@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={Abstract Racially 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, M age = 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{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} }
 @article{knox_gonultas_gibson_mulvey_2022, title={Relations Between Parental Attachment, Empathy, and Bystander Help-Seeking Preference Following Peer Aggression}, volume={5}, ISSN={["1573-2843"]}, DOI={10.1007/s10826-022-02312-2}, abstractNote={This study aimed to examine the complex relations between two known predictors of bystander decisions in bullying incidents—empathy and family contextual factors—and bystander help-seeking from two preferred choices (i.e., adults and peers). In particular, we examined the mediating role of cognitive and affective empathy on the relation between parental attachment and bystander help-seeking in 826 adolescents in the 6th and 9th grade (49.9% female) using four bullying/acts of aggression scenarios. Results indicated that affective, but not cognitive, empathy served as a partial mediator for the relationship in boys, suggesting that both empathy and the family context can play a role in bystander decisions to intervene. On the other hand, empathy did not serve as a mediator for girls, suggesting that girls do not need the added push of empathy in order to intervene in bullying situations. Results suggest emphasizing home-school collaboration for boys, in particular, in bullying prevention programs in order to maximize efforts of bystanders.}, journal={JOURNAL OF CHILD AND FAMILY STUDIES}, author={Knox, Jerica L. and Gonultas, Secil and Gibson, Stephen M. and Mulvey, Kelly Lynn}, year={2022}, month={May} }
 @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={Abstract Women 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, M age = 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{pane seifert_wise-kriplani_knox_amaya-jackson_2021, title={Improving the Content Validity of the Trauma and Adverse Childhood Experiences Survey (TRACES) and the Child and Adolescent PTSD Checklist for DSM-5 (CAPC-5): A Collaborative Research Methodological Approach}, ISSN={["1942-969X"]}, DOI={10.1037/tra0001158}, abstractNote={OBJECTIVE
The current study aimed to improve the content validity of the Trauma and Adverse Childhood Experiences Survey (TRACES) and the Child and Adolescent PTSD Checklist for the DSM-5 (CAPC-5).


METHOD
Two community-based collaborative research methods were used-cognitive interviewing and focus groups. Three rounds of cognitive interviews included a racially and economically diverse sample of 12 trauma-exposed youth and 12 caregivers. Three focus groups involved 19 clinicians with diverse disciplines and years of practice. Modifications to the measures were made after each round of interviews and after completion of all focus groups.


RESULTS
Both methods provided beneficial information about issues with the measures. Feedback from youth, caregivers, and clinicians was distinct, though data across groups generally converged. Improvements were made to the measures in multiple areas, such as instructions and clarity.


