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Hiram E. Fitzgerald · Deborah J. Johnson
Desiree Baolian Qin · Francisco A. Villarruel
John Norder Editors
Handbook of
Children and
Prejudice
Integrating Research, Practice, and Policy
Handbook of Children and Prejudice
Hiram E. Fitzgerald
Deborah J. Johnson
Desiree Baolian Qin
Francisco A. Villarruel
John Norder
Editors
Handbook of
Children and
Prejudice
Integrating Research, Practice,
and Policy
Editors
Hiram E. Fitzgerald Deborah J. Johnson
Department of Psychology Department of Human Development
Michigan State University and Family Studies
East Lansing, MI, USA Michigan State University
East Lansing, MI, USA
Desiree Baolian Qin
Department of Human Development Francisco A. Villarruel
and Family Studies Department of Human Development
Michigan State University and Family Studies
East Lansing, MI, USA Michigan State University
John Norder
Department of Anthropology
Michigan State University
ISBN 978-3-030-12227-0 ISBN 978-3-030-12228-7 (eBook)

https://doi.org/10.1007/978-3-030-12228-7
© Springer Nature Switzerland AG 2019

This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or
part of the material is concerned, specifically the rights of translation, reprinting, reuse of
illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way,
and transmission or information storage and retrieval, electronic adaptation, computer software,
or by similar or dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in
this book are believed to be true and accurate at the date of publication. Neither the publisher nor
the authors or the editors give a warranty, express or implied, with respect to the material
contained herein or for any errors or omissions that may have been made. The publisher remains
neutral with regard to jurisdictional claims in published maps and institutional affiliations.
This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
In the summer of 2016, we met for lunch and discussed the virulent rise in
explicit racism and discrimination in the United States and its extension to
issues related to gender identity and sexual orientation. We were particularly
concerned that social and behavioral science researchers were not explicitly
tackling the negative impacts of racism on the development of children, docu-
mentation of which could lead to more effective social policies and practices.
We were concerned that America was losing enormous talent and innovation
by not investing significantly in the elimination of economic and social ineq-
uities that create barriers preventing especially low-income minorities from
gaining access to the benefits of American society. Since we are university
professors, and not politicians, we decided to kick off a project appropriate to
our skills and talents and design a Handbook of Children and Prejudice that
would approach issues of racism and discrimination from a life-span systems
perspective. Our intent was to illustrate that the insidious claws of structural
and personal racism begin to negatively impact developmental process from
birth onward while simultaneously drawing attention to coping skills and
resilience of racial minorities that has made it possible for them to survive
hundreds of years of oppression, or contemporary implicit and explicit
discrimination.
We cover issues related to racism and discrimination within each of the
major minority groups in the United States: African-American, American
Indian/Alaska Native, Asian-American, and Latinx-American. We realize
that just as there are multiple cultures subsumed within the category European-
American (White), so too do each of the generic categories of minority groups
in the United States subsume cultural diversity. We also were fortunate to be
able to include chapters on Arab-American and Sikh-American children, per-
haps signs that 10 years from now, a volume on children and prejudice will
have to expand to multiple volumes to capture the rich and true diversity of
the United States and the world at large. We also have five chapters address-
ing issues confronting LGBTQ youth and adolescents and hope that future
volumes can include children of same-sex parents as research expands in that
growing aspect of family life. The attached table, perhaps unusual for a pref-
ace, provides a guide for readers who may want to approach the chapters
from a topical search strategy, rather than a sequential developmental age
strategy, which is the organization of the volume.
We assembled an amazing group of scholars, each of which crafted an
offering contributing to a collective of knowledge never previously organized
v
vi Preface
so extensively around development and prejudice, all feeling the urgent need
for the gathering of this work. Their collective efforts produced a handbook
that we believe draws attention to the broad impacts of racism and discrimi-
nation over the first 20 years of life, as well as portraying the strengths of
minority groups and societal programs designed to provide positive supports
for individual and family development. Every chapter was revised at least
once, consistent with our intent to have a peer-review orientation to the
contents of the volume.
We extend our thanks to Judy Jones and Michelle Tam at Springer for
their editorial help throughout the production process, and all the copy- and
production-editors who play such critical roles in moving manuscript text to
elegant prose and far fewer split infinitives.
East Lansing, MI, USA Hiram E. Fitzgerald

Deborah J. Johnson
Desiree Baolian Qin
Francisco A. Villarruel
John Norder
Brief Guide to Cross Chapter Content
Emphasizes
General topic Chapters

American-Indian/Alaska Native 5, 10, 11, 22
African-American/Black 3, 13, 26, 28, 30
Asian-American 14, 23, 34
Arab-American 9
Biological 3
Identity 11, 14, 16, 20, 22, 23, 26, 27, 30, 31
Indigenous Knowledge 5, 10, 11, 12
Intergenerational Effects 3, 7, 20
LGBTQ 6, 17, 25, 32, 33
Latinx-American 8, 21, 24, 29, 31
Media 15, 28
Sikh-American 23
Socialization 2, 7, 19, 20
Schools 12, 16, 18
System Approaches 1, 3, 9, 15, 23
Teachers/Schools 5, 10, 12, 13, 16, 18, 19, 29, 31
vii
Contents
Part I Framing Life Course Impacts of Prejudice
1 Introduction: A Developmental Systems Perspective

on Children and Prejudice�� 3
Hiram E. Fitzgerald, Deborah J. Johnson,
Desiree Baolian Qin, Francisco A. Villarruel, and John Norder
2 Ethnic and Racial Prejudice Across the Life Span �� 23
Adam J. Hoffman, Deborah Rivas-Drake, Isis H. Settles,
Shelia T. Brassel, and Bernardette J. Pinetta
3 The Intergenerational Transmission of Protective
Parent Responses to Historical Trauma�� 43
Marva L. Lewis
Part II Infancy Through Childhood
4 Racial Disparities in Pregnancy and Birth Outcomes�� 67

Lucia Ciciolla, Mira Armans, Samantha Addante,
and Amy Huffer
5 Understanding the Implications of Systems of Privilege
Within the Field of Early Childhood Education
for American Indian and Alaska Native Children�� 99
Jessica V. Barnes-Najor, Nicole L. Thompson,
and Shawn Wilson
6 Intergroup Relationships, Context, and Prejudice
in Childhood �� 115
Amanda R. Burkholder, Alexander P. D’Esterre,
and Melanie Killen
7 Ethnic-Racial Socialization in Early Childhood:
The Implications of Color-Consciousness
and Colorblindness for Prejudice Development�� 131
Flora Farago, Kimberly Leah Davidson, and Christy M. Byrd
8 An Ecological Approach to Childhood Prejudice:
The Case of Arab Americans�� 147
Kristine J. Ajrouch and Germine H. Awad
ix
x Contents
9 The Impact of US Sociopolitical Issues on the Prejudicial

Treatment of Latino Children and Youth�� 161
Maria Espinola, Jenny Zhen-Duan, Gabriela Suarez-Cano,
Ivana Mowry-Mora, and James M. Shultz
10 Implicit Bias and the “In/visible Indian” in the Classroom�� 181
Christie M. Poitra and John Norder
11 In the Nyitting Time: The Journey of Identity
Development for Western Australian Aboriginal
Children and Youth and the Interplay of Racism �� 193
Cheryl Kickett-Tucker and Shaouli Shahid
Part III Transition to Youth
12 Interrogating “Trouble”: An Ecologically Centered

Approach to Race-Related Socialization Factors
as Moderators of Disruptive Behaviors and Achievement
Outcomes Among African American Boys�� 217
Deborah J. Johnson, Meeta Banerjee,
and Shondra L. Marshall
13 Perceived Racial Discrimination as a Context for Parenting
in African American and European American Youth�� 233
Meeta Banerjee and Jacquelynne S. Eccles
14 Racial Discrimination and Adjustment Among
Asian American Youth: Vulnerability and Protective
Factors in the Face of “Chinks,” “Dog-Eaters,”
and “Jackie Chan”�� 249
Linda P. Juang and Lisa Kiang
15 When Things Go Viral: Youth’s Discrimination Exposure
in the World of Social Media�� 269
Diamond Y. Bravo, Julia Jefferies, Avriel Epps,
and Nancy E. Hill
16 Gender and Sexual Prejudice and Subsequent
Development of Dating Violence: Intersectionality
Among Youth�� 289
Sudha Sankar, Heather L. McCauley, Deborah J. Johnson,
and Barbara Thelamour
17 LGBQ Youth and Sexual Minority-Related Prejudice:
Expanding Our Conceptualization�� 303
Alison J. Chrisler and Elizabeth G. Holman
18 (No) Space for Prejudice! Varied Forms of Negative
Outgroup Attitudes and Ethnic Discrimination
and How They Develop or Can Be Prevented
in the Classroom�� 315
Alaina Brenick, Maja K. Schachner, Daniell Carvalheiro,
and Emily Karr
Contents xi
19 Feelings of Being Caught Between Families and Peers:

