@article{cerda-smith_yust_weeks_asher_mulvey_2024, title={A Novel Approach for Evaluating a Schoolwide Antiracist Curriculum Intervention}, volume={10}, ISSN={["2332-8584"]}, url={https://doi.org/10.1177/23328584231223476}, DOI={10.1177/23328584231223476}, abstractNote={ This manuscript describes our effort to apply a novel approach to understanding student outcomes associated with a schoolwide antiracist intervention. We report a multimethod quantitative approach to evaluate a 10-week antiracist intervention designed and implemented by school staff by examining patterns of student intervention engagement and measures of key constructs that connect to antiracism, psychological well-being, and school connectedness. Our novel approach combines schoolwide surveys with smaller samples of daily diary participants, documenting variation in intervention engagement and examining postintervention outcomes. Our findings are limited by high attrition rates, small sample size, and data collection during the COVID-19 pandemic; however, our methods offer a promising transferable approach to evaluate school-based antiracist interventions by examining patterns and predictors of intervention engagement, as well as daily fluctuations in student experience throughout the intervention period. }, journal={AERA OPEN}, author={Cerda-Smith, Jacqueline and Yust, Paula K. S. and Weeks, Molly S. and Asher, Steven R. and Mulvey, Kelly Lynn}, year={2024} }
 @article{cerda-smith_yust_mulvey_2024, title={Longitudinal associations between critical consciousness, school racial climate, and belonging in school}, volume={4}, ISSN={["1532-480X"]}, url={https://doi.org/10.1080/10888691.2024.2345361}, DOI={10.1080/10888691.2024.2345361}, abstractNote={The dual pandemics (i.e. COVID-19 and racial injustice) in the United States offer a unique socio-historical context to explore adolescents' belonging, perceptions of school racial climate, and critical reflection (i.e. awareness of social inequality). Longitudinal data were collected at four points from 906 students attending a public high school in the Southeastern United States. Students completed questionnaires regarding their belonging, critical reflection, and perceptions of equal status at school. Longitudinal invariance for these three constructs was documented for White students but not students of color. Therefore, the cross-lagged panel analysis involving White students only revealed considerably different patterns of associations by learning environment/school year (i.e. virtual/2020–2021, in-person/2021–2022). White students' critical reflection negatively predicted their belonging and perceptions of equal status in school but only during virtual schooling. Further, during in-person schooling, perceptions of equal status predicted belonging. Implications for educational practice and policy are discussed.}, journal={APPLIED DEVELOPMENTAL SCIENCE}, author={Cerda-Smith, Jacqueline and Yust, Paula and Mulvey, Kelly Lynn}, year={2024}, month={Apr} }
 @article{ozturk_cerda-smith_joy_mathews_mulvey_2024, title={Pathways to Youth Activism Orientation in STEM: the Role of STEM Classroom Inclusivity and Motivational Beliefs}, volume={9}, ISSN={["1573-6601"]}, DOI={10.1007/s10964-024-02089-1}, journal={JOURNAL OF YOUTH AND ADOLESCENCE}, author={Ozturk, Emine and Cerda-Smith, Jacqueline and Joy, Angelina and Mathews, Channing J. and Mulvey, Kelly Lynn}, year={2024}, month={Sep} }
 @article{knox_cryer-coupet_golden_cerda-smith_wiseman_barber_gaona_2023, title={Correlates of Adverse Childhood Experiences and Secondary Traumatic Stress in School Personnel}, volume={12}, ISSN={["2578-4226"]}, DOI={10.1037/spq0000604}, abstractNote={While previous research has noted the large numbers of school personnel with exposure to potentially traumatic experiences and its relation to secondary traumatic stress, it is unclear how different patterns of adverse childhood experiences influence secondary traumatic stress. As such, the present study employed latent profile analysis to examine natural groups of adverse childhood experience (ACE) history in 218 school mental health professionals (65% female; 55% White, 17.9% Black; 39% early career, 34% midcareer, and 28% late career; Mage = 32.91) and 348 teachers (80% female; 80.5% White, 6.3% Black; 16% early career, 14% midcareer, and 70% late career; Mage = 41.03) to examine the magnitude of secondary traumatic stress. The present study also examined the moderating effect of trauma-informed practice efficacy on the relationship between ACE history latent profiles and secondary traumatic stress. Four latent profiles were revealed among school personnel: (a) low ACEs, (b) average ACEs (c) neglected, and (d) high ACEs. Additionally, trauma-informed practice efficacy did not moderate the relationship between ACEs history profiles and secondary traumatic stress. Implications include targeted approaches for helping school personnel decrease secondary traumatic stress. (PsycInfo Database Record (c) 2023 APA, all rights reserved).