1001/jamapediatrics.2020.0382}, abstractNote={Importance
Black adolescents are at increased risk of contracting HIV and other sexually transmitted infections (STIs) and experiencing unplanned pregnancy. Although sexual health interventions aimed at decreasing these risks exist, evidence of the association between sexual health interventions and the sexual behavior of black adolescents has not been synthesized to our knowledge.


Objective
To examine the associations between sexual health interventions and behavioral, biological, and psychological outcomes.


Data Sources
For this systematic review and meta-analysis, a systematic search was conducted of studies published through January 31, 2019, using the PubMed, PsycINFO, and CINAHL databases and relevant review articles. The following key words were used: youth, adolesc* or teen*; sexual health or safe* sex or sexually transmitted disease or sexually transmitted infection or STD or STI or HIV or AIDS or pregnancy or reproductive health or condom* or contracept* or unprotected sex or abstinence; intervention or program or education or prevention or promotion or trial; latino* or latina* or latinx* or minorit* or ethnic* or hispanic or african american* or black* or race or racial or biracial.


Study Selection
Studies were included if they included a US-based sample of black adolescents, evaluated a sexual health intervention using experimental or quasi-experimental designs, included a behavioral outcome, and were published in English.


Data Extraction and Synthesis
Standardized mean differences and 95% CIs were extracted and meta-analyzed using random-effects models.


Main Outcomes and Measures
Behavioral outcomes were abstinence, condom use, and number of sex partners. Biological outcomes were pregnancy and STI contraction. Psychological outcomes were sexual health intentions, knowledge, and self-efficacy.


Results
Across 29 studies including 11 918 black adolescents (weighted mean age, 12.43 years), there was a significant weighted mean association of sexual health interventions with improvements in abstinence (Cohen d = 0.14; 95% CI, 0.05-0.24) and condom use (Cohen d = 0.25; 95% CI, 0.11-0.39). No significant mean association of these interventions with number of sex partners, pregnancy, or STI contraction was found. Sexual health interventions were significantly associated with improvements in psychological outcomes: sexual health intentions (Cohen d = 0.17; 95% CI, 0.05-0.30), knowledge (Cohen d = 0.46; 95% CI, 0.30-0.63), and self-efficacy (Cohen d = 0.19; 95% CI, 0.09-0.28). Intervention effect sizes were consistent across factors, such as participant sex and age and intervention dose.


Conclusions and Relevance
The findings suggest that sexual health interventions are associated with improvements in sexual well-being among black adolescents. There appears to be a need for wide-scale dissemination of these programs to address racial disparities in sexual health across the US.}, number={7}, journal={JAMA PEDIATRICS}, author={Evans, Reina and Widman, Laura and Stokes, McKenzie N. and Javidi, Hannah and Hope, Elan C. and Brasileiro, Julia}, year={2020}, month={Jul}, pages={676–689} }
 @article{stokes_hope_cryer-coupet_elliot_2020, title={Black Girl Blues: The Roles of Racial Socialization, Gendered Racial Socialization, and Racial Identity on Depressive Symptoms among Black Girls}, volume={49}, ISSN={["1573-6601"]}, DOI={10.1007/s10964-020-01317-8}, abstractNote={["Racial socialization is an important predictor of wellbeing among Black youth. Scholars have theorized that Black girls could benefit from gendered racial socialization or messages about being Black girls. However, this has not been examined empirically. The current study investigates the role of general and gendered racial socialization and racial identity attitudes on depressive symptoms among 287 Black girls between the ages of 13-17 (M", {:sub=>"age"}, " = 15.4) in the U.S. Path analysis results demonstrated that general and gendered racial socialization about pride were directly associated with positive feelings about being Black which were negatively associated with depressive symptoms. Oppressive messages about Black women were related to negative feelings about being Black and more depressive symptoms. The implications of general and gendered racial socialization on the psychological wellbeing of Black girls are discussed."]}, number={11}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, author={Stokes, McKenzie N. and Hope, Elan C. and Cryer-Coupet, Qiana R. and Elliot, Erin}, year={2020}, month={Nov}, pages={2175–2189} }
 @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} }