Linking Cultural Incongruence and Peer Ethnic/Racial
Discrimination to Adolescent Well-Being�� 331
Yijie Wang, Aprile D. Benner, and Su Yeong Kim
Part IV Transitions from Youth to Adolescence
20 Youth of Color in Care: Intersecting Identities

and Vulnerabilities �� 353
Ellen E. Pinderhughes, Judith C. Scott,
and Jessica A. K. Matthews
21 Toward an Integrative Conceptual Model
on the Relations Between Discrimination and Prosocial
Behaviors in US Latino/Latina Youth�� 375
Alexandra N. Davis and Gustavo Carlo
22 Experiences of Discrimination and Prejudice
Among American Indian Youth: Links to Psychosocial
Functioning�� 389
Amanda K. Blume, Melissa Tehee, and Reneé V. Galliher
23 Mistaken Identities, Discrimination, and Sikh Parents’
Ethnoreligious Socialization Strategies�� 405
Meenal Rana, Deborah J. Johnson, and Desiree Baolian Qin
24 Juvenile (In)justice: A System Developed to Facilitate
Youth Development that Challenges Healthy Outcomes�� 421
Caitlin Cavanagh, Amie L. Nielsen,
and Francisco A. Villarruel
25 A Developmental Perspective on Victimization Faced
by Gender Nonconforming Youth�� 447
Maggi Price, Christy Olezeski, Thomas J. McMahon,
and Nancy E. Hill
Part V Transitions from Adolescence to Emergent Adulthood
26 You Sound White: The Emotional Impact of the Acting

White Accusation �� 467
Martale J. Davis, Tiffany Rowell, Robert E. Stadulis,
and Angela Neal-Barnett
27 Ethnic/Racial Identity as a Moderator of the Relationship
Between Discrimination and Adolescent Outcomes�� 477
Sheena Mirpuri, Charles Ray, Amada Hassan, Meera Aladin,
Yijie Wang, and Tiffany Yip
28 Online Racism: Adjustment and Protective Factors
Among Adolescents of Color �� 501
Ashley Stewart, Joshua Schuschke, and Brendesha Tynes
xii Contents
29 Latino Adolescents’ Experiences with Ethnic

Discrimination: Moderating Factors and Mediating
Mechanisms�� 515
Melissa Y. Delgado, Rajni L. Nair, Katharine H. Zeiders,
and Samantha K. Jones
30 African American Adolescents Speak: The Meaning
of Racial Identity in the Relation Between Individual
Race-Related Stress and Depressive Symptoms�� 533
Michael Cunningham, Rosa Maria Mulser, Kristin Scott,
and Ashlee Yates
31 DREAMers: Growing Up Undocumented in the United
States of America�� 551
Jaime Chahin and Juan R. Jaimes Costilla
32 Sexual Stigma and Sexual Prejudice: Understanding
the Unique Experiences of Sexual Minority Male Youth �� 567
Joshua G. Parmenter and Reneé V. Galliher
33 Gender Nonconformity During Adolescence:
Links with Stigma, Sexual Minority Status,
and Psychosocial Outcomes�� 583
Alexa Martin-Storey and Laura Baams
34 “I Can Feel That People Living Here Don’t Like Chinese
Students”: Perceived Discrimination and Chinese
International Student Adaptation�� 597
Mingjun Xie, Shizhu Liu, Yemo Duan,
and Desiree Baolian Qin
Index�� 615
Contributors
Samantha Addante Department of Psychology, Oklahoma State University,

Stillwater, OK, USA
Kristine J. Ajrouch, PhD Department of Sociology, Anthropology and
Criminology, Eastern Michigan University, Ypsilanti, MI, USA
Meera Aladin, BA Fordham University, New York, NY, USA
Mira Armans Department of Psychology, Oklahoma State University,
Stillwater, OK, USA
Germine H. Awad, PhD Human Development, Culture and Learning,
Sciences/Counseling Psychology, Department of Educational Psychology,
The University of Texas at Austin, Austin, TX, USA
Laura Baams, PhD Pedagogy and Educational Sciences, University of
Groningen, Groningen, The Netherland
Meeta Banerjee, MSW, PhD Department of Psychology, California State
University, Northridge, Northridge, CA, USA
Jessica V. Barnes-Najor, PhD Community Evaluation Research
Collaborative, University Outreach and Engagement, Michigan State
University, East Lansing, MI, USA
Aprile D. Benner, PhD Human Development and Family Sciences,
University of Texas at Austin, Austin, TX, USA
Amanda K. Blume Utah State University, Logan, UT, USA
Shelia T. Brassel Department of Psychology, Ann Arbor, MI, USA
Diamond Y. Bravo Graduate School of Education, Harvard University,
Cambridge, MA, USA
Alaina Brenick, PhD Human Development and Family Studies, University
of Connecticut, Storrs, CT, USA
Amanda R. Burkholder Department of Human Development and
Quantitative Methodology, University of Maryland, College Park, MD, USA
Christy M. Byrd University of California Santa Cruz, Psychology Faculty
Services, Santa Cruz, CA, USA
xiii
xiv Contributors
Gustavo Carlo Department of Human Development and Family Science,

University of Missouri, Columbia, MO, USA
Daniell Carvalheiro, BA Human Development and Family Studies,
University of Connecticut, Storrs, CT, USA
Caitlin Cavanagh, PhD Michigan State University, School of Criminal
Justice, East Lansing, MI, USA
Jaime Chahin, PhD College of Applied Arts, Texas State University,
San Marcos, TX, USA
Alison J. Chrisler, PhD Department of Health Studies, American
University, Washington, DC, USA
Lucia Ciciolla, PhD Department of Psychology, Oklahoma State University,
Stillwater, OK, USA
Juan R. Jaimes Costilla Gerald R. Ford School of Public Policy, University
of Michigan, Ann Arbor, MI, USA
Michael Cunningham Department of Psychology, Tulane University,
New Orleans, LA, USA
Kimberly Leah Davidson Central Michigan University, Mount Pleasant,
MI, USA
Alexandra N. Davis, PhD Department of Individual, Family, and
Community Education, University of New Mexico, Albuquerque, NM, USA
Martale J. Davis Department of Psychological Sciences, Kent State
University, Kent, OH, USA
Melissa Y. Delgado Norton School of Family and Consumer
Sciences,The University of Arizona, Tucson, AZ, USA
Alexander P. D’Esterre Department of Human Development and
Quantitative Methodology, University of Maryland, College Park, MD, USA
Yemo Duan, MS Department of Human Development and Family Studies,
Michigan State University, East Lansing, MI, USA
Jacquelynne S. Eccles, PhD School of Education, University of California-
Irvine, Irvine, CA, USA
Avriel Epps Graduate School of Education, Harvard University, Cambridge,
MA, USA
Maria Espinola, PsyD Department of Psychiatry & Behavioral Neuroscience,
University of Cincinnati College of Medicine, Cincinnati, OH, USA
Flora Farago, PhD School of Human Sciences, Human Development and
Family Studies, Stephen F. Austin State University, Nacogdoches, TX, USA
Hiram E. Fitzgerald, PhD Department of Psychology, Michigan State
Contributors xv
Reneé V. Galliher, PhD Department of Psychology, Utah State University,

Logan, UT, USA
Amada Hassan, BA Fordham University, New York, NY, USA
Nancy E. Hill, PhD Graduate School of Education, Harvard University,
Cambridge, MA, USA
Adam J. Hoffman Department of Psychology, University of Michigan, Ann
Arbor, MI, USA
Elizabeth G. Holman, PhD, LSW Human Development and Family
Studies, Bowling Green State University, Bowling Green, OH, USA
Amy Huffer Human Development and Family Science, Oklahoma State
University, Stillwater, OK, USA
Julia Jefferies Graduate School of Education, Harvard University,
Cambridge, MA, USA
Deborah J. Johnson, PhD Human Development and Family Studies,
Diversity Research Network, Office for Inclusion and Intercultural Initiatives,
Samantha K. Jones Human Development and Family Science, University
of Missouri-Columbia, Columbia, MO, USA
Linda P. Juang, PhD Department of Education, University of Potsdam,
Potsdam, Germany
Emily Karr Human Development and Family Studies, University of
Connecticut, Storrs, CT, USA
Lisa Kiang, PhD Department of Psychology, Wake Forest University,
Winston-Salem, NC, USA
Cheryl Kickett-Tucker Koya Aboriginal Corporation, Pindi Pindi Ltd,
Centre for Research Excellence in Aboriginal Wellbeing & School of
Education, Faculty of Humanities, Curtin University, Midland, WA, Australia
Melanie Killen, PhD Department of Human Development and Quantitative
Methodology, University of Maryland, College Park, MD, USA
Su Yeong Kim, PhD Human Development and Family Sciences, University
of Texas at Austin, Austin, TX, USA
Marva L. Lewis, PhD School of Social Work, Tulane University, New
Orleans, LA, USA
Shizhu Liu, MA Department of Human Development and Family Studies,
Shondra L. Marshall, MA Teacher Education Department, Eastern
Michigan University, Ypsilanti, MI, USA
Alexa Martin-Storey, PhD Département de Psychoéducation, Université de
Sherbrooke, Longueuil, QC, Canada
xvi Contributors
Jessica A. K. Matthews, PhD Rudd Adoption Research Program,

