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Selected AIC Publications, Presentations, and Reports

Presentations & Reports

Chavous, T.M., Richardson, B., Fonseca-Bolorin, F., Leath, S., & Webb, F. (2018). Shifting contexts and shifting identities: Racial identity, campus race-related experiences, and achievement motivation among Black students during the transition to college. Race and Social Problems, 10, 1-18.

Butler-Barnes, S., Leath, S., Williams, A., Byrd, C., Carter, R., & Chavous, T. (2017). Promoting resilience among Black girls: Racial identity as a protective factor against negative school experiences. Child Development. doi:10.1111/cdev.12995

Carter, R., Leath, S., Butler-Barnes, S., Byrd, C., Chavous, T.M., Caldwell, C., & Jackson, J. (2017). Comparing associations between perceived puberty, same race- friends and -peers, and psychosocial outcomes among African American and Caribbean Black girls. Journal of Black Psychology, 43(8), 836-862.

Leath, S. & Chavous, T.M. (2017). “We really protested": The influence of sociopolitical beliefs, political self-efficacy, and campus racial climate on civic engagement among Black college students attending predominantly White institutions. Journal of Negro Education, 86(3), 220-237.

Chavous, T., Drotar, S., Fonseca-Bolorin, G., Leath, S., Lyons, D., & Mustafaa, F. (2016). Identity, motivation, and resilience: The example of Black college students in science, technology, engineering, and mathematics. In J. DeCuir-Gunby and P. Schutz (Eds.) Researching Race and Ethnicity in the Study of Learning and Motivation in Social and Cultural Contexts, (pp. 3-15). New York: Routledge.


Chavous, T.M., Leath, S., & Richardson, B. (2015). African American racial identity: Promoting academic achievement and excellence, resisting stereotypes and the myth of “acting white.” In V. Berry, A. Fleming-Rife, and A. Dayo (Eds.) Black Culture and Experience: Contemporary Issues (pp. 3-18). New York: Peter Lang Publishing.


Richardson, B., Macon, T., Mustafaa, F., Bogan, E., Cole-Lewis, Y., & Chavous, T.M. (2014). Associations of racial discrimination and parental discrimination coping messages with African American adolescent racial identity. Journal of Youth and Adolescence, 44, 1301-1317.


Hope, E., Chavous, T.M., Jagers, R.J., & Sellers, R.M. (2013). Connecting self-esteem and achievement: Diversity in academic identification and dis-identification patterns among Black college students. American Educational Research Journal, 50(5), 1122-1151.


Butler-Barnes, S., Chavous, T.M., Hurd, N., & Varner, F. (2013). African American adolescents’ academic persistence: A strengths-based approach. Journal of Youth and Adolescence, 42(9), 1443-1458.


Byrd, C.M., & Chavous, T.M. (2012). The congruence between African American students’ racial identity beliefs and their academic climates: Implications for academic motivation and achievement. In (J. Sullivan and E. Ismail, Eds.) African American racial identity: Racial and cultural dimensions of the Black experience (pp. 345-370). Lanham, MD: Lexington Books.


Griffin, T.M., Chavous, T.M., Cogburn, C.D., Branch, L., & Sellers, R. (2012). Dimensions of academic contingencies among African American college students. Journal of Black Psychology, 38(2), 201-227.


Butler-Barnes, S.T., Williams, T.T., & Chavous, T.M. (2011). Racial pride and religiosity as culturally-based youth assets: Implications for achievement motivation and academic achievement among African American boys. Journal of Youth and Adolescence, 41(4), 486-498.


Byrd, C.M. & Chavous, T.M. (2011). Racial identity, school racial climate, and school intrinsic motivation among African American adolescents: The importance of person-context congruence. Journal of Research on Adolescence, 21(4), 849-860.


Butler-Barnes, S., Chavous, T.M., & Zimmerman, M. (2011). Community violence exposure and academic motivation among urban adolescents: Moderating roles of cultural-ecological factors. Race and Social Problems, 3(2), 75-91.


Cogburn, C.D., Chavous, T.M., & Griffin, T.M. (2011). School-based racial discrimination and gender discrimination among African American adolescents: Exploring gender variation in frequency and implications for adjustment. Race and Social Problems, 3(1), 25-37.


Byrd, C.M. & Chavous, T.M. (2009).  Racial identity in the neighborhood context: A multilevel analysis. Journal of Youth and Adolescence, 38(4), 544-559.


Neblett, E.W., Jr., Chavous, T.M., Nguyen, H.X., & Sellers, R.M. (2009). “Say it loud - I'm Black and I'm proud”: Parents' messages about race, racial discrimination, and academic achievement in African American boys. Journal of Negro Education, 78(3), 246-259.


Chavous, T.M., Rivas-Drake, D., Smalls, C., Griffin, T.M., & Cogburn, C.D. (2008). Gender matters too: School-based racial discrimination experiences and racial identity as predictors of academic adjustment among African American adolescents. Developmental Psychology, 44(3), 637-654.