 @article{cryer-coupet_dorsey_lemmons_hope_2020, title={Examining multiple dimensions of father involvement as predictors of risk-taking intentions among black adolescent females}, volume={108}, ISSN={["1873-7765"]}, DOI={10.1016/j.childyouth.2019.104604}, abstractNote={Although scholars have highlighted the differential impacts of father involvement on the outcomes of sons and daughters, less attention has been given to the impact of father involvement on Black adolescent females. This line of inquiry is important given the unique risks Black females face, such as increased likelihood of early unintended pregnancy, increasing rates of delinquency and increased interaction with law enforcement. Given its potential impact, it is important to explore the ways in which father involvement matters to female adolescents’ intentions to engage in risky behaviors. The current study utilized a national, cross-sectional sample of 287 adolescent females from the Black Families Project. Participants ranged in age from 13 to 17 years old (M = 15.4 years; SD = 1.25) and completed the study survey via Qualtrics Panels. ANOVA results suggest that adolescent perceptions of father involvement differ by father residence type. A three-step hierarchical regression analysis was conducted to understand which dimensions of father involvement matter to a daughter’s intent to engage in risky behaviors. Results indicate that among Black female adolescents with biological resident and non-resident father-figures, significant predictors of their intent to engage in risky behaviors included father- daughter closeness and engagement in activities. These dimensions of father involvement were not significant for adolescents living in households with a social father. Implications for practice are discussed.}, journal={CHILDREN AND YOUTH SERVICES REVIEW}, author={Cryer-Coupet, Qiana R. and Dorsey, Marquitta S. and Lemmons, Brianna P. and Hope, Elan C.}, year={2020}, month={Jan} }
 @article{quinn_hope_cryer-coupet_2020, title={Neighborhood cohesion and procedural justice in policing among Black adults: The moderating role of cultural race-related stress}, volume={48}, ISSN={["1520-6629"]}, DOI={10.1002/jcop.22251}, abstractNote={AIMS This study explored how neighborhood cohesion is related to perceptions of procedural justice in policing, and the moderating role of cultural race-related stress among Black adults. METHODS We conducted hierarchical regression analyses of a US sample of Black adults (N = 604) to examine if neighborhood cohesion and cultural race-related stress relate to global procedural justice in policing and procedural justice during a critical police stop. Moderation analyses were conducted to determine if cultural race-related stress strengthens or weakens the relationship between neighborhood cohesion and procedural justice in policing. RESULTS Neighborhood cohesion was positively related to procedural justice at critical stops. For participants with above average stress from cultural racism, positive neighborhood cohesion was related to greater global perceptions of procedural justice in policing. CONCLUSIONS Altogether, these findings highlight how structural and local environmental factors can influence perceptions of police among Black adults in the US.}, number={1}, journal={JOURNAL OF COMMUNITY PSYCHOLOGY}, author={Quinn, Camille R. and Hope, Elan C. and Cryer-Coupet, Qiana R.}, year={2020}, month={Jan}, pages={124–141} }
 @article{hope_cryer-coupet_stokes_2020, title={Race-Related Stress, Racial Identity, and Activism Among Young Black Men: A Person-Centered Approach}, volume={56}, ISSN={["1939-0599"]}, DOI={10.1037/dev0000836}, abstractNote={The current study examines how race-related stress, physiological and psychological anticipation of racism, relates to low-risk and high-risk activism orientations for Black adolescent boys and emerging adult men (N = 286). We investigate whether patterns of racial identity and age moderate those relationships. We found that physiological and psychological anticipation of racism were related to low-risk Black community activism orientation, and those relationships varied by age and racial identity. The relationship between physiological anticipation of racism and high-risk activism orientation was moderated by racial identity profiles. For Black adolescent boys and emerging adult men with racial identity profiles that support individual and communal value of Blackness, more physiological anticipation was related to a greater likelihood of engaging in risky activism in the future. Findings highlight the importance of understanding how stress responses to racism influence youth commitments to future activism. These findings also underscore heterogeneity of racial identity among Black adolescent boys and emerging adult men, and how patterns of racial identity and age differentially influence orientations toward activism against racial oppression. (PsycInfo Database Record (c) 2020 APA, all rights reserved).}, number={8}, journal={DEVELOPMENTAL PSYCHOLOGY}, author={Hope, Elan C. and Cryer-Coupet, Qiana R. and Stokes, McKenzie N.}, year={2020}, month={Aug}, pages={1484–1495} }