Department of Psychology and Brain Sciences, University of Massachusetts—
Amherst, Amherst, MA, USA
Heather L. McCauley, ScD Department of Human Development and
Family Studies, Michigan State University, East Lansing, MI, USA
Thomas J. McMahon, PhD Departments of Psychiatry and Child Study,
Yale University School of Medicine, New Haven, CT, USA
Sheena Mirpuri, PhD Immigrant Health and Cancer Disparities Service,
Memorial Sloan Kettering Cancer Center, New York, NY, USA
Ivana Mowry-Mora Columbian School of Arts and Sciences, The George
Washington University, Washington, DC, USA
Rosa Maria Mulser, PhD Department of Psychology, Tulane University,
New Orleans, LA, USA
Rajni L. Nair College of Integrative Arts and Sciences, Arizona State
University, Phoenix, AZ, USA
Angela Neal-Barnett Department of Psychological Sciences, Kent State
Amie L. Nielsen, PhD University of Miami, Department of Sociology,
Coral Gables, FL, USA
John Norder, PhD Department of Anthropology, Michigan State University,
Christy Olezeski, PhD Departments of Psychiatry and Child Study, Yale
School of Medicine, Yale Gender Center, New Haven, CT, USA
Joshua G. Parmenter Department of Psychology, Utah State University,
Logan, UT, USA
Ellen E. Pinderhughes, PhD Eliot-Pearson Department of Child Study and
Human Development, Tufts University, Medford, MA, USA
Bernardette J. Pinetta Department of Psychology, University of Michigan,
Ann Arbor, MI, USA
Christie M. Poitra, PhD Native American Institute, Michigan State
Maggi Price, MA Department of Psychiatry, Yale School of Medicine, New
Haven, CT, USA
Desiree Baolian Qin, EdD Department of Human Development and Family
Studies, Michigan State University, East Lansing, MI, USA
Meenal Rana, PhD Humboldt State University, Arcata, CA, USA
Charles Ray, MA Fordham University, New York, NY, USA
Contributors xvii
Deborah Rivas-Drake Department of Psychology, University of Michigan,

Ann Arbor, MI, USA
Tiffany Rowell Department of Psychological Sciences, Kent State
Sudha Sankar Department of Psychology, Michigan State University, East
Lansing, MI, USA
Maja K. Schachner, PhD Inclusive Education, University of Potsdam,
Potsdam, Germany
Joshua Schuschke University of Southern California, Rossier School of
Education, Waite Phillips Hall, Los Angeles, CA, USA
Judith C. Scott School of Social Work, Boston University, Boston, MA,
USA
Kristin Scott Children’s Health, Dallas, TX, USA
Isis H. Settles Department of Psychology, Department of Afroamerican and
African Studies, University of Michigan, Ann Arbor, MI, USA
James M. Shultz, PhD Center for Disaster and Extreme Event Preparedness
(DEEP Center), Department of Public Health Sciences, University of Miami
Miller School of Medicine, Miami, FL, USA
Shaouli Shahid Centre for Aboriginal Studies, Curtin University, Perth,
WA, Australia
Robert E. Stadulis Department of Psychological Sciences, Kent State
Gabriela Suarez-Cano, MA Department of Psychology, University of
Cincinnati College of Arts and Sciences, Cincinnati, OH, USA
Melissa Tehee, JD, PhD Utah State University, Logan, UT, USA
Barbara Thelamour, PhD College of Wooster, Psychology Department,
Wooster, OH, USA
Nicole L. Thompson, PhD Mary Lou Fulton Teachers College, Arizona
State University, Glendale, AZ, USA
Brendesha Tynes, PhD University of Southern California, Rossier School
of Education, Waite Phillips Hall, Los Angeles, CA, USA
Francisco A. Villarruel, PhD Department of Human Development and
Family Studies, Michigan State University, East Lansing, MI, USA
Yijie Wang, PhD Human Development and Family Studies, Michigan State
Shawn Wilson, PhD Gnibi College of Indigenous Australian Peoples,
Southern Cross University, Lismore, NSW, Australia
xviii Contributors
Mingjun Xie, MA Department of Human Development and Family Studies,

Ashlee Yates Department of Psychology, Tulane University, New Orleans,
LA, USA
Tiffany Yip, PhD Fordham University, New York, NY, USA
Katharine H. Zeiders Norton School of Family and Consumer Sciences,
The University of Arizona, Tucson, AZ, USA
Jenny Zhen-Duan, MA Department of Psychology, University of Cincinnati
College of Arts and Sciences, Cincinnati, OH, USA
About the Editors
Hiram E. Fitzgerald, Ph.D. is University Distinguished Professor in the

Department of Psychology at Michigan State University. His major areas of
research include the study of infant and family development in community
contexts, the impact of fathers on early child development, 0–5 age boys and
risk, the etiology of alcoholism, and implementation of systemic community
models of organizational process and change. He is a Member of the Native
Children’s Research Exchange, the Tribal Research Center for American-
Indian/Alaska Native Early Childhood Education, the National Advisory
Board for the University of Nebraska Buffett Early Childhood Institute, and
the External Advisory Board for the Oklahoma State University Center for
Integrative Research on Childhood Adversity. He is a Fellow of the Association
for Psychological Science and of five divisions of the American Psychological
Association.
Deborah J. Johnson, Ph.D. is Professor of Human Development and

Family Studies and is also Director of the Diversity Research Network, a
faculty serving entity under the auspices of Michigan State University’s
Office for Inclusion and Intercultural Initiatives. Her research explores
racially and culturally related development, parental racial socialization and
coping, and cultural adjustment from early childhood through emerging
adulthood, in both domestic and international children and youth. Current
work focuses on the influence of early bias preparation and coping at the
intersection of gender and race among African-American and Latina college
women and the impact on their well-being and school performance. Recent
books address the global rights of children and private/charter school experi-
ences of African-American children. Additionally, she studies cultural adjust-
ment and identity development among unaccompanied Sudanese refugee
minors and majors and in international settings. Further explorations empha-
size positive youth development and identity reformation of immigrant and
refugee groups.
Desiree Baolian Qin, Ed.D. is an Associate Professor of Human

Development and Family Studies at Michigan State University. Her research,
funded by the William T. Grant Foundation and the Spencer Foundation,
focuses on understanding how immigration, culture, gender, and ecological
xix
xx About the Editors
contexts, especially family, impact adolescent and emerging adult develop-

ment. Drawing on mostly mixed-method, longitudinal data, her research has
highlighted many nuanced, complex family processes that have been over-
looked in Asian immigrant families, especially the struggle in parent-child
relations, e.g., emotional alienation, parent-child conflicts, communication
challenges, and parent-child separation. Her findings also point to negative
effects of tiger parenting in child/adolescent development. Dr. Qin’s most
recent project examines academic and psychosocial adaptation challenges of
Chinese undergraduate students.
Francisco A. Villarruel, Ph.D. is Professor and Associate Chair for

Education in the Department of Human Development and Family Studies and
a University Outreach and Engagement Senior Fellow at Michigan State
University. He is a founding Faculty Member of the GPI-Youth Development
program – an online asynchronous master’s program for prospective youth
professionals. Dr. Villarruel has worked with numerous communities, state,
and federal agencies to address the involvement of Latino youth in juvenile
justice systems programs. He serves on the Board of Directors for the
Campaign for Youth Justice and is also working with colleagues across the
nation to establish The Alianza for Latino Youth Justice – a consortium of
practitioners, advocates, funders, families, and scholars that seek to engage in
culturally relevant practices to address the needs of Latino youth secure
placements.
John Norder, Ph.D. (Spirit Lake and Turtle Mountain), is the Director of
the Michigan State University Native American Institute and an Associate
Professor in Anthropology. His research and teaching interests include Native
American and First Nations archaeology, ethnohistory, and anthropology,
particularly in the Great Lakes region of North America. Current and ongoing
work has focused on the ways in which traditional Indigenous knowledge is
used as a tool of mediation between issues of identity, cultural and natural
resource heritages, and economic development in the context of local- and
state-level political negotiations.
About the Contributors
Samantha Addante is a doctoral student in the Clinical Psychology

program at Oklahoma State University. Samantha earned her bachelor’s
degree from the University of Illinois, Urbana-Champaign, in Human
Development and Family Studies, with a focus on child and adolescent
development. Samantha is training as a Clinical Scientist with an emphasis
on quantitative methods. Her research interests focus on intergenerational
processes of trauma and family functioning.
Kristine J. Ajrouch, Ph.D. is Professor of Sociology at Eastern Michigan

University (EMU) and Adjunct Research Professor at the Institute for Social
Research at the University of Michigan. She received her doctorate in
Sociology from Wayne State University in 1997 and was awarded a National
Institute on Aging postdoctoral fellowship in aging at the University of
Michigan. Her research has focused on Arab-Americans in the United States
and more recently in the Middle East. Topics of inquiry include identity,
social relations, gender, aging, and life course, as well as health/well-being.
She received a Fulbright award to support her work in Lebanon during 2008
and is currently working on forgiveness and humility supported by a grant
from the John Templeton Foundation. Dr. Ajrouch has published in numerous
national and international journals including the Ethnic and Racial Studies,
International Migration Review, and Sociological Perspectives.
Meera Aladin is a graduate student at Fordham University pursuing her

Ph.D. in Counseling Psychology. Meera received her bachelor’s degree in
Psychology and Biology from Fordham University in 2015. After graduating,
she worked as a Project Director for 2 years on Dr. Tiffany Yip’s NSF-funded
study, examining the effects of ethnic/racial discrimination on minority
youths’ sleep and academic outcomes. Meera’s current research and clinical
interests focus on coping mechanisms in youth exposed to severe adversity
and global mental health issues related to trauma.
Mira Armans is a doctoral student in the Clinical Psychology program at

Oklahoma State University (OSU). Mira earned her master’s degree in
Clinical Psychology at OSU, where she conducted research examining par-
enting stress among American-Indian families. Her research interests focus
xxi
xxii About the Contributors
on processes of risk and resilience associated with child development and

family functioning, using a cross-cultural perspective.
Germine H. Awad, Ph.D. is an Associate Professor of Psychology in the