}, journal={SCHOOL PSYCHOLOGY}, author={Knox, Jerica and Cryer-Coupet, Qiana and Golden, Alexandrea R. and Cerda-Smith, Jackie and Wiseman, Angela and Barber, Sarah and Gaona, Mayra}, year={2023}, month={Dec} }
 @article{mulvey_cerda-smith_joy_mathews_ozturk_2023, title={Factors that predict adolescents' engagement with STEM in and out of school}, volume={5}, ISSN={["1520-6807"]}, url={https://doi.org/10.1002/pits.22946}, DOI={10.1002/pits.22946}, abstractNote={AbstractMaintaining adolescents' engagement with STEM (science, technology, engineering, and math) in and out of school may help ensure that adolescents are prepared to enter the STEM workforce. This study aims to extend prior work by documenting internal and external factors that matter for both STEM class engagement as well as engagement with STEM outside of school through STEM activism. Participants included  ninth and tenth grade students (N = 852) from ethnically diverse public schools in the Southeastern United States, approximately evenly divided by gender. Findings from regression analyses revealed that girls and participants who perceive educational barriers to STEM were less engaged in STEM classes, whereas those who reported learning about more male scientists in class, and those who reported higher levels of belonging, STEM growth mindset, and STEM motivation were more engaged in STEM classes. Those who reported higher critical motivation, critical action, belonging, and STEM motivation were more engaged in STEM activism outside of school. Findings suggest that STEM teachers and out‐of‐school program developers may learn new ways to engage students from each other. Further, findings highlight some factors that may promote engagement in STEM both in and out of schools such as belonging and STEM motivation.}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Mulvey, Kelly Lynn and Cerda-Smith, Jacqueline and Joy, Angelina and Mathews, Channing and Ozturk, Emine}, year={2023}, month={May} }
 @article{cerda-smith_joy_mathews_knox_mulvey_2023, title={STEM-related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis}, volume={1}, ISSN={["1098-237X"]}, DOI={10.1002/sce.21784}, abstractNote={AbstractRacially minoritized groups are underrepresented in science, technology, engineering, and math (STEM) degree programs and careers, warranting the need to examine students' racialized experiences in K‐12 settings that may influence their STEM persistence. In particular, the current study explored adolescent perceptions of school racial climate (SRC) as a potential contributor to pre‐college racial disparities in STEM. We used latent class analysis to group adolescents based on their SRC perceptions and explored group differences in their interest in a STEM career and their belonging, psychological needs satisfaction, and engagement in STEM courses. Adolescent participants (N = 412, 50.2% female, 36.9% male, 12.9% other/not reported, Mage = 15.72 years, standard deviation = 1.24) attending five high schools in the Southeastern United States, were grouped into five classes based on their perceptions of SRC: Critical SRC (CritSRC), Average SRC, Average with Stereotyping, Positive SRC (PosSRC), and Positive with Stereotyping. Latent class membership differed by race, age, and learning environment. Results revealed that students with more positive perceptions of SRC reported greater belonging, engagement, and needs satisfaction in their STEM courses and more interest in a STEM career compared to students with CritSRC perceptions. Findings also indicated that White students were more likely than Black students to perceive a PosSRC. Recommendations for areas of future research and policy implications are discussed.}, journal={SCIENCE EDUCATION}, author={Cerda-Smith, Jacqueline and Joy, Angelina and Mathews, Channing and Knox, Jerica and Mulvey, Kelly Lynn}, year={2023}, month={Jan} }