 @article{anyiwo_palmer_garrett_starck_hope_2020, title={Racial and political resistance: an examination of the sociopolitical action of racially marginalized youth}, volume={35}, ISSN={["2352-2518"]}, DOI={10.1016/j.copsyc.2020.03.005}, abstractNote={This paper reviews recent literature on racially marginalized youth's sociopolitical action in the United States by highlighting three trends regarding the nature of, the factors shaping, and the implications of youth action. First, we trace the nature of racially marginalized youth's individual/interpersonal action, collective action, and digital action. Then, we describe the sociopolitical, sociocultural, and contextual domains that shape their sociopolitical action. Importantly, we examine the significant implications for the mental health of youth, particularly as these actions have both positive and negative results. Finally, we highlight recent advances in the measurement of racially marginalized youth's sociopolitical action while imploring the field for more holistic and intersectional approaches to both measurement and theory.}, journal={CURRENT OPINION IN PSYCHOLOGY}, author={Anyiwo, Nkemka and Palmer, Gordon J. M. and Garrett, Janay M. and Starck, Jordan G. and Hope, Elan C.}, year={2020}, month={Oct}, pages={86–91} }
 @article{hope_smith_cryer-coupet_briggs_2020, title={Relations between racial stress and critical consciousness for black adolescents}, volume={70}, ISSN={["1873-7900"]}, DOI={10.1016/j.appdev.2020.101184}, abstractNote={Black adolescents may use critical consciousness to cope with stress from experiences of racism. In the current study (n = 594; Mage = 15.4), we used structural equation modeling to examine how stress from individual, institutional, and cultural racism may directly and indirectly relate to critical reflection, critical agency, and critical action for Black adolescents. Analyses indicated that individual and cultural racial stress were positively related to critical reflection and critical agency. Further, all three types of racism were directly related to critical action. Individual and cultural racial stress were also related to critical action indirectly through critical reflection – perceived inequality and critical agency. Altogether, these findings provide empirical evidence for how experiences of racism motivate critical consciousness development for Black adolescents. In efforts to bolster critical consciousness, practitioners may consider providing space and time for Black youth to discuss their own experiences of racism.}, journal={JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY}, author={Hope, Elan C. and Smith, Chauncey D. and Cryer-Coupet, Qiana R. and Briggs, Alexis S.}, year={2020} }
 @misc{evans_widman_stokes_javidi_hope_brasileiro_2020, title={Sexual Health Programs for Latinx Adolescents: A Meta-analysis}, volume={146}, ISSN={["1098-4275"]}, DOI={10.1542/peds.2019-3572}, abstractNote={Synthesizing 12 trials, sexual health interventions improved abstinence, condom use, and sexual health knowledge and reduced the number of sex partners among Latinx adolescents. BrightcoveDefaultPlayer10.1542/6154056863001PEDS-VA_2019-3572 Video Abstract CONTEXT: Latinx adolescents are at risk for negative sexual health outcomes, and many interventions have been developed to reduce this risk. OBJECTIVE: In this meta-analysis, we synthesized the literature on sexual health interventions for Latinx adolescents and examined intervention effects on 3 behavioral outcomes (abstinence, condom use, number of sex partners) and 3 psychological outcomes (safer sex knowledge, intentions, self-efficacy). Moderators of intervention success were explored. DATA SOURCES: A systematic search of studies published through January 2019 was conducted by using PubMed, PsycINFO, and Cumulative Index to Nursing and Allied Health Literature databases. STUDY SELECTION: All studies included a US-based sample of Latinx adolescents, evaluated sexual health intervention by using an experimental or quasiexperimental design, included a behavioral outcome, and were in English. DATA EXTRACTION: Standardized mean difference (d) and 95% confidence intervals (CIs) were meta-analyzed by using random-effects models. RESULTS: Effect sizes from 12 studies, sampling 4673 adolescents, were synthesized. Sexual health interventions improved abstinence (d = 0.15, 95% CI: 0.02 to 0.28), condom use (d = 0.44, 95% CI: 0.18 to 0.70), number of sex partners (d = −0.19, 95% CI: −0.37 to −0.001), and sexual health knowledge (d = 0.40, 95% CI: 0.10 to 0.70), compared with control conditions. Effects were consistent across a number of demographic and clinical characteristics, although culturally tailored interventions produced greater change in condom use than nontailored interventions. LIMITATIONS: There was variation across studies in measures of sexual behavior, and some elements of individual study quality were unclear. CONCLUSIONS: Sexual health interventions have a small but significant impact on improving safer sexual behavior among Latinx adolescents. Health educators should consider the importance of cultural tailoring to program success.}, number={1}, journal={PEDIATRICS}, author={Evans, Reina and Widman, Laura and Stokes, McKenzie and Javidi, Hannah and Hope, Elan and Brasileiro, Julia}, year={2020}, month={Jul} }