Chavous, T. & Cogburn, C.D. (2007). The superinvisible woman: The study of Black women in education. Black Women, Gender, & Families, 1(2), 24-51.


Smalls, C., White, R., Chavous, T.M., & Sellers, R.M. (2007). Racial ideological beliefs and racial discrimination experiences as predictors of academic engagement among African American adolescents. Journal of Black Psychology, 33, 299-330.   


Chavous, T.M., Branch, L., Cogburn, C.D., Griffin, T.M., Maddox, J., & Sellers, R.M. (2007).  Achievement motivation among African American college students at predominantly White institutions: Risk and protective processes related to group identity and contextual experiences.  In F. Salili & R. Hoosain (Eds.), Culture, motivation and learning: A multicultural perspective. Charlotte, NC: Information Age Publishing.  


Rivas, D., & Chavous, T. (2007). Understanding achievement motivation within the context of racial stratification: Racial identity and academic adjustment among African American adolescents. In F. Salili & R. Hoosain (Eds.), Culture, motivation and learning: A multicultural perspective. Charlotte, NC: Information Age Publishing.


Chavous, T.M. (2005). An intergroup contact-theory framework for evaluating the psychological impact of racial climate on predominantly White college campuses. American Journal of Community Psychology, 36(3/4), 239-257.       


Caldwell, C.H., Kohn-Wood, L.P., Schmeelk-Cone, K., Chavous, T.M., & Zimmerman, M. (2004). Racial discrimination and racial identity as risk or protective factors for violent behaviors in African American young adults.  American Journal of Community Psychology, 33, 91-105.


Chavous, T.M., Harris, A., Rivas, D., Helaire, L., & Green, L. (2004). Racial stereotypes and gender in context: An examination of African American college student adjustment. Sex Roles: A Journal of Research, 51, 1-16.


Chavous, T.M., Bernat, D., Schmeelk-Cone, K., Caldwell, C., Kohn-Wood, L.P., & Zimmerman, M. (2003).  Racial identity and academic attainment among African American adolescents. Child Development, 74(4), 1076-1091.

Chavous, T.M. (2017, February). Failure factories: When educational policies desert our children. Invited Panelist for the Livingston Awards Lectures series, Gerald Ford School of Public Policy, University of Michigan, Ann Arbor, MI.


Chavous, T. (2016, April). Identity, motivation, and resilience: The example of Black students in STEM. Paper presented at the American Educational Research Association Annual Meeting, Washington, DC.


Chavous, T. (2014, July).  The role of racial climate in the educational experiences of African American youth.  Paper presented at the Conference of the International Congress of Applied Psychology, Paris, France.


Richardson, B. L. (2014, June). The Association between Parent and Adolescent Daily Reports of Racial Socialization. Oral presentation in symposium at the 3rd Biennial APA Division 45 Conference, Eugene, University of Oregon.


Richardson B. L., Williams, A. D., & Sellers, R. M. (2013, August). Racial Identity among African American adolescents and its associations with Academic Achievement. Poster presentation at the American Psychological Association (APA) Convention, Honolulu, HI.


Richardson, B. L. (2012, May). Racial socialization and academic outcomes among African American adolescents: An analysis of variability using fuzzy clustering. Oral presentation in symposium at the 2nd Biennial APA Division 45 Conference, Ann Arbor, University of Michigan


Chavous, T.M. (2012, April). Racial identity and academic achievement among African American students: Intersections of race, gender, and academic identity. Invited speaker, Gender Development Research Conference, San Francisco, CA.


Richardson, B. L. (2012, March). An examination of the relations between racial identity and academic outcomes among a sample of African American youth: Implications for school success. Oral presentation at the Society for Research on Adolescents (SRA), Vancouver, B.C., Canada.


Chavous, T. (2011, April). The intersections of learning, context, and diversity in practice-focused teacher education: Challenges and opportunities. Paper presented at the American Educational Research Association Annual Meeting, New Orleans, LA.


Butler-Barnes, S., Chavous, T.M., & Zimmerman, M. (2011, April). Can cultural-ecological youth assets buffer the effects of community violence exposure on academic motivation among urban adolescents? Paper presented at the American Educational Research Association Annual Meeting, New Orleans, LA.


Chavous, T.M. (2010, May).  African American racial identity and academic achievement. Invited presentation for Presidential session, “Identity, Ethnicity, and Race in Learning.” Annual Meeting of the American Educational Research Association, Denver, CO.


Chavous, T. (2007, May).  African American achievement: Assumptions, realities, and possibilities for educational improvement. Invited keynote presentation in Oakland County Schools Superintendent’s First Annual Conference on Best Practices, Baker College, Auburn Hills, MI.


Chavous, T. (2007, February).  Gender and race in the academic experiences of African American adolescents: Considering identity processes in context. Invited colloquium presentation at the Center for Research on Education Reform, University of Texas-El Paso, El Paso, TX.


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