Department of Educational Psychology at the University of Texas at Austin.
Dr. Awad received her master’s degree and doctorate in Applied Experimental
Psychology from Southern Illinois University, Carbondale. She is the recipi-
ent of three teaching awards and the Emerging Scholar-Research Contribution
Award from Division 45 (Society for the Psychological Study of Culture,
Ethnicity and Race) of the American Psychological Association (APA). Her
research primarily focuses on prejudice and discrimination as well as ethnic/
racial identity and acculturation in Arab-Americans and African-Americans.
She has conducted research on predictors of perceived discrimination for
Arab-Americans and predictors of prejudice toward this group. Dr. Awad is
the Co-founder of the American Arab, Middle Eastern, and North African
Psychological Association (AMENA-Psy) and currently serves as its trea-
surer. She also coedited the Handbook of Arab American Psychology.
Laura Baams, Ph.D. is an Assistant Professor at the Pedagogy and

Educational Sciences Department at the University of Groningen, the
Netherlands. Her research addresses health disparities among LGBTQ youth
and how these can be exacerbated or diminished by social/environmental fac-
tors. She focuses on addressing (1) whether the health and social develop-
ment of LGBTQ youth is protected or harmed by school policies and
programs; (2) what the mechanisms are that underlie the development of
health disparities, such as depression and suicidality, among LGBTQ youth;
and (3) how we can encourage social (structural) changes that foster a posi-
tive development for LGBTQ youth.
Meeta Banerjee, Ph.D. is currently an Assistant Professor in Psychology at

California State University, Northridge. She received her doctorate in
Ecological Community Psychology with a specialization in applied develop-
mental science from Michigan State University in 2012. Her research employs
both integrative and ecological frameworks to understand the influence of
contextual factors on early and late adolescent developmental trajectories in
ethnic minority families. Dr. Banerjee is especially interested in exploring the
interaction between ecological contexts and race-related parenting practices.
Jessica V. Barnes-Najor, Ph.D. is a Developmental Psychologist with a

specialization in applied developmental science. Dr. Barnes-Najor is a
Co-investigator for the Tribal Early Childhood Research Center (TRC), part-
nering with American Indian and Alaska Native Head Start, Home Visitation,
and Child Care grantees to promote community-engaged research and
enhance early childhood program evaluation and research-to-practice activi-
ties across the nation. She is also a Co-investigator of Wiba Anung, a collab-
orative research with community partners representing nine Michigan tribes.
About the Contributors xxiii
Aprile D. Benner, Ph.D. has substantive research interests focused on the

development of low-income and race/ethnic minority youth, investigating
how the everyday contexts of children and adolescents’ lives shape their
developmental outcomes. As a Developmental Psychologist, the core of her
research program is a fundamental developmental question – what are the
continuities and changes in the social, emotional, and cognitive growth and
maturation of young people? Reflecting training in educational demography,
she works to answer this question with an awareness of how such develop-
mental patterns are embedded in the groups, contexts, and social structures of
society.
Amanda K. Blume is a Native American graduate student in the Combined

Clinical/Counseling doctoral program at Utah State University. Her research
is focused on trauma, identity development, resilience, and educational and
health disparities among ethnic minority young adults. Specifically, her
research and clinical work emphasize resilience in the face of historical
trauma and oppression, particularly with regard to substance use. Her other
interests include exploring intersections between culture and ethics and
improving university climate for diverse students. Additionally, she serves as
student representative for the Society of Indian Psychologists.
Shelia T. Brassel is a Ph.D. candidate in Personality and Social Contexts

Psychology at the University of Michigan. Her research uses intersectionality
and social identity theories and employs a variety of methodologies – includ-
ing qualitative, quantitative, survey, and experimental methods – to examine
the expression and experience of gender-based mistreatment (e.g., sexual
harassment, prejudice), with particular focus on the intersection of gender
with sexuality and race.
Diamond Y. Bravo, Ph.D. is a Postdoctoral Fellow and Lecturer at the

Harvard Graduate School of Education. She received her doctorate from the
program in Family and Human Development at Arizona State University. She
received her B.A. in Psychology from the University of California, Riverside,
and her M.A. in General Experimental Psychology from California State
University, Northridge. Her research interests focus on the cultural mecha-
nisms and constructs that contribute to the academic motivation, success, and
well-being of immigrant students and students of color in the United States.
Her work highlights the role of culturally salient risk and resiliency factors
that inform health and education disparities among at-risk minority youth.
Alaina Brenick, Ph.D. is an Associate Professor of Human Development

and Family Sciences at the University of Connecticut. She received a predoc-
toral traineeship from the National Institute of Child Health and Human
Development to obtain her doctorate at the University of Maryland prior to
her postdoctoral fellowship at the Friedrich Schiller University, Germany.
She analyzes how diverse groups of youth in the United States and other
regions of the world – sometimes with vastly different societal structures,
norms, and expectations – experience, reason about, and respond to inter-
xxiv About the Contributors
group peer relations and group-based victimization. This work is translated

into contextually and developmentally appropriate intervention programs,
designed to promote social equity and positive intergroup relations.
Amanda R. Burkholder, B.A University of Minnesota, is a doctoral student

at the University of Maryland. Her research focuses on children’s developing
moral and group knowledge, including children’s emerging conceptions and
evaluations of social inequalities and social exclusion based on group mem-
bership. She is supported by a National Science Foundation Graduate
Research Fellowship and received the Richard L. Matteson Endowed
Scholarship for her outstanding graduate research.
Christy M. Byrd, Ph.D. conducts research that examines how school cli-
mate for diversity promotes academic engagement, cultural competence, and
psychological well-being in students. She uses quantitative and qualitative
methods to explore topics such as intergroup interactions, multicultural edu-
cation, and culturally relevant teaching. Her work has shown that when youth
experience their schools as positive, identity-affirming spaces, they are more
academically engaged and successful.
Gustavo Carlo, Ph.D. is Millsap Professor of Diversity and Multicultural

Studies at the University of Missouri. He obtained his doctorate from Arizona
State University. His main research interest is in culture, family, and person-
ality correlates of prosocial and moral behaviors in children and adolescents.
Dr. Carlo has authored many journal articles and has coedited several vol-
umes on culture, health, and prosocial and moral development. He is a Fellow
of the American Psychological Association and the Association for
Psychological Science.
Daniell Carvalheiro is a doctoral student in Human Development and

Family Studies at the University of Connecticut. His research interests focus
on children’s peer relations, temperament, parent-child relationships, and
cultural variations in these components of development. He serves as a
Research Assistant for the Center for the Study of Culture, Health, and
Human Development (CHHD) and the Developmental Approaches to
Identities, Inequalities, and Intergroup Relations Lab (DAIIIR). Several of
the research projects he has worked on include an evaluation of a parenting
education program in CT, a cross-cultural comparison of parents’ and teach-
ers’ ideas about school involvement, and a study assessing how parents’ and
peers’ influence on adolescents’ evaluations of intergroup relations varies by
age and gender.
Caitlin Cavanagh, Ph.D. is an Assistant Professor of Criminal Justice and

holds an adjunct appointment in the Department of Psychology at Michigan
State University. She received her B.A. at the University of Rochester and her
M.A. and doctorate at the University of California, Irvine. Broadly, her
research focuses on the intersections of psychology and the law and how
social contexts shape adolescent behavior. Her program of research seeks to
About the Contributors xxv
produce developmentally sound research that can improve how the juvenile
justice system interfaces with youth and their families.
Jaime Chahin, Ph.D. is Professor and Dean of the College of Applied Arts
at Texas State University, San Marcos. He also served as Senior Policy
Analyst for the Texas Select Committee for Higher Education and Dean of
students at a community college. He received two graduate degrees from the
University of Michigan, in Education (1977) and Social Work (1975), and his
undergraduate degree in Sociology (1974) from Texas A&I University in
Kingsville. He teaches graduate and undergraduate courses in administration
supervision and social policy. His research interests involve migrants, college
access, bridge programs, and public policy issues that impact funding and
retention in higher education.
Alison J. Chrisler, Ph.D. is a Researcher at Chapin Hall at the University of

Chicago. She earned her doctorate at Michigan State University. Dr. Chrisler’s
work focuses on developing and implementing community change efforts
that promote the healthy development of children and youth across systems,
including juvenile justice, child welfare, and homelessness. Additionally, she
is interested in using local data to direct research, policy, and change efforts
to support the well-being of LGBTQ youth.
Lucia Ciciolla, Ph.D. is an Assistant Professor in the College of Arts and

Sciences, Department of Psychology, Oklahoma State University. Dr. Ciciolla
earned her doctorate in Clinical Psychology with an emphasis on child and
family science and quantitative science from Arizona State University (ASU)
and completed an APA-accredited internship at the University of North
Carolina, Chapel Hill School of Medicine. Dr. Ciciolla was trained as a
Clinical Scientist with specializations in infancy and early childhood, perina-
tal and maternal mental health, parenting, trauma, and longitudinal
methodology.
Juan R. Jaimes Costilla graduated from Texas State University with

degrees in Family and Consumer Sciences and a minor in Business
Administration. He is currently a master’s student at the Gerald R. Ford
School of Public Policy at the University of Michigan. At Texas State
University, Juan founded a student organization to address the issues faced by
undocumented students in achieving a college degree. He has worked with
organizations such as College Forward, Upward Bound, and Catch the Next,
whose mission is to improve college attainment for low-resourced students.
While at the Ford School, Juan is interested in exploring education and immi-
gration policies
Michael Cunningham, Ph.D. holds the academic rank of Professor at