 @article{hope_banales_2019, title={Black Early Adolescent Critical Reflection of Inequitable Sociopolitical Conditions: A Qualitative Investigation}, volume={34}, ISSN={["1552-6895"]}, DOI={10.1177/0743558418756360}, abstractNote={In this study, we investigate how Black early adolescents describe the influence of systems and individuals on sociopolitical conditions in their schools, neighborhoods, and communities. Scholars suggest critical reflection of sociopolitical conditions, an analysis that considers the role of institutional and systemic bias on the social conditions of marginalized groups, promotes long-term civic engagement to address those inequitable conditions. Through a qualitative investigation (N = 36) we find Black early adolescents engage in critically reflective discourse regarding their sociopolitical environment and consider both system and individual attributions for problems in and solutions for their schools and communities. These early adolescents consider their own role in constructing positive change as well as the roles of public servants, parents, and community members. Taken together, this research broadens our understanding of the capacity for racially marginalized early adolescents to engage in analysis of systematic bias and individual responsibility in relation to inequitable social conditions in their schools and communities.}, number={2}, journal={JOURNAL OF ADOLESCENT RESEARCH}, author={Hope, Elan C. and Banales, Josefina}, year={2019}, month={Mar}, pages={167–200} }
 @article{durkee_gazley_hope_keels_2019, title={Cultural Invalidations: Deconstructing the "Acting White" Phenomenon Among Black and Latinx College Students}, volume={25}, ISSN={["1939-0106"]}, DOI={10.1037/cdp0000288}, abstractNote={OBJECTIVES
The accusation of "acting White" (AW) represents a common cultural invalidation that youth of color encounter during adolescence. However, few studies have examined the broader implications of AW beyond academic achievement and it is unclear how multiple racial/ethnic groups internalize this invalidation during late adolescence. The present study addresses these gaps by examining the meaning ascribed to AW among a diverse sample of youth and evaluates whether interpretations of AW vary across demographic factors (race/ethnicity, gender).


METHOD
We utilized a subset of participants (n = 282; 47% Black; 53% Latinx; 68% female) from the Minority College Cohort Study-a longitudinal investigation of minority college students. Qualitative responses were analyzed through content analysis.


RESULTS
The AW construct was defined by four themes: speech/behavior, style/social preferences, cultural ideologies, and academics/success. AW was described most frequently in terms of speech patterns, while achievement/success was the least commonly described theme. Several important demographic distinctions are also highlighted and discussed.


CONCLUSION
Results indicate that AW invalidations are interpreted in a similar fashion across diverse populations. Our sample defined AW in a manner that critically examined rigid racial/ethnic norms and stereotypes within U.S. society. Findings indicate that cultural invalidations, such as AW, should be examined more broadly because they are relevant for diverse populations and may yield significant psychological implications for individuals targeted by these threats. (PsycINFO Database Record (c) 2019 APA, all rights reserved).}, number={4}, journal={CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY}, author={Durkee, Myles I. and Gazley, Elizabeth R. and Hope, Elan C. and Keels, Micere}, year={2019}, month={Oct}, pages={451–460} }
 @article{hope_pender_riddick_2019, title={Development and Validation of the Black Community Activism Orientation Scale}, volume={45}, ISSN={["1552-4558"]}, DOI={10.1177/0095798419865416}, abstractNote={In this article, we describe the development and validation of a measure of orientation toward activism in and for the Black community—the Black Community Activism Orientation Scale (BCAOS)—in a sample of Black adolescents and emerging adults. An exploratory factor analysis (n = 446) was conducted and the results were a 26-item measure with scores of three internally consistent factors: high-risk, low-risk, and formal political activism orientation. A confirmatory factor analysis was conducted (n = 447) and strong model fit estimates confirmed the factor structure of the exploratory factor analysis. Convergent validity was established through bivariate correlations of the BCAOS factors with social responsibility beliefs and nationalist ideology. In light of increased participation in sociopolitical movements in support of Black lives, the BCAOS can contribute to investigations of the psychology of adolescent and emerging adult activism in and for the Black community. We recommend additional scale development research to further contribute to this growing field.}, number={3}, journal={JOURNAL OF BLACK PSYCHOLOGY}, author={Hope, Elan C. and Pender, Kristen N. and Riddick, Kristen N.}, year={2019}, month={Apr}, pages={185–214} }