 @article{cerda-smith_gonultas_mulvey_2022, title={Adolescent peer aggression judgments and expected bystander intervention in teen dating violence}, volume={79}, ISSN={["1873-7900"]}, DOI={10.1016/j.appdev.2022.101389}, abstractNote={Instances of teen dating violence (TDV), like other forms of aggression, can involve both physical and social harm. This study (1) compares adolescent acceptability judgments and bystander expectations about a hypothetical TDV story to platonic physical aggression (PPA) and platonic social aggression (PSA) stories and (2) explores how individual, peer, and school climate factors relate to TDV bystander expectations. Adolescent participants (N = 828, 50.8% female) were less accepting of and more likely to expect to intervene in PPA compared to TDV and PSA. Females were less accepting and more likely to expect to intervene across all stories compared to males. In the TDV story, less TDV acceptance and higher rates of empathy and positive student-teacher relationships were associated with greater intervention expectations, whereas those nominated as "popular" and "least liked" were less likely to expect to intervene. Implications for programing aimed at reducing TDV through bystander intervention are discussed.}, journal={JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY}, author={Cerda-Smith, Jacqueline and Gonultas, Secil and Mulvey, Kelly Lynn}, year={2022} }
 @article{mulvey_mathews_knox_joy_cerda-smith_2022, title={The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school}, volume={3}, ISSN={["1098-2736"]}, url={https://doi.org/10.1002/tea.21762}, DOI={10.1002/tea.21762}, abstractNote={AbstractWomen and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school. In this study, ethnically diverse 9th–12th grade high school students from low‐income public schools in the United States (N = 523, Mage = 15.72, SD = 1.24, 49.4% female) completed measures of classroom inclusivity, perceived teacher discrimination, belonging, STEM classroom engagement, and STEM activism orientation. Path analyses revealed direct effects of inclusion and perceived discrimination on STEM activism orientation. Further, findings demonstrated direct effects of inclusion on belonging and on belonging and both STEM classroom engagement and STEM activism orientation. Finally, findings revealed a significant indirect effect of inclusion on STEM classroom engagement through belonging.}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Mulvey, Kelly Lynn and Mathews, Channing and Knox, Jerica and Joy, Angelina and Cerda-Smith, Jaqueline}, year={2022}, month={Mar} }
 @article{joy_mathews_cerda-smith_knox_mulvey_2023, title={The roles of school racial climate and science, technology, engineering, and mathematics classroom climate in adolescents? gender and racial peer inclusion and attribution decisions}, volume={226}, ISSN={["1096-0457"]}, DOI={10.1016/j.jecp.2022.105573}, abstractNote={Adolescents use social identities and reasoning to make peer inclusion and attribution decisions. School climate plays a role in these decisions. Thus, this study analyzed how school racial climate and STEM (science, technology, engineering, and math) classroom climate were associated with the choices of adolescents (N = 294; Mage = 15.72 years; 52.3 % female; 36.7 % White/European American, 32.9 % Black/African American, 11.2 % Latino/Hispanic [the most common racial/ethnic groups in the schools where data collection took place]) in two tasks: peer inclusion and attribution of ability. On the peer inclusion task, participants were more likely to choose a non-White peer for a STEM activity if they had lower perceptions of stereotyping at school, and they were more likely to choose a female peer if they were female. Participants were more likely to use reasoning based on personal characteristics when choosing a peer, but female participants who chose a female peer were more likely to use reasoning based on gender. On the attribution task, participants were more likely to choose a non-White peer if they perceived greater STEM connectedness, and they were more likely to choose a White or male peer if they had more positive relationships with their STEM teachers. Therefore, students' perceptions of school racial climate relate to adolescents' peer inclusion decisions, and their perceptions of STEM classroom climate relate to adolescents' ability attributions. Schools may need to focus on creating welcoming school and classroom environments as a way to promote equity in STEM.}, journal={JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY}, author={Joy, Angelina and Mathews, Channing J. and Cerda-Smith, Jacqueline and Knox, Jerica L. and Mulvey, Kelly Lynn}, year={2023}, month={Feb} }