Tulane University. He has a joint faculty appointment in the Department of
Psychology and the undergraduate program in Africana Studies. He serves as
an Associate Provost for Graduate Studies and Research in Tulane University’s
Office of Academic Affairs. As a Developmental Psychologist, Dr.
xxvi About the Contributors
Cunningham has a program of research that focuses on racial, ethnic, psycho-

social, and socioeconomic processes that affect psychological well-being,
adjustment to chronic stressful events, and academic achievement among
African-American adolescents and their families.
Kimberly Leah Davidson, Ph.D. is an Assistant Professor of Human

Development and Family Studies at Central Michigan University. She holds
a doctorate from Syracuse University and an M.S. degree from the University
of Tennessee, both in Child and Family Studies. Her research interests include
ethnic/racial socialization in early childhood settings and development of
racial and ethnic identity during early childhood.
Alexandra N. Davis, Ph.D. is an Assistant Professor of Family and Child

Studies in the Department of Individual, Family, and Community Education
at the University of New Mexico. She received her doctorate in 2016 from the
University of Missouri. Her research focuses on the links between cultural
and contextual stressors and marginalized adolescents’ positive social
adjustment.
Martale J. Davis is currently a Clinical Psychological Science doctoral stu-

dent at Kent State University. His research examines the relationship between
the acting White accusation, bullying, and social anxiety among Black ado-
lescents. Davis also explores cultural factors that impact mental health among
inner-city, Black adolescent girls. His work has been published in scholarly
journals, presented at regional and national conferences and funded by
Division 29 of the American Psychological Association.
Melissa Y. Delgado, Ph.D. is an Associate Professor in Family Studies and

Human Development at the University of Arizona. Taking a strengths-based
approach, her collaborative program of research focuses on protective factors
and mechanisms that reduce ethnic/racial inequality and promote Latino ado-
lescents’ positive development across early to late adolescence. She also
employs mixed-methods research (i.e., quantitative surveys and focus groups)
to examine the roles of math and science academic identity and their links to
family and school supports, culture, academic success, and overall
well-being.
Alexander P. D’Esterre, B.A Rutgers University, is a doctoral student at the

University of Maryland. His research is concerned with children’s developing
understanding of intentions and of group identity and how these factors influ-
ence their moral judgments and decisions. His research is funded by the
University of Maryland Graduate Recruitment Fellowship, and he has
received the William C. Graham and William J. Graham Endowed Scholarship
in Education based on his academic achievements in the graduate program.
Yemo Duan is a doctoral student in the Department of Human Development

and Family Studies at Michigan State University. His major research interests
include parenting and adolescent development, grandparent-grandchild inter-
About the Contributors xxvii
action, and the intergenerational interaction within family systems. He is a

Member of the Society for Research in Child Development and National
Center for Faculty Development and Diversity.
Jacquelynne S. Eccles, Ph.D. is a Distinguished University Professor of

Education at the University of California, Irvine. She is the Coeditor of the
American Educational Research Association Open journal and Past Editor of
Developmental Psychology and Journal of Research on Adolescence. She is
past president of the Society for Research on Adolescence (SRA) and
Divisions 7 and 35 of American Psychological Association. Over the past
40 years, Prof. Eccles has conducted research on a wide variety of topics
including motivation and social development in the family and school context.
Her work has been honored by several Lifetime Achievement Awards from
major international research professional associations and universities.
Avriel Epps is a PhD student and Presidential Scholar at the Harvard

Graduate School of Education. She studies how adolescent development is
influenced by interactions with digital products, environments, systems, and
“autonomous” technologies (e.g., personalized recommenders and informa-
tion filters) while taking into account adolescents’ experiences in homes,
schools, and neighborhoods.
Maria Espinola, Psy.D is an Assistant Professor of Clinical Psychiatry at

the Department of Psychiatry and Behavioral Neuroscience at the University
of Cincinnati College of Medicine. She is a Licensed Clinical Psychologist,
and her areas of clinical and research focus are multicultural psychology,
women’s issues, and trauma psychology. Dr. Espinola was born in Argentina
and immigrated to the United States in 2001. She completed her doctorate in
Clinical Psychology at Nova Southeastern University, her predoctoral fellow-
ship in Multicultural Psychology at Boston University Medical Center, and
her postdoctoral fellowship in Trauma Psychology at McLean Hospital and
Harvard Medical School.
Flora Farago, Ph.D. is an Assistant Professor in Human Development and

Family Studies at Stephen F. Austin State University. Flora has a background
in developmental psychology and early childhood education. Flora’s teaching
and research interests center around children’s prejudice and stereotype
development, antibias curricula, inclusive early childhood education
surrounding race and gender, and mixed-methods research. Flora is particu-
larly interested in the link between research and community activism. She
collaborates with colleagues and organizations nationally and internationally,
including the Indigo Cultural Center in Phoenix, Arizona; the Girl Child
Network in Nairobi, Kenya; and Local to Global Justice.
Reneé V. Galliher, Ph.D. is a Professor of Psychology at Utah State

University. Her research is focused on identity development processes among
adolescents and young adults. Specifically, her work emphasizes intersec-
tions of domains of identity within relational and cultural contexts. Using
xxviii About the Contributors
observational, self-report, and qualitative methodologies, Dr. Galliher

assesses ethnic identity, sexual identity, religious identity, professional iden-
tity, and other forms of identity across developmental transitions. Her work
examines patterns of risk and resilience related to important family and peer
relationships, as well as cultural influences and the impact of prejudice and
discrimination.
Amada Hassan grew up in the Chicago area and now lives in New York
City. She is currently a Project Manager for the Adolescent Sleep Study of the
Youth Development in Diverse Contexts Lab at Fordham University. Ms.
Hassan attended Fordham College at Rose Hill. She received her B.S. in
Psychology in 2017 from Fordham University. She is a Member of Phi Beta
Kappa and Phi Kappa Phi.
Nancy E. Hill, Ph.D. is the Charles Bigelow Professor of Education at the

Harvard University. She earned her doctorate in Developmental Psychology
at Michigan State University in 1994. Professor Hill’s research focuses on
ethnic, socioeconomic, and cultural contexts that shape parenting and family
dynamics and also children’s and adolescents’ academic outcomes, mental
health, and opportunities. In her focus on equity across demographic back-
ground, her research includes evaluating access to high-quality schools
through school choice and other district-level policies, understanding ethnic
variations in parenting and parental involvement in education during adoles-
cence, and identifying relational and psychosocial resources that support ado-
lescents as they navigate secondary and postsecondary transitions. Professor
Hill was a recipient of the William T. Grant Foundation’s Distinguished
Faculty Fellowship for her work with the Massachusetts’ State Executive
Office of Education.
Adam J. Hoffman, Ph.D. is a Postdoctoral Research Fellow in the

Department of Psychology at the University of Michigan. He earned his B.A.
from Quinnipiac University and his M.A. and doctorate in Developmental
Psychology at the University of North Carolina at Chapel Hill. Dr. Hoffman
investigates the development of social identities (e.g., ethnic/racial or gender)
in adolescents and how socializing agents (e.g., peers and parents) can impact
the development of these identities. He is also interested developing interven-
tions to shape identities that are negatively stereotyped in academics to be
congruent with academic success.
Elizabeth G. Holman, Ph.D. is an Assistant Professor of Human

Development and Family Studies at Bowling Green State University (BGSU)
in Ohio. She earned her doctorate at the University of Illinois at Urbana-
Champaign. Dr. Holman’s work focuses on supporting gender and sexual
minority populations in context. Specifically, she is interested in examining
institutional and organizational contexts, as a means of addressing policies
and practices which can affirm or oppress LGBTQ populations. She teaches
Family Diversity and Human Sexuality at BGSU.
About the Contributors xxix
Amy Huffer, Ph.D., L.C.S.W., IMH-E(IV-C) graduated with her Masters

in Social Work from the University of Oklahoma and earned her doctorate in
Human Development and Family Science from Oklahoma State University.
Dr. Huffer specializes in working with children under the age of 5 and is
currently serving as Oklahoma’s Early Childhood Trainer and Consultant
where she works to develop and strengthen the infant and early childhood
workforce in Oklahoma. Dr. Huffer previously coordinated the state’s only
Diagnostic Nursery, where psychiatry residents and fellows evaluated chil-
dren under the age of 5, and additionally supported research efforts in the
field of infant and early childhood mental health. Dr. Huffer has been
endorsed by the Oklahoma Association for Infant Mental Health as an Infant
Mental Health Mentor and is an Adjunct Professor at the University of
Central Oklahoma.
Julia Jefferies is a Ph.D. candidate in Culture, Institutions, and Society at

the Harvard Graduate School of Education. Her research interests lie at the
intersection of race and identity in K-12 classrooms in both students and
teachers. She seeks to use sociological and cultural frameworks to understand
how schools can foster student racial and ethnic identity development and the
pivotal role that teachers and their own understandings of identity play in this
process.
Samantha K. Jones is a doctoral student in the Department of Human

Development and Family Science at the University of Missouri. Her research
focuses on family relationship dynamics during adolescence and young
adulthood, investigating cultural factors and daily experiences that impact
relationship quality, adjustment, and academic outcomes of Latino adoles-
cents and young adults.
Linda P. Juang, Ph.D. is a Professor at the University of Potsdam, Germany.