 @article{hope_gugwor_riddick_pender_2019, title={Engaged Against the Machine: Institutional and Cultural Racial Discrimination and Racial Identity as Predictors of Activism Orientation among Black Youth}, volume={63}, ISSN={["1573-2770"]}, DOI={10.1002/ajcp.12303}, abstractNote={The current study examines how experiences of institutional and cultural racial discrimination relate to orientations toward activism in the Black community among Black adolescents and emerging adults. Furthermore, we investigate the role of racial identity (centrality, public regard, nationalism) as moderators of those relations. In a national sample of 888 Black adolescents and emerging adults, we found that experiences of cultural racial discrimination, racial centrality, and nationalism ideology were related to a greater orientation toward low-risk Black community activism. For high-risk activism, nationalism was associated with a greater likelihood to participate in future social action in the Black community. The relation between experiences of institutional racial discrimination and high-risk activism orientation was moderated by public regard. For Black adolescents and emerging adults who believe others view Black people negatively, more experiences of institutional racial discrimination were related to a greater high-risk activism orientation. Findings highlight the importance of investigating racial discrimination as a multidimensional construct that extends beyond individual interactions and microaggressions. Furthermore, these findings underscore how phenomenological variation in experiences of racial discrimination and racial identity differentially influence adolescent and emerging adult orientations toward social action in and for the Black community.}, number={1-2}, journal={AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY}, author={Hope, Elan C. and Gugwor, Resney and Riddick, Kristen N. and Pender, Kristen N.}, year={2019}, month={Mar}, pages={61–72} }
 @article{pender_hope_riddick_2019, title={Queering Black activism: Exploring the relationship between racial identity and Black activist orientation among Black LGBTQ youth}, volume={47}, ISSN={["1520-6629"]}, DOI={10.1002/jcop.22136}, abstractNote={Linked fate, or connection to the Black community, may be a pathway to engagement in social justice action for Black liberation. The purpose of this study is to understand the role of racial identity on Black queer youths' orientation toward Black activism. We used hierarchical linear regression to examine relationships between dimensions of racial identity and Black activism orientation among 142 queer-identified youth. We found that racial centrality and racial ideologies predicted high-risk activism orientation. Additionally, assimilationist ideology moderated the relationship between racial centrality and high-risk activism orientation. The degree to which Black queer youth feel race is central to their self-concept relates with their intent to engage in Black activism. These findings demonstrate that racial ideologies matter distinctively to activism orientation and offer that perception of risk nuances linked fate as a pathway to activism for Black queer youth.}, number={3}, journal={JOURNAL OF COMMUNITY PSYCHOLOGY}, author={Pender, Kristen N. and Hope, Elan C. and Riddick, Kristen N.}, year={2019}, month={Apr}, pages={529–543} }
 @misc{gray_hope_matthews_2018, title={Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures}, volume={53}, ISSN={["1532-6985"]}, DOI={10.1080/00461520.2017.1421466}, abstractNote={This article is guided by two goals: (a) to consider how race-based perspectives can serve as theoretical tools for investigating Black adolescents’ opportunities to belong at school, and (b) to describe cultural and political aspects of schooling that can support a sense of belongingness among Black adolescents. We discuss support for the belonging of Black adolescents in terms of interpersonal, instructional, and institutional opportunity structures. We provide a set of guiding questions for scholars seeking to advance educational psychology research at the intersection of race, belonging, and motivation. We end by describing specific research directions for an inclusive examination of school belonging, along with strategies to accomplish this goal.}, number={2}, journal={EDUCATIONAL PSYCHOLOGIST}, author={Gray, DeLeon L. and Hope, Elan C. and Matthews, Jamaal S.}, year={2018}, pages={97–113} }