CONCLUSIONS
Incorporating feedback from multiple stakeholders increased the content validity of the TRACES and CAPC-5. Collaborative research methods provide a trauma-informed initial step in the development of assessment measures. (PsycInfo Database Record (c) 2021 APA, all rights reserved).}, journal={PSYCHOLOGICAL TRAUMA-THEORY RESEARCH PRACTICE AND POLICY}, author={Pane Seifert, Heather T. and Wise-Kriplani, Mary and Knox, Jerica and Amaya-Jackson, Lisa}, year={2021}, month={Oct} }
 @article{yoon_sattler_knox_xin_2021, title={Longitudinal examination of resilience among child welfare-involved adolescents: The roles of caregiver-child relationships and deviant peer affiliation}, ISSN={["1469-2198"]}, DOI={10.1017/S0954579421000924}, abstractNote={Despite growing attention to resilience following childhood maltreatment, it remains unclear how the development of resilience unfolds over time among child welfare-involved adolescents. Further, little is known about the immediate and enduring effects of two important attachments in children's lives, namely caregiver-child relationship and deviant peer affiliation, on resilience development over time. This study sought to examine the ways in which caregiver-child relationships and deviant peer affiliation shape developmental trajectories of resilience among child welfare-involved youth. Data were drawn from the National Survey of Child and Adolescent Well-Being. Latent growth curve modeling was conducted on a sample of 711 adolescents. The results revealed that adolescents' resilience increased across a 36-month period since initial contact with Child Protective Services. Better caregiver-child relationships were associated with a higher initial level of resilience among adolescents, whereas higher deviant peer affiliation was associated with a lower initial level of resilience. Significant lagged effects were also found; caregiver-child relationship quality and deviant peer affiliation at baseline were associated with resilience at 18 months after. The findings suggest that interventions that aim to promote positive caregiver-child relationships and prevent deviant peer relationships may help foster resilience among adolescents who have experienced child maltreatment.}, journal={DEVELOPMENT AND PSYCHOPATHOLOGY}, author={Yoon, Susan and Sattler, Kierra and Knox, Jerica and Xin, Yitong}, year={2021}, month={Nov} }
 @article{knox_gibson_gonultas_mulvey_2021, title={School Connectedness and Bystander Intervention: The Moderating Role of Perceived Exclusion and Privilege Among African American Students}, volume={50}, ISSN={["2372-966X"]}, DOI={10.1080/2372966X.2020.1846459}, abstractNote={Abstract As researchers and practitioners begin to take a bystander approach toward preventing bullying, which involves a power imbalance between two students, it is important to acknowledge that predictors of bystander intervention may look different in various groups of students. Though school connectedness has been suggested as a predictor, previous literature fails to examine how this relationship may look in students who are racially socialized to be aware of overall inequities in schools, such as African American students. Thus, the purpose of this study was to examine the moderating role of perceived exclusion/privilege in the school on the relationship between school connectedness and willingness to intervene in four acts of aggression (i.e., social exclusion, relational, cyber, and physical) among 183 African American sixth- and ninth-graders (51% female). Findings indicate that perceived exclusion/privilege in the school can decrease students’ willingness to intervene in acts of aggression despite feeling connected to the school. Impact Statement This article will further the conversation of bystander behavior in bullying situations by considering a key contextual factor of a marginalized group of students.}, number={2-3}, journal={SCHOOL PSYCHOLOGY REVIEW}, author={Knox, Jerica and Gibson, Stephen and Gonultas, Secil and Mulvey, Kelly Lynn}, year={2021}, month={Jul}, pages={316–329} }
 @article{yoon_maguire-jack_knox_ploss_2021, title={Socio-Ecological Predictors of Resilience Development Over Time Among Youth With a History of Maltreatment}, volume={26}, ISSN={["1552-6119"]}, DOI={10.1177/1077559520981151}, abstractNote={While there is a growing body of research examining resilient development in adolescents with a history of maltreatment, it remains unclear whether youth resilient functioning changes over time and what factors predict such change. The current study aimed to identify the socio-ecological predictors of the change in resilient functioning over time among adolescents with a history of maltreatment. Multinomial logistic regression analyses were conducted with a sample of 771 adolescents drawn from the National Survey of Child and Adolescent Well-Being (NSCAW-II). Over 18 months, 23.2% of the adolescents remained in the less resilience group, 45.4% stayed in the greater resilience group, 17.4% moved from the greater resilience group to the less resilience group, and 14.0% moved from the less resilience group to the greater resilience group. Younger age, better parent-child relationship quality, and neighborhood safety were associated with stable and continued resilient functioning over time. Conversely, child physical abuse, affiliation with deviant peers, and receipt of behavioral services were negatively associated with continued resilience. Our findings suggest that interventions that support adolescents in building positive relationships with their parents and peers may prevent a loss of resilience over time and ensure continued resilient functioning in child welfare-involved adolescents.}, number={2}, journal={CHILD MALTREATMENT}, author={Yoon, Susan and Maguire-Jack, Kathryn and Knox, Jerica and Ploss, Alexa}, year={2021}, month={May}, pages={162–171} }
 @article{gibson_cryer-coupet_knox_field_2020, title={Father involvement in kinship care: A risk and resilience perspective}, volume={119}, ISSN={["1873-7765"]}, DOI={10.1016/j.childyouth.2020.105354}, abstractNote={Abstract Kinship care refers to familial arrangements where the primary caregiver(s) are biological relatives, godparents, or other fictive kin with strong bonds, raising children when the biological parents are unable. The majority of children living in a home with neither of their biological parents present are living in kinship care arrangements. Previous research has primarily focused on maternal involvement and experiences in kinship care; however, little is known about paternal access, engagement, and responsibility in these arrangements. Researchers and practitioners have identified factors that can serve as barriers and facilitators to fathers’ involvement in various contexts. The current study seeks to gain a better understanding of the experiences of fathers with children living in kinship care. To address these goals, we asked the two following questions: (1) What are fathers’ experiences regarding involvement with their children in kinship care arrangements? and (2) What are the common barriers and facilitators to fathers’ involvement in kinship care arrangements? Participants included 25 self-identified fathers of children living in kinship care arrangements. Findings suggest that relationship quality among father-child(ren) and father-caregiver, as well as paternal self-efficacy, each have implications for paternal involvement in kinship care. Continuing this line of research will provide support for enhancing father involvement in a manner that best supports child outcomes in kinship care.}, journal={CHILDREN AND YOUTH SERVICES REVIEW}, author={Gibson, Stephen M. and Cryer-Coupet, Qiana R. and Knox, Jerica L. and Field, Kimberly}, year={2020}, month={Dec} }
 @article{kim_you_knox_2020, title={The Mediating Effect of Empathy on the Relation Between Child Self-Expressiveness in Family and Prosocial Behaviors}, volume={29}, ISSN={["1573-2843"]}, DOI={10.1007/s10826-019-01676-2}, number={6}, journal={JOURNAL OF CHILD AND FAMILY STUDIES}, author={Kim, Eui Kyung and You, Sukkyung and Knox, Jerica}, year={2020}, month={Jun}, pages={1572–1581} }