Her research focuses on the social and emotional adjustment of adolescents
and college students of immigrant families, with a focus on Asian-American
families. She is interested in immigration-related issues such as accultura-
tion, ethnic identity, family relations, and ethnic/racial discrimination.
Emily Karr is an honors student at the University of Connecticut majoring

in Human Development and Family Studies with a minor in Political Science.
Her research interests include the development of students in the LGBTQIA+
community and bullying in schools. She is working to translate her research
interests into the field of family law and will pursue a Family Law degree.
Lisa Kiang, Ph.D. is a Professor at Wake Forest University in North

Carolina, USA. Her area of research is in self and cultural identity develop-
ment, social relationships, and context. Her work emphasizes positive well-
being and adjustment among adolescents from immigrant and ethnically
diverse backgrounds.
xxx About the Contributors
Cheryl Kickett-Tucker, Ph.D. is a Whadjuk Noongar Aboriginal from

Western Australia. Professor Kickett-Tucker is currently a Research Fellow at
Curtin University and the Founding Director of Pindi Pindi Pty Ltd., Centre
for Research Excellence in Aboriginal Health and Wellbeing. Her research
interests include sense of self, Aboriginal identity, and self-esteem of
Aboriginal children, including the development of a series of culturally
appropriate instruments for racial identity and self-esteem across the lifespan.
Her research strength has been the translation of her research to Aboriginal
community, most notably Kaat Koort n Hoops, a basketball lifestyle program
for 4–16-year-old children. Cheryl is an emerging author of children’s fiction
books and is the Chief Editor and coauthor of Mia Mia Aboriginal Community
Development: Fostering Cultural Security. Other publications are Wind
Spirit: Nanna’s Legacy and The Routledge Handbook of Community
Development: Perspectives from Around the Globe. She is a very keen ama-
teur photographer who likes to capture the strengths and positive elements of
being Aboriginal.
Melanie Killen, Ph.D. is Professor of Human Development and Quantitative

Methodology and Professor of Psychology (Affiliate) at the University of
Maryland, College Park. She studies the origins of morality as well as the
origins of prejudice and bias. Specific topics include social inclusion and
exclusion in intergroup peer encounters, resource allocation among disadvan-
taged and advantaged groups, and the role of intentionality and bias in chil-
dren’s judgments. She has been funded by the National Science Foundation
and the National Institute of Child Health and Human Development (NICHD)
for her research on children’s social exclusion and factors that contribute to
prejudice.
Su Yeong Kim, Ph.D. studies the intersection of family and cultural con-
texts in understanding the development of children of immigrants in the
United States, with a focus on children of Chinese and Mexican origin. She
examines how culturally relevant developmental processes (acculturation),
cognitive processes (executive functioning), and physiological (cortisol,
inflammation) and social stressors (discrimination) directly, indirectly, or
interactively influence parent-child relationships (parenting, tiger parenting,
father-child relationships) and adjustment transitions and outcomes (aca-
demic achievement, depressive symptoms) in minority adolescents and young
adults. She also develops and tests the measurement invariance of culturally
relevant measures for use with ethnic minorities.
Marva L. Lewis, Ph.D. in Sociocultural Psychology, is an Associate

Professor at Tulane University in New Orleans, Louisiana. She is Founder
and Director of the Center for Natural Connections that conducts research
translated into community-based interventions promoting hair combing inter-
action as a culturally valid opportunity to strengthen parent-child attachment.
In 2011, she was commissioned by the National Zero to Three Safe Babies
Court Teams to conduct training on historical trauma of slavery and racial
Another random document with
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plainly visible as they crawl along the resounding beach at a mile’s
distance. Happily, though hungry for prey, they will not be satisfied.
Swimming would be of no use, but an “Icelandic water-horse”
seldom blunders or makes a false step. But another danger lies in
the masses of ice swept down by the whirling waves, many of which
are sufficiently large to topple over horse and rider.
How the horses are able to stand against such a stream is every
traveller’s wonder; nor would they do so unless they were inured to
the enterprise from their very youth. The Icelanders who live in the
interior keep horses known for their qualities in fording difficult rivers,
and never venture to cross a dangerous stream unless mounted on
an experienced “water-horse.”
The action of the Icelandic horses in crossing a swift river is very
peculiar. They lean all their weight against the current, so as to
oppose it as much as possible, and move onwards with a
characteristic side-step. This motion is not agreeable. It feels as if
your horse were marking time, like soldiers at drill, without gaining
ground, and as the progress made is really very slow, the shore from
which you started seems to recede from you, while that to which you
are bound does not seem to draw nearer.
In the mid-stream the roar of the waters is frequently so great that
the travellers cannot make their voices audible to one another. There
is the swirl of the torrent, the seething of the spray, the crunching of
the floating ice, the roll of stones and boulders against the bottom,—
and all these sounds combine in one confused chaotic din. Up to this
point, a diagonal line, rather down stream, is cautiously followed; but
when the middle is reached, the horses’ heads are turned slightly
towards the current, and after much effort and many risks the
opposite bank is reached in safety.
Lord Dufferin says, with much truth, that the traveller in Iceland is
constantly reminded of the East. From the earliest ages the
Icelanders have been a people dwelling in tents. In the days of the
ancient Althing, the legislators, during the entire session, lay
encamped in movable booths around the place of council. There is
something patriarchal in their domestic polity, and the very migration
of their ancestors from Norway was a protest against the
antagonistic principle of feudalism. No Arab could be prouder of his
high-mettled steed than the Icelander of his little stalwart, sure-
footed pony: no Oriental could pay greater attention to the duties of
hospitality; while the solemn salutation exchanged between two
companies of travellers, as they pass each other in what is
universally called “the desert,” is not unworthy of the stately courtesy
of the gravest of Arabian sheikhs.
It is difficult to imagine anything more multifarious than the cargo
which these caravans import into the inland districts: deal boards,
rope, kegs of brandy, sacks of rye or wheaten flour, salt, soap, sugar,
snuff, tobacco, coffee; everything, in truth, which is necessary for
domestic consumption during the dreary winter season. In exchange
for these commodities the Icelanders give raw wool, knitted
stockings, mittens, cured cod, fish-oil, whale-blubber, fox-skins,
eider-down, feathers, and Iceland moss. The exports of the island in
wool amount to upwards of 1,200,000 lbs. of wool yearly, and
500,000 pairs of stockings and mittens.
ICELANDERS FISHING FOR NARWHAL.
Iceland offers abundant sport to the enthusiast in fishing. The
streams are well supplied with salmon; while the neighbouring seas
abound in seals, torsk, and herrings. The narwhal-fishery is also
carried on, and has its strange and exciting features. The implement
used is simply a three-pronged harpoon, like a trident, with which the
fisherman strikes at the fish as they rise to the surface; and his
dexterity and coolness are so great that he seldom misses his aim.
Numerous works, in English, have been written upon Iceland and
the Icelanders; the most trustworthy are those by Dr. Henderson,
Professor Forbes, Holland, Chambers, and Lord Dufferin. The King
of Denmark visited Iceland in 1874.
CHAPTER VII.
THE ESKIMOS.
he land of the Eskimos is of very wide extent. From Greenland

and Labrador they range over all the coasts of Arctic America
to the extreme north-eastern point of Asia. Several of the
Eskimo tribes are independent; others acknowledge the rule of Great
Britain, Denmark, Russia, and more recently of the United States.
The whaler meets with them on the shores of Baffin Bay, and in the
icy sea beyond Behring Straits; the explorer has tracked them as far
as Smith Sound, the highway to the North Pole; and while they
descend as low as the latitude of Vienna, they rove as far north as
the 81st and 82nd parallels. They are the aborigines of the deserts of
ice and snow, the ancient masters of the Arctic wilderness, and all
Polar America is their long-acknowledged domain. To a certain
extent they are nomadic in their habits; compelled to migrate by the
conditions of the climate in which they live, and forced to seek their
scanty sustenance in a new locality when they have exhausted the
capabilities of any chosen habitat. As Mr. Markham tells us, traces of
former inhabitants are found throughout the gloomiest wastes of the
Arctic regions, in sterile and silent tracts where now only solitude
prevails. These wilds, it is known, have been uninhabited for
centuries; yet they are covered with memorials of wanderers or of
sojourners of a bygone age. Here and there, in Greenland, in
Boothia, on the American coast, where life is possible, the
descendants of former nomads are still to be found.
Arctic discovery, as yet, has stopped short at about 82° on the
west coast, and 76° on the east, of Greenland. These two points are
about six hundred miles apart. There have been inhabitants at both
points, though they are separated by an uninhabitable interval from
the settlements further south; we may conclude, then, that the terra
incognita further north is also or has been inhabited. In 1818 it was
discovered that a small tribe of Eskimos inhabited the bleak west
coast of Greenland between 76° and 79° N. They could not
penetrate to the south on account of the glaciers of Melville Bay;
they could not penetrate to the north, because all progress in that
direction is forbidden by the great Humboldt glacier; while the huge
interior glacier of the Sernik-sook pent them in upon the narrow belt
of the sea-coast. These so-called “Arctic Highlanders” number about
one hundred and forty souls, and throughout the winter their
precarious livelihood depends on the fish they catch in the open
pools and water-ways. Under similar conditions, it is probable that
Eskimo tribes may be existing still further north; or if, as geographers
suppose, an open sea really surrounds the Pole, and a warmer
atmosphere prevails, the conditions of their existence will necessarily
be more favourable.
Before we come to speak of the characteristics of the Eskimos,