 @article{hope_velez_offidani-bertrand_keels_durkee_2018, title={Political Activism and Mental Health Among Black and Latinx College Students}, volume={24}, ISSN={["1939-0106"]}, DOI={10.1037/cdp0000144}, abstractNote={Objectives: The current study investigates the utility of political activism as a protective factor against experiences of racial/ethnic (R/E) discrimination that negatively affect stress, anxiety, and depressive symptoms among Black and Latinx college freshmen at predominately White institutions. Method: Data come from the Minority College Cohort Study, a longitudinal investigation of Black and Latinx college students (N = 504; 44% Black). We conducted multiple regression analyses for each mental health indicator and tested for interaction effects. Results: For Black and Latinx students, the relationship between R/E microaggressions and end of freshman year stress varied by political activism. For Black students, the relationship between R/E microaggressions and end of the year anxiety varied by political activism. There was a significant interaction effect for depressive symptoms among Latinx students. Conclusions: Political activism serves as a protective factor to mitigate the negative effect of R/E discrimination on stress and depressive symptoms for Latinx students. For Black students, higher levels of political activism may exacerbate experiences of R/E microaggressions and relate to more stress and anxiety compared with Black students who are less politically involved. Findings point to the need for a deeper understanding of phenomenological variation in experiences of microaggressions among R/E minorities and how students leverage political activism as an adaptive coping strategy to mitigate race-related stress during college.}, number={1}, journal={CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY}, author={Hope, Elan C. and Velez, Gabriel and Offidani-Bertrand, Carly and Keels, Micere and Durkee, Myles I.}, year={2018}, month={Jan}, pages={26–39} }
 @article{butler-barnes_martin_hope_copeland-linder_scott_2018, title={Religiosity and Coping: Racial Stigma and Psychological Well-Being among African American Girls}, volume={57}, ISSN={["1573-6571"]}, DOI={10.1007/s10943-018-0644-9}, abstractNote={["This study examined how having a relationship with God served as a protective factor between racial stigma beliefs and psychological well-being. A church sample of African American adolescent girls (N = 117, M", {:sub=>"age"}, "= 15) completed measures on racial stigma, psychological well-being, and reports on having a relationship with God. After controlling for adolescent age, family income, and church attendance, positive racial beliefs and having a relationship with God were associated with a healthier psychological well-being. Findings also revealed that having a relationship with God and internalizing healthier racial beliefs were associated with a healthier psychological well-being, whereas reporting higher levels of having a relationship with God served as a protective factor for African American girls when internalizing moderate levels of racial stigma. Overall, results suggest that having a relationship with God can serve as a coping mechanism and promote a healthier psychological well-being for African American adolescent girls."]}, number={5}, journal={JOURNAL OF RELIGION & HEALTH}, author={Butler-Barnes, Sheretta T. and Martin, Pamela P. and Hope, Elan C. and Copeland-Linder, Nikeea and Scott, Marquisha Lawrence}, year={2018}, month={Oct}, pages={1980–1995} }
 @article{mulvey_hoffman_gonultas_hope_cooper_2018, title={Understanding Experiences With Bullying and Bias-Based Bullying: What Matters and for Whom?}, volume={8}, ISSN={["2152-081X"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85055498286&partnerID=MN8TOARS}, DOI={10.1037/vio0000206}, abstractNote={Objective: Using data from the 2015 National Crime Victimization Survey School Crime Supplement, this study examines differential outcomes for youth who report nonbias-based bullying, bias-based bullying on the basis of one social identity, and bias-based bullying on more than one social identity. Method: Data were gathered from youth aged 12 to 18 who reported experiences of bullying (N = 678, 44.2% male). The study tested outcomes regarding (a) rates of afterschool activity participation, (b) participants’ self-reported fear, and (c) self-reported school avoidance and the relative impact of mediators (the negative effects of bullying, participants’ perceptions of school safety, social support, and school fairness) across three types of bullying experiences. Results: Results demonstrate that perceptions of school safety, social support, and school fairness generally buffer youth from the negative effects of bullying but that these relationships differ depending on whether the victim experiences nonbias-based bullying or bias-based bullying and depending on if they are targeted because of one or multiple facets of their social identity. Further, results indicate that youth who experience bias-based bullying based on multiple social identities report more negative outcomes of bullying and higher levels of school avoidance and fear than those students who only report one type of bias-based bullying and those who experience non-bias-based bullying. Conclusion: The findings have implications for how schools should implement interventions that address bias and prejudice in bullying and should tailor interventions to the unique experiences of youth who report bias-based and nonbias-based bullying.}, number={6}, journal={PSYCHOLOGY OF VIOLENCE}, author={Mulvey, Kelly Lynn and Hoffman, Adam J. and Gonultas, Secil and Hope, Elan C. and Cooper, Shauna M.}, year={2018}, month={Nov}, pages={702–711} }
