Selected Publications

Soto, J. A., Mena, J. A., Borge, M., Stoyer, M. R., Witherspoon, D. P., & Dawson-Andoh, N. A. (2023). Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity. Teaching of Psychology, 50(4), 307-321.

Stein, G. L., Cheah, C. S. L., Oh, W., & Witherspoon, D. P. (2023). Developmental science in the twenty-first century: Eschewing segregated science and integrating cultural and racial processes into research. In D. P. Witherspoon & G. L. Stein (Eds.), Diversity and developmental science: Bridging the gaps between research, practice, and policy (pp. 1–18). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-031-23163-6_1 

Witherspoon, D. P., White, R.M.B., Nair, R., Maereg, T.M., Wei, W. (2023). Fertile Ground for Sociocultural Responsivity: Schools and Neighborhoods as Promotive and Inhibiting Environments. In: Witherspoon, D.P., Stein, G.L. (eds) Diversity and Developmental Science. Springer, Cham.

Witherspoon, D. P., White, R.M.B., Bámaca, M.Y., Browning, C.R., Leech, T.G.J., Leventhal, T., Matthews, S.A., Pinchak, N., Roy, A.L., Sugie, N. and Winkler, E.N. (2023), Place-Based Developmental Research: Conceptual and Methodological Advances in Studying Youth Development in Context. Monographs Society Res Child, 88: 7-130. 

Witherspoon, D. P., Wei, W., Maereg, T., Chancy, D., & Boggs, S. (2023). African American and Black adolescents and young adults in the United States: Development in context. In L. J. Crockett, G. Carlo, & J. E. Schulenberg (Eds.), APA handbook of adolescent and young adult development (pp. 343–357). American Psychological Association. 

Chancy, D. F., Witherspoon, D. P., Wei, W., Glover, B., Hughes, D., & Way, N. (2022). The associations between contextual and cultural stressors, internalizing symptoms, and social support. Journal of Research on Adolescence 

Witherspoon, D. P., Wray-Lake, L., & Halgunseth, L. C. (2022). Black Lives Matter! Adolescent Research Incrementally Dismantles Racism and Systems of Oppression. Journal of research on adolescence: the official journal of the Society for Research on Adolescence, 32(1), 4–12. https://doi.org/10.1111/jora.12736 

Smith, N. A., McDonald, A., Wei, W., Johnson, S. A., Adeji, D., & Witherspoon, D. P. (2022). Embracing race, resisting oppression: African American parents as experienced guides for navigating racial oppression. Journal of Research on Adolescence, 32(1), 115–133 

Witherspoon, D. P., Smalls Glover, C., Wei, W., & Hughes, D. L. (2022). Neighborhood-level predictors of African American and Latinx parents’ ethnic–racial socialization. American Journal of Community Psychology, 69, 183–200

Wray-Lake, L., Witherspoon, D. P., Halgunseth, L. C., & Morris, A. S. (2022). Dismantling systems of racism and oppression during adolescence: An agenda for anti-racist research. Journal of Research on Adolescence, 32, 1285–1297. 

White, R. M. B., Witherspoon, D. P., Wei, W., Zhao, C., Pasco, M. C., Maereg, T. M., & PLACE Development Working Group (2021). Adolescent Development in Context: A Decade Review of Neighborhood and Activity Space Research. Journal of research on adolescence : the official journal of the Society for Research on Adolescence, 31(4), 944–965. https://doi.org/10.1111/jora.12623 

Witherspoon, D. P., Bámaca-Colbert, M. Y., Stein, G. L., & Rivas-Drake, D. (2020). Hidden populations: Uncovering the developmental experiences of minoritized populations across contexts. Developmental Psychology, 56(8), 1425–1430 

May, E. M. & Witherspoon, D. P. Maintaining and attaining educational expectations: A two-cohort longitudinal study of Hispanic youth. Developmental Psychology. 2019 Dec;55(12):2649-2664. doi: 10.1037/dev0000820. Epub 2019 Sep 12. PMID: 31512897; PMCID: PMC6861620.

Witherspoon, D. P., May, E. M., McDonald, A., Boggs, S., & Bámaca-Colbert, M. Y. (2019). Parenting within residential neighborhoods: A pluralistic approach with African American and Latino families at the center. In E. Votruba-Drzal, D. Henry, & P. Miller (Eds). Advances in Child Development and Behavior volume 57 – Child Development at the Intersection of Race and SES. Elseiver: Cambridge, UK.