we must briefly notice the Danish settlements in Greenland, which
are gradually attracting no inconsiderable number of them within the
bounds of civilization. These are dotted along the coast, like so many
centres of light and life; but the most important, from a commercial
point of view, are Upernavik, Jacobshav’n, and Godhav’n.
Upernavik is the chief town of a district which extends from the
70th to the 74th degree of north latitude, and enjoys the distinction of
being the most northerly civilized region in the world. Its northern
boundary represents the furthest advance of civilization in its long
warfare against the Arctic climate.
UPERNAVIK, GREENLAND.
The town of Upernavik is situated on the summit of a mossy hill
which slopes to the head of a small but sheltered harbour. It contains
a government-house, plastered with pitch and tar; a shop or two;
lodging-houses for the Danish officials; some timber huts, inhabited
by Danes; and a number of huts of stone and turf, intermingled with
seal-skin tents, which accommodate the natives. Its principal
evidences of civilization are its neat little church and parsonage.
The inhabitants are chiefly occupied in fishing and hunting, and in
the manufacture of suitable clothing for the protection of the human
frame against the winter cold. Reindeer, seal, and dog skins are
deftly converted into hoods, jackets, trousers, and boots. The last-
named are triumphs of ingenuity. They are made of seal-skin, which
has been tanned by alternate freezing and thawing; are sewed with
sinew, and “crimped” and fitted to the foot with equal taste and skill.
Dr. Hayes informs us that the Greenland women, not exempt from
the love of finery characteristic of their sex, trim their own boots in a
perfectly bewitching manner, and adopt the gayest of colours. Red
boots, or white, trimmed with red, he says, seemed most generally
worn, though there was no more limit to the variety than to the
capriciousness of the fancy which suggested it. And it would be
difficult to imagine a more grotesque spectacle than is presented by
the crowd of red, and yellow, and white, and purple, and blue-legged
women who crowd the beach whenever a strange ship enters the
harbour.
The population of Upernavik numbers now about two hundred
and fifty souls; comprising some forty or fifty Danes, a larger number
of half-breeds, the remainder being native Greenlanders,—that is,
Eskimos.
DISKO ISLAND, GREENLAND.

In describing one Danish settlement we describe all, for they
present exactly the same characteristics, the difference between
them being only a question of population.
GODHAV’N, DISKO ISLAND, GREENLAND.
Jacobshav’n and Godhav’n are situated on the island of Disko,
which is separated from the west coast of Greenland by Weygat
Strait, and has been described as one of the most remarkable
localities in the Arctic World. The tradition runs that it was translated
from a southern region to its present position by a potent sorcerer;
and an enormous hole in the rock is pointed out as the gully through
which he passed his rope. It is a lofty island, and its coast is belted
round by high trap cliffs, of the most imposing aspect. Near its south-
west extremity, in lat. 69° S., a low rugged spur or tongue of granite
projects into the sea for about a mile and a half,—a peninsula at low
water, and an island at high water,—and forms the snug little recess
of Godhav’n, or Good Harbour. To the north of the bay, in face of
rocky cliffs, which rise perpendicularly from the sea to a height of
2000 feet, lies the town of the same name, which our English
whalers know as Lievely, probably a corruption of the adjective lively;
for the tiny colony is the metropolis of Northern Greenland; and since
the beginning of the present century has been the favourite
rendezvous of the fishing fleets and expeditions of discovery.
Further to the north lies Jacobshav’n, which possesses a
celebrity of its own as one of the most ancient of the Moravian
mission-stations in the north of Greenland. Besides a church, it
boasts of a college for the education and training of natives who
desire to be of service to their fellow-countrymen in the capacity of
catechists or teachers. So great has been the industry, and so well
deserved is the influence of the missionaries, that it is difficult now to
find an Eskimo woman in this part of Greenland who cannot read
and write. Prior to the Danish colonisation of Greenland, the
language of the natives was exclusively oral. Only through the
medium of speech could they represent their simplest ideas; and the
picture-writing of the North American Indians was beyond their skill.
But the missionaries have raised the Eskimo tongue into the rank of
written languages. At Godthaab a printing-press is in full operation,
and has already produced some very interesting historical narratives
and Eskimo traditions.
DANISH SETTLEMENT OF JACOBSHAV’N, GREENLAND.

As is the case with all the Greenland colonies, Jacobshav’n owes
its prosperity to the seal-fishing. Moreover, the Greenland, or “right”
whale, in its annual migrations southward, enters the neighbouring
waters during the month of September, and furnishes employment to
the fishing population.
In the neighbourhood of Jacobshav’n an enormous glacier, one of
the offshoots of the great central mer de glace of Greenland, finds its
way to the sea. Yet the temperature is said to be milder than at
Godhav’n.
The following remarks apply, of course, to those Eskimos who

still lead a nomadic life, and have profited little or nothing by the
Christian civilization of the Danish settlements and Moravian
missions.
Among themselves the Eskimos are known as Inuits, or “men;”
the seamen of the Hudson Bay ships have long been accustomed to
call them Seymos or Suckemos—names derived from the cries of
Seymo or Teymo with which they hail the arrival of the traders; while
the old Norsemen designated them, in allusion to their discordant
shouts, or by way of expressing their infinite contempt, Skraelingers,
“screamers” or “wretches.”
The European feels impelled to pity the hard fate which
condemns them to inhabit one of the dreariest and most inhospitable
regions of the globe, where only a few mosses and lichens, or plants
scarcely higher in the scale of creation, can maintain a struggling
existence; where land animals and birds are few in number; and
where human life would be impossible but for the provision which the
ocean waters so abundantly supply. As they live in a great degree
upon fish and the cetaceans, they dwell almost always near the
coast, and never penetrate inland to any considerable distance.
In the east the Eskimos, for several centuries, have been
subjected to the civilizing influences of the English and the Dutch; in
the west, they have long been under the iron rule of the Muscovite.
In the north and the centre their intercourse with Europeans has
always been casual and inconsiderable. It will therefore be
understood that the different branches of this wide-spread race must
necessarily exhibit some diversity of character, and that the same
description of manners and mode of life will not in all points apply
with equal accuracy to the savage and heathen Eskimos of the
extreme northern shores and islands, the Greek Catholic Aleüts, the
faithful servants of the Hudson Bay Company, and the disciples of
the Moravian Brethren in Labrador or Greenland. Yet the differences
are by no means important, and it may be doubted whether any
other race, living under such peculiar conditions, and extending over
so vast an area, can show so few and such inconsiderable specific
varieties. When one thinks of an Eskimo, one naturally calls up a
certain image to one’s mind: that of a man of moderate stature or
under medium size, with a broad flat face, narrow tapering forehead,
and narrow or more or less oblique eyes; and this image or type will
be found to be realized throughout the length and breadth of Eskimo
America. The Eskimo, generally speaking, would seem to have
sprung from a Mongol stock; at all events, he can claim no kinship
with the Red Indians. Happily for Europeans, if inferior to the latter in
physical qualities, he is superior in generosity and amiability of
disposition.
The Eskimos are sometimes spoken of as if they were dwarfs or
Lilliputians, but such is not the case. They are shorter than the
average Frenchman or Englishman, but individuals measuring from
five feet ten inches to six feet have been found in Camden Bay. Dr.
Kane speaks of Eskimos in Smith Strait who were fully a foot taller
than himself. It is true of the females, however, that they are
comparatively little.
The Eskimos are a stalwart, broad-shouldered race, considerably
stronger than any other of the races of North America. In both sexes
the hands and feet are small and well-shaped. Their muscles are
strongly developed, owing to constant exercise in hunting the seal
and the walrus. They are also powerful wrestlers, and on no unequal
terms could compete with the athletic celebrities of Devon and
Cornwall. Their physiognomy, notwithstanding its lack of beauty, is
far from displeasing; its expression is cheerful and good-tempered,
and the long winter night does not seem to sadden their spirits or
oppress their energies. The females are well made, and though not
handsome, are scarcely to be stigmatized as ugly. Their teeth are
very white and regular; and their complexion is warm, clear, and
good. It is true that it cannot be seen to advantage, owing to the
layers of dirt by which it is obscured; but it is not much darker than a
dark brunette, and as for the dirt—well, perhaps, it is preferable to
cosmetics!
Even in the Arctic World, woman seems conscious of the
influence of her charms, and man seems willing to recognize it. They
plait their black and glossy hair—these Eskimo beauties!—with much
care and taste; and they tattoo their forehead, cheeks, and chin with
a few curved lines, which produce a not altogether unpleasant effect.
From Behring Straits eastward, as far as the river Mackenzie, the
males pierce the lower lip near each angle of the mouth, in order to
suspend to it ornaments of blue or green quartz, or of ivory, shaped
like buttons. Some insert a small ivory quill or dentalium shell in the
cartilage of the nose. They decorate themselves, moreover, with
strings of glass beads; or when and where these cannot be obtained,
with strings of the teeth of the musk-ox, wolf, or fox; hanging them to
the tail of the jacket, or twining them round the waist like a girdle.
The influence of climate upon dress is a subject which we
commend to the notice of art-critics and æsthetic philosophers.
Within the Arctic Circle the problem to be solved is, how to obtain the
greatest amount of protection for the person, without rendering the
costume too heavy or cumbrous; and the Eskimos have succeeded
in solving it satisfactorily. They can defy the rigour of the Arctic
winter, its extreme cold, its severest gales, and pursue their
avocations in the open air even in the dreariness of the early winter
twilight, so cleverly adapted is their garb to the conditions under
which they live. Their boots, made of seal-skin, and lined with the
downy skins of birds, are thoroughly waterproof; their gloves are
large, but defend the hands from frost-bite: they wear two pair of
breeches, made of reindeer or seal-skin, of which the under pair has
the close, warm, stimulating hair close to the flesh; and two jackets,
of which the upper one is provided with a large hood, completely
enveloping the head and face, all but the eyes. The women are
similarly attired, except that their outer jacket is a little longer, and
the hood, in which they carry their children, considerably larger; and
that, in summer, they substitute for the skin-jacket a water-tight shirt,
or kamleika, made of the entrails of the seal or walrus. They sew
their boots so tightly as to render them impervious to moisture, and
so neatly that they may almost be included in the category of works
of art. In Labrador the women carry their infants in their boots, which
have a long pointed flap in front for the purpose.
In a preceding chapter we have spoken incidentally of the Eskimo
huts. These, like the Eskimo dress, are admirably adapted to the
circumstances of the country and the nature of the climate. The
materials used are either frozen snow, earth, stones, or drift-wood.
The snow-hut is a dome-shaped edifice, constructed in the following
manner:—
First, the builders trace a circle on the smooth level surface of the
snow, and the snow gathered within the area thus defined is cut into
slabs, and used for building the walls, leaving the ice underneath to
serve as the flooring.
The crevices between the slabs, and any accidental fissures, are
closed up by throwing a few shovelfuls of loose snow over the
building. Two men are generally engaged in the work; and when the
dome is completed, the one within cuts a low door, through which he
creeps. As the walls are not more than three or four inches thick,
they admit a soft subdued light into the interior, but a window of
transparent ice is generally added. Not only the hut, but the furniture
inside it, is made of snow; snow seats, snow tables, snow couches—
the latter rendered comfortable by coverings of skins. To exclude the
cold outer air, the entrance is protected by an antechamber and a
porch; and for the purposes of intercommunication, covered
passages are carried from one hut to another.
BUILDING AN ESKIMO HUT.
The rapidity with which these snow-huts are raised is quite

