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Selected Publications

May, E. M. & Witherspoon, D. P. (in press). Maintaining and attaining educational expectations: A two-cohort longitudinal study of Hispanic youth. Developmental Psychology. doi:10.1037/dev0000820

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 childrenJournal 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 - 27doi: 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.