 @article{barnes_hope_2017, title={Means-tested public assistance programs and adolescent political socialization}, volume={46}, DOI={10.1007/s10964-016-0624-x}, abstractNote={In recent years, scholars have pointed to the politically demobilizing effects of means-tested assistance programs on recipients. In this study, we bridge the insights from policy feedback literature and adolescent political socialization research to examine how receiving means-tested programs shapes parent influence on adolescent political participation. We argue that there are differences in pathways to political participation through parent political socialization and youth internal efficacy beliefs for adolescents from households that do or do not receive means-tested assistance. Using data from a nationally representative sample of 536 Black, Latino, and White adolescents (50.8% female), we find that adolescents from means-tested assistance households report less parent political socialization and political participation. For all youth, parent political socialization predicts adolescent political participation. Internal political efficacy is a stronger predictor of political participation for youth from a non-means-tested assistance household than it is for youth from a household receiving means-tested assistance. These findings provide some evidence of differential paths to youth political participation via exposure to means-tested programs.}, number={7}, journal={Journal of Youth and Adolescence}, author={Barnes, C. Y. and Hope, E. C.}, year={2017}, pages={1611–1621} }
 @article{lozada_jagers_smith_banales_hope_2017, title={Prosocial Behaviors of Black Adolescent Boys: An Application of a Sociopolitical Development Theory}, volume={43}, ISSN={["1552-4558"]}, DOI={10.1177/0095798416652021}, abstractNote={Sociopolitical development theory asserts that critical social analysis informs prosocial behaviors. We suggest that one aspect of Black adolescents’ critical social analysis development is an oppression analysis, in which Black adolescents consider (1) the importance of race to they are, (2) their personal feelings about their racial group, and (3) the experience of oppression for minority groups. The current study examined oppression analysis as a latent construct among a sample of 265 Black male adolescents in Grades 7 to 10 from three suburban districts in the Midwestern United States. Structural equation modeling revealed that received parental racial pride messages, but not school-based discrimination experiences, predicted Black male adolescents’ oppression analysis. An oppression analysis and school-based discrimination had direct effects on prosocial behaviors. Racial pride messages had an indirect effect on prosocial behaviors through oppression analysis. In addition, an oppression analysis had an indirect effect on prosocial behaviors through social-emotional skills. This research offers insight into the role of Black boys’ critical social analysis among individual and contextual factors in facilitating positive developmental outcomes.}, number={5}, journal={JOURNAL OF BLACK PSYCHOLOGY}, author={Lozada, Fantasy T. and Jagers, Robert J. and Smith, Chauncey D. and Banales, Josefina and Hope, Elan C.}, year={2017}, month={Jul}, pages={493–516} }
 @article{keels_durkee_hope_2017, title={The Psychological and Academic Costs of School-Based Racial and Ethnic Microaggressions}, volume={54}, ISSN={["1935-1011"]}, DOI={10.3102/0002831217722120}, abstractNote={Research examining links between racial-ethnic microaggressions and educational and psychological outcomes can be improved with the development of brief and reliable measurement tools. Our brief School-Based Racial and Ethnic Microaggressions Scale addresses this gap. First, we examined the prevalence of school-based microaggressions among an analytic sample of 462 Black and Latinx students attending five historically White universities in the Midwest. Then, we examined the association between school-based microaggressions and depressive symptoms and academic achievement. An exploratory principal components analysis of Wave 1 data and a confirmatory factor analysis of Wave 3 data validated a three-factor model: (a) Academic Inferiority, (b) Expectations of Aggression, and (c) Stereotypical Misrepresentations. Students’ exposure to microaggressions and its effects were conditional on individual and school characteristics.}, number={6}, journal={AMERICAN EDUCATIONAL RESEARCH JOURNAL}, author={Keels, Micere and Durkee, Myles and Hope, Elan}, year={2017}, month={Dec}, pages={1316–1344} }
