Are you a parent or an educator interested in exploring how children grow to understand race and identity? We invite you to explore our “Learning Resources” tab where you will find web-based learning modules, which provide tools on how you can speak with your children about their growing understanding of race, identity and racial injustices. Our “Research Highlights” section provides several media coverages on how children form their identities, what Black adolescents say about stereotypes, and more!
Special Issue for Journal of Adolescent Research
ISSUE A: Kornbluh, M., Rogers, L. O., & Williams, J. (2021). Doing anti-racist scholarship with adolescents: Empirical examples and lessons learned. In L. O. Rogers, J. Lee Williams, & M. Kornbluh (Eds.) Special Issue: “Critical approaches to adolescent development: Reflections on theories and methods for pursuing anti-racist developmental science.” Journal of Adolescent Research, 36(5), 427-436. https://doi.org/10.1177/
ISSUE B: Kornbluh, M., Rogers, L. O., & Williams, J. (in press). What and How We See Matters: Critical Theories for Anti-Racist Adolescent Research. In L. O. Rogers, J. Lee Williams, & M. Kornbluh (Eds.). Journal of Adolescent Research, Special Issue: “Critical Approaches to Adolescent Development: Reflections on theories and methods for pursuing anti-racist developmental science. Epub ahead of print. https://doi.org/10.1177/
Rogers, L. O., Versey, H. S., & Cielto, J. (in press). “They’re always gonna notice my natural hair”: Identity, intersectionality and resistance among Black girls. Qualitative Psychology. Epub ahead of print. https://doi.org/10.1037/
Rogers, L. O., Moffitt, U., & Foo, C. (2021). “Martin Luther King fixed it”: Children making sense of racial identity in a colorblind society. Child Development, 92(5), 1817-1835. https://doi.org/10.1111/cdev.
Sabol, T. J., Kessler, C., Rogers, L. O., Petitcleric, A., Silver, J., Briggs-Gowan, M., & Wakschlag, L. S. (2021). A window into racial disparities in preschool disciplinary action using developmental methodology. Annals of New York Academy of Sciences. 10.1111/nyas.14687. Advance online publication. https://doi.org/10.1111/nyas.
Rosario, R. J., Minor, I., & Rogers, L. O. (2021). “Oh, you’re pretty for a dark-skinned girl”: Black adolescent girls’ identities and resistance to colorism. In L. O. Rogers, J. Lee Williams, & M. Kornbluh (Eds.) Special Issue: “Critical approaches to adolescent development: Reflections on theories and methods for pursuing anti-racist developmental science.” Journal of Adolescent Research, 36(5), 501–534. https://doi.org/10.
Rogers, L. O., Rosario, R. J., Padilla, D., & Foo, C. (2020) “[I]t’s hard because it’s the cops that are killing us for stupid stuff”: Developing racial identity in the sociopolitical context of Black Lives Matter. Developmental Psychology, 57(1), p. 87-101. https://doi.org/10.1037/dev0001130
Rogers, L. O., Kiang, L., White, L., Calzada, E. J., Umaña-Taylor, A. J., Derlan, C. D., Marks, A., & Whitesell, N. (2020). Persistent Concerns: Questions for Research on Ethnic-Racial Identity Development. Research in Human Development. Epub: https://doi.org/10.1080/15427609.2020.1831881
Williams (Derlan), C. D., Byrd, C. M., Quintana, S. M., Anicama, C., Kiang, L., & Umaña-Taylor, A. J…Rogers, L. O., &, Whitesell, N. (2020). A lifespan model of ethnic-racial identity. Research in Human Development. Epub: https://doi.org/10.1080/15427609.2020.1831882
Marks, A. K., Calzada, E., Kiang, L., Pabón Gautier, M.C., Martinez-Fuentes, S., Tuitt, N.R., Ejesi, K., Rogers, L.O., Derlan, C. D., & Umaña-Taylor, A. (in press). Applying the lifespan model of ethnic-racial identity development: Exploring affect, behavior, and cognition to support wellbeing. Research in Human Development
Rogers, L. O. (2020). “I’m Kind of a Feminist”: Using master narratives to analyze gender identity in middle childhood. Child Development, 91, 179-196. doi: https://doi.org/10.1111/cdev.13142?af=R.