Smith, E. P., Witherspoon, D. P., Bhargava, S., & Bermundez, M. (2019). Cultural values and problem behavior among African-American and European-American children. Journal of Child and Family Studies, 28 (5), 1236-1249. doi:10.1007/s10826-019-01367-y

Witherspoon, D. P., Rivas-Drake, D., & Banerjee, M. (2018). It’s more the exception rather than the rule: African American families’ neighborhoods and youth’s academic performance during middle school. Journal of Black Psychology, 44, (6), 562-588. doi:10.1177/0095798418806130

Hill, N. E., Witherspoon, D. P., & Bartz, D. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers and students. Journal of Educational Research 111, (1), 12 – 27. doi: 10.1080/00220671.2016.1190910

Smith, E. P., Witherspoon, D. P., & Osgood, D. W. Positive youth development among diverse children: Quality afterschool contexts as developmental assets. (2017). Special Section on Positive Youth Development in Diverse and Global Contexts. Child Development 88, (4), 1063-1078. doi.10.111/cdev.12870

Smith, E. P., Witherspoon, D. P., Hart, M. &, Davidson, W. S. (2017). The dynamic and interactive role of theory in community research, practice, and policy. In M. A. Bond, I. Serrano-Garcia, C.B. Keys, & M. Shinn (Eds.), APA Handbook of Community Psychology. Volume 2. Methods for Community Research and Action for Diverse Groups and Issues (pp. 3 – 20). Washington, DC: American Psychological Association.

Bhargava, S., Bámaca-Colbert, M. Y., Witherspoon, D. P., Pomerantz, E. M., & Robins, R. W. (2017). Examining socio-cultural and neighborhood factors associated with trajectories of Mexican-origin mothers’ education-related involvement. Journal of Youth and Adolescence. doi: 10.1007/s10964-016-0628-6

Hill, N. E., Witherspoon, D. P., & Bartz, D. (2016). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. The Journal of Educational Research, 1-16. doi:10.1080/00220671.2016.1190910

Witherspoon, D. P., Seaton, E. K., & Rivas‐Drake, D. (2016). Neighborhood characteristics and expectations of racially discriminatory experiences among African American adolescents. Child Development, 87(5), 1367-1378. doi:10.1111/cdev.12595

Soto, J. A., Dawson-Andoh, N. A., & Witherspoon, D. P. (2016). An ecological approach to racial environments and their relationship to mental health. Race and Social Problems, 8(3), 209-221. doi:10.1007/s12552-016-9175-8

Smith, E. P., Witherspoon, D. P., Hart, M. &, Davidson, W. S. (2016). The dynamic and interactive role of theory in community research, practice, and policy. In M.A. Bond, I. Serrano-Garcia, C.B. Keys, & M. Shinn (Eds.), APA Handbook of Community Psychology. Volume 2. Methods for Community Research and Action for Diverse Groups and Issues. Washington, DC: American Psychological Association.

Tilghman-Osborne, E., Bámaca-Colbert, M. Y., Witherspoon, D. P., Wadsworth, M., & Hecht, M. L. (2016). Longitudinal associations of language brokering and parent-adolescent closeness in immigrant Latino families. Journal of Early Adolescence, 36 (3), 319-347. doi: 10.1177/0272431614566944

Witherspoon, D. P., Daniels, L., Smith, E. P., & Mason, A. (2016). Racial attitudes in context: Examining mediation of neighborhood factors on children’s adjustment. American Journal of Community Psychology, 57 (1-2), 87-101. doi: 10.1002/ajcp.12019

Bhargava, S., & Witherspoon, D. P. (2015). Parental involvement across middle and high school: Exploring contributions of individual and neighborhood characteristics. Journal of Youth and Adolescence, 44(9), 1702-1719. doi:10.1007/s10964-015-0334-9

Murry, V. M., Hill, N. E., Witherspoon, D. P., Berkel, C., & Bartz, D. (2015). Children in diverse ethnic communities. Handbook of Child Psychology and Developmental Science, Ecological Settings and Processes in Developmental Systems, 4, 416.

Witherspoon, D. P., & Hughes, D. L. (2014). Early adolescent perceptions of neighborhood: Strengths, structural disadvantage, and relations to outcomes. The Journal of Early Adolescence, 34(7), 866-895..

Rivas-Drake, D., & Witherspoon, D. P. (2013). Racial identity from adolescence to young adulthood: Does prior neighborhood experience matter? Child Development, 84(6), 1918-1932. doi: 10.1111/cdev.12095

Witherspoon, D. P., & Ennett, S. (2011). Stability and change in rural youth’s educational outcomes through the middle and high school years. Journal of Youth and Adolescence, 40 (9), 1077-1090. doi:10.1007/s10964-010-9614-6

Hill, N. E., & Witherspoon, D. P. (2011). Race, ethnicity, and social class. In M.K. Underwood & L.H. Rosen (Eds.), Social Development: Relationships in Infancy, Childhood, and Adolescence (pp. 17-43). New York, NY: Guilford.

Witherspoon, D. P., Schotland, M., Way, N., & Hughes, D. (2009). Connecting the dots: How connectedness to multiple contexts influences the psychological and academic adjustment of urban youth. Applied Developmental Science, 13(4), 199-216. doi:10.1080/10888690903288755

Hughes, D., Witherspoon, D. P., Rivas, D., & West-Bey, N. (2009). Received ethnic/racial socialization messages and youth’s academic and behavioral outcomes: Examining the mediating role of ethnic identity and self-esteem. Cultural Diversity and Ethnic Minority Psychology, 15(2), 112-124. doi:10.1037/a0015509

Schotland, M., & Witherspoon, D. P. (2005). Social support systems of urban adolescents. In C. Fisher & R. Lerner (Eds). Encyclopedia of Applied Developmental Science Vol. 2 (pp. 1027-1029). Thousand Oaks, CA: Sage.