 @article{moore_hope_eisman_zimmerman_2016, title={PREDICTORS OF CIVIC ENGAGEMENT AMONG HIGHLY INVOLVED YOUNG ADULTS: EXPLORING THE RELATIONSHIP BETWEEN AGENCY AND SYSTEMS WORLDVIEW}, volume={44}, ISSN={["1520-6629"]}, DOI={10.1002/jcop.21815}, abstractNote={Civic engagement maintains the viability of democratic society and promotes positive outcomes for those who participate. Young adults' patterns of civic engagement differ according to the type of activity, yet little is known about the psychological mechanisms that lead to different types of participation. We tested the relationship between two types of sociopolitical beliefs (sense of agency and systems worldview) and two distinct forms of civic engagement: political involvement and community service. We hypothesized that agency would predict both forms of engagement and that systems worldview would moderate the relationship between agency and political involvement, but have little effect on community service. Using data from a racially diverse national sample of highly engaged young adults (n = 259), we conducted hierarchical linear multiple regression analyses and found that agency predicted both political involvement and community service. We found that systems worldview moderated the relationship between agency and both forms of civic engagement.}, number={7}, journal={JOURNAL OF COMMUNITY PSYCHOLOGY}, author={Moore, Stephanie S. and Hope, Elan C. and Eisman, Andria B. and Zimmerman, Marc A.}, year={2016}, month={Sep}, pages={888–903} }
 @article{hope_keels_durkee_2016, title={Participation in Black Lives Matter and Deferred Action for Childhood Arrivals: Modern Activism Among Black and Latino College Students}, volume={9}, ISSN={["1938-8934"]}, DOI={10.1037/dhe0000032}, number={3}, journal={JOURNAL OF DIVERSITY IN HIGHER EDUCATION}, author={Hope, Elan C. and Keels, Micere and Durkee, Myles I.}, year={2016}, month={Sep}, pages={203–215} }
 @article{hope_2016, title={Preparing to Participate: The Role of Youth Social Responsibility and Political Efficacy on Civic Engagement for Black Early Adolescents}, volume={9}, ISSN={["1874-8988"]}, DOI={10.1007/s12187-015-9331-5}, number={3}, journal={CHILD INDICATORS RESEARCH}, author={Hope, Elan C.}, year={2016}, month={Sep}, pages={609–630} }
 @article{thomas_hope_2016, title={Walking Away Hurt, Walking Around Scared: A Cluster Analysis of Violence Exposure Among Young Black Males}, volume={42}, ISSN={["1552-4558"]}, DOI={10.1177/0095798415603539}, abstractNote={Using a person-centered approach, we examine phenomenological variations in exposure to violence for Black males and describe risk and protective factors associated with patterns of violence exposure. We ran K-means iterative cluster analysis to determine patterns of violence exposure and conducted analysis of variance to test whether clusters differed. Data are from 287 Black males ( M = 18.9) who participated in the Black Youth Project–Youth Culture Survey. Participants in the current study self-identified as Black or African American and male, and completed the political participation, health, and demographic portions of the survey questionnaire. We found four clusters of violence exposure that were related to demographic characteristics, maternal closeness, neighborhood condition, and sociopolitical inequity. Our findings highlight the heterogeneity of exposure to violence among young Black males and the individual and environmental risk and protective factors that are related to types and levels of exposure. This examination of quality of violence exposure in the context of available risks and protective factors may help clinicians and researchers improve their intervention efforts.}, number={5}, journal={JOURNAL OF BLACK PSYCHOLOGY}, author={Thomas, Alvin and Hope, Elan C.}, year={2016}, month={Oct}, pages={453–476} }
 @article{hope_hoggard_thomas_2015, title={Emerging into adulthood in the face of racial discrimination: Physiological, psychological, and sociopolitical consequences for african american youth.}, volume={1}, ISSN={2332-2179 2332-2136}, url={http://dx.doi.org/10.1037/TPS0000041}, DOI={10.1037/TPS0000041}, abstractNote={Emerging adulthood is a critical developmental period that bridges adolescence and adulthood and is distinguished by identity exploration through education, vocation, relationships, and culture. However, the transition to adulthood is disrupted for African Americans, because they experience interpersonal and institutional discrimination in everyday settings including school, employment, and housing. In this article, we provide a summary of the current literature and explore the psychological, physiological, and sociopolitical consequences of racial discrimination for African American emerging adults. Extant research underscores the stress that discrimination places on African American emerging adults and the deleterious effects that discrimination has on mental and physical health. Equally, scholarship highlights the significance of discrimination in shaping African American emerging adult sociopolitical development. Finally, we recommend applications of the current literature toward the wellbeing and development of African American emerging adults and their communities in terms of clinical care, socialization, and civic engagement.}, number={4}, journal={Translational Issues in Psychological Science}, publisher={American Psychological Association (APA)}, author={Hope, Elan C. and Hoggard, Lori S. and Thomas, Alvin}, year={2015}, month={Dec}, pages={342–351} }