Rogers, L. O. & Brooms, D. (2020). Ideology and identity among White male teachers in an all-Black male high school. American Educational Research Journal, 57, 440-470. Epub: https://doi.org/10.3102/0002831219853224
*Nielson, M. G., Martin, C. L., Rogers, L. O., Miller, C. F., & England, D. (2020). Quantifying gender norm resistance. Journal of Adolescence, 84, 219-229. Epub: https://doi.org/10.1016/j.adolescence.2020.09.008
Rogers, L. O., Griffin, C., & Warren, C. A. (Eds) (2020). Urban Education Special Issue: Race and Social and Emotional Learning (SEL) for Black students in Urban Learning Contexts. Epub: https://doi.org/10.1177/0042085920933337
Legette, K., Rogers, L. O., & Warren, C. A. (2020). Humanizing student-teacher relationships for Black children: Implications for teachers’ social-emotional training. Urban Education Special Issue: Race and Social and Emotional Learning (SEL) for Black students in Urban Learning Contexts. https://doi.org/10.1177/0042085920933319
Rogers, L. O. (2019). Commentary on economic inequality: “what” and “who” constitutes research on social inequality in developmental science. Developmental Psychology, 55(3), 586-591. http://dx.doi.org/10.1037/dev0000640
Rogers, L. O., Yang, R., Way, N., Weinberg, S. L., & Bennet, A. (2019). “We’re Supposed to Look Like Girls, But Act Like Boys”: Adolescent Girls’ Adherence to Masculinity Norms. Journal of Research on Adolescence. https://doi.org/10.1111/jora.12475
Rogers, L. O. & Way, N. (2018). Reimagining social and emotional development: Accommodation and resistance to dominant ideologies in the identities and friendships of boys of color. Human Development. Epub: https://doi.org/10.1159/000493378
Rogers, L. O. (2018). Who Am I, Who Are We? Erikson and A Transactional Approach to Identity Research. Identity, Special Issue: “50 years since the publication of ‘Identity: Youth and Crisis’. Epub ahead of print. https://doi.org/10.1080/15283488.2018.1523728
Rogers, L. O.,& Meltzoff, A. N. (2017). Is gender more important and meaningful than race? An analysis of racial and gender identity among Black, White, and mixed-race children. Cultural Diversity and Ethnic Minority Psychology, 23,323- 334. https://doi.org/10.1037/cdp0000125
Ghavami, N., Kastiaficas, D., & Rogers, L. O.(2016). Toward an intersectional approach in developmental science: The role of race, gender, sexual orientation, and immigrant status (pp. 31-73). In S. S. Horn, M. D. Ruck and L. S. Liben (Eds.), Advances in Child Development and Behavior, vol. 50. Burlington: Academic Press. https://doi.org/10.1016/bs.acdb.2015.12.001
Gordon, S., Hwang, C., Sahaguian, L. & Rogers, L. O. (May, 2019). The Role of Resistance: Black Girls’ Reports to Discrimination and Links to Mental Health. Poster session presented at Undergraduate Research & Arts Exposition, Northwestern University. Evanston, IL.
Minor, I. & Rogers, L. O. (May, 2019). “You’re Pretty for a Dark Skin Girl”: Rejecting Colorism in an All-Black, All-Girls High School. Poster session presented at Undergraduate Research & Arts Exposition, Northwestern University. Evanston, IL.
Foo, C. & Rogers, L. O. (May, 2019). “There’s not many people who are willing to stand up these days”: Race Counternarratives in Middle Childhood. Poster session presented at Undergraduate Research & Arts Exposition, Northwestern University. Evanston, IL.
Padilla, D. & Rogers, L. O. (May, 2019). “There’s Racist People Out There, Like Donald Trump”: Children’s Reflections on Current Politics. Poster session presented at Undergraduate Research & Arts Exposition, Northwestern University. Evanston, IL.
Sahaguian, L. & Rogers, L. O. (May, 2019). #BlackGirlMagic: Does the Social Media Hashtag Silence the Realities of Oppression and Resistance? Poster session presented at Association of Psychological Science. Washington, DC.
Rogers, L. O., Cielto, J., Foo, C., Gordon, S., Padilla, D. & Sahaguian, L. (February, 2019). Does Hair Matter? How Black Girls Integrate Features in their Social Identities. Poster session presented at Society for Personality and Social Psychology. Portland, OR.
Rogers, L. O., Nelson, EP., Padilla, D., Foo, C. & Sahaguian, L. (February, 2019). Who, What, and How: A Systematic Literature Review of Identity Intersectionality Research in Psychology. Poster session presented at Society for Personality and Social Psychology. Portland, OR.
Web-based learning modules developed for parents and educators to discuss race and child development.
Modules are based on child development research and explore how children grow to understand race (and social groups) and how parents and educators can talk with children about their growing understanding of race, identity, and racial injustice.
Each module includes a Discussion Guide with questions and recommendations
Module 1: Race today: What kids know as they grow
Module 2: Racing towards equality: Why talking to your kids about race is good for everyone
Equal Justice Society – http://talktokids.net/
Anti-Racist Teaching Collective – https://www.arteachingcollective.com/
The Hill – “White parents: Talking to your children about racism is part of the solution.”
We Humans | Ideas.Ted.Com – “There’s a right way to talk about racism with kids – and most white parents in the US aren’t doing it.”
CNN Health – “White parents: Talk to your kids about racism to raise more empathic adults.”
Notices of the American Mathematical Society – “To the Editor: On diversifying top mathematics departments.”
The Conversation – “Most White parents don’t talk about racism with their kids.”
Medium: National Center for Institutional Diversity — “My hair is bomb” Black girls identities and resistance.”
U.S. News and World Report – “Be ‘color-brave’ with your kids. Avoiding conversations with children about race is costly.”
Institute for Policy Research, Northwestern University – Faculty Spotlight: “IPR developmental psychologist examines how children form their identities.”
KUOW NPR radio show – How Stereotypes Affect Black Adolescent Males
Institute for Learning & Brain Sciences – What Black Adolescents Say About Stereotypes
UW Today – “Study provides insight into children’s race and gender identities”
New York Mag – “What your election freak out looks like from a kid’s point of view.”