surprising, and certainly affords a vivid illustration of the old saying
that “practice brings perfection.” Captain M’Clintock for a few nails
hired four Eskimos to erect a hut for his ship’s crew; and though it
was twenty-four feet in circumference, and five and a half feet in
height, it was erected in a single day.
Much ingenuity is frequently displayed in their construction.
Dr. Scoresby, in 1824, found some deserted huts on the east
coast of Greenland, which showed no little constructive skill on the
part of their builders.
A horizontal tunnel, about fifteen feet in length, and so low that a
person entering it was compelled to crawl on his hands and knees,
opened with one end to the south, while the other end terminated in
the interior of the hut. This rose but slightly above the surface of the
earth, and being generally overgrown with moss or grass, could
scarcely be distinguished from the neighbouring soil. It resembled,
indeed, a large ant-hill, or the work of a mammoth mole! In some
cases the floor of the tunnel was on a level with that of the hut; but
more frequently it slanted downwards and upwards, so that the
colder, and consequently heavier, atmospheric air was still more
completely prevented from mixing too quickly with the warmer air
within. The other arrangements exhibited the same ingenuity in
providing against the inconveniences of a rigorous climate.
From the huts of the Eskimos we pass to their boats.
THE ESKIMO KAYAK.

The kayak or baidar is as good in its way as the light and swift
canoe of the Polynesian islanders. It consists of a narrow, long, and
light wooden framework, covered water-tight with seal-skin, with a
central aperture for the body of the rower. Sometimes the frame is
made of seal or walrus bone. The Eskimo takes his seat in his
buoyant craft, with legs outstretched, and binds a sack—which is
made from the intestines of the whale, or the skins of young seals—
so tightly round his waist, that even in a rolling sea the boat remains
water-tight. Dexterously and rapidly using his paddle, with his spear
or harpoon before him, and preserving his equilibrium with
marvellous steadiness, he darts over the waves like an arrow; and
even if upset, speedily rights himself and his buoyant skiff. The
oomiak, or woman’s boat, consists in like manner of a framework
covered with seal-skins; but it is large enough to accommodate ten
or twelve people, with benches for the women who row or paddle.
The mast supports a triangular sail, made of the entrails of seals,
and easily distended by the wind.
It has been observed that a similar degree of inventive and
executive skill is displayed by the Eskimos in their spears and
harpoons, their fishing and hunting implements. Their oars are
tastefully inlaid with walrus teeth; they have several kinds of spears
or darts, according to the character of the animal they intend to hunt;
and their bows, with strings of seal-gut, are so strong and elastic as
to drive a six-foot arrow a really considerable distance. The
harpoons and spears used in killing whales or seals have long shafts
of wood or bone, and the barbed point is so constructed that, when
lodged in the body of an animal, it remains imbedded, while the shaft
attached to it by a string is loosened from the socket, and acts as a
buoy. Seal-skins filled with air, like bladders, are also employed as
buoys for the whale-spears, being stripped from the animal with such
address that all the natural apertures are easily made air-tight.
Fish-hooks, knives, and spear or harpoon heads, the Eskimos
make of the horns and bones of the deer. In constructing their
sledges, and roofing their huts, they have recourse to the ribs of the
whale, when drift-wood is not available. Strips of seal-skin hide are a
capital substitute for cordage, and cords for nets and bow-strings are
manipulated from the sinews of musk-oxen and deer.
THE ESKIMO OOMIAK.
A strange and deadly antagonism prevails between the Eskimos
and the Red Indians. On the part of the latter it would seem to
originate in jealousy, for the Eskimos are superior in skill, social
habits, general intelligence, personal courage, and strength; on the
part of the former, in the necessity for self-defence and the
provocations they have received from a sanguinary enemy.
Hence, the Indians inhabiting the borders of the Polar World seek
every opportunity of surprising and massacring the inoffensive
Eskimos. Hearne relates that, in the course of his expedition to the
Coppermine River, the Indians who accompanied him obtained
information that a party of Eskimos had raised their summer huts
near the river-mouth. In spite of his generous efforts, they resolved
on destroying the peaceful settlement. Stealthily they made their
approach, and when the midnight sun touched the horizon, they
swooped down, with a frightful yell, on their unfortunate victims, not
one of whom escaped. With that love of torture which seems
inherent in the Red Indian, they did their utmost to intensify and
prolong the agonies of the sufferers; and one aged woman had both
her eyes torn out before she received her death-blow. The scene
where this cruel slaughter took place is known to this day as the
“Bloody Falls.”
Dr. Kane supplies some interesting particulars of a party of

Eskimos with whom he became acquainted during his memorable
expedition. The intimacy began under unfavourable circumstances,
for three of the party had been detected in a scandalous theft, had
attempted to carry off their plunder, were pursued, overtaken, and
punished. Soon afterwards, Metek, the head man or chief, arrived on
the scene, and a treaty of peace was concluded.
On the part of the Inuit, or Eskimos, it ran as follows:—
“We promise that we will not steal. We promise we will bring you
fresh meat. We promise we will sell or lend you dogs. We will keep
you company whenever you want us, and show you where to find
the game.”
On the part of the Kablunah, or white men, it ran as follows:—
“We promise that we will not visit you with death or sorcery, nor
do you any hurt or mischief whatsoever. We will shoot for you on our
hunts. You shall be made welcome aboard ship. We will give you
presents of needles, pins, two kinds of knife, a hoop, three bits of
hard wood, some fat, an awl, and some sewing-thread; and we will
trade with you of these and everything else you want for walrus and
seal meat of the first quality.”
The treaty, says Dr. Kane, was not solemnized by an oath; but it
was never broken.
The Eskimo settlement at Anatoak, lat. 73° N, on the shore of
Smith Strait, near Cape Inglefield, seems to merit description.
The hut or igloë was a single rude elliptical apartment, built not
unskilfully of stone, the outside lined with sods. At its further end, a
rude platform, also of stone, was raised about a foot above the
entering floor. The roof was irregularly curved. It was composed of
flat stones, remarkably large and heavy, arranged so as to overlap
each other, but apparently without any intelligent application of the
principle of the arch. The height of this cave-like abode barely
permitted one to sit upright. Its length was eight feet, its breadth
seven feet, and an expansion of the tunnelled entrance made an
appendage of perhaps two feet more.
The true winter-entrance is called the tossut. It is a walled tunnel,
ten feet long, and so narrow that a man can hardly crawl along it. It
opens outside below the level of the igloë, into which it leads by a
gradual ascent.
Thus the reader will see that the hut at Anatoak was constructed
on the same principles as the huts discovered by Dr. Scoresby.
Time had done its work, says Dr. Kane, on the igloë of Anatoak,
as among the palatial structures of more southern deserts. The
entire front of the dome had fallen in, closing up the tossut, or tunnel,
and forcing visitors and residents to enter at the solitary window
above it. The breach was wide enough to admit a sledge-team; but
the Eskimos showed no anxiety to close it up. Their clothes
saturated with the freezing water of the floes, these men of iron
gathered round a fire of hissing and flaring whale’s blubber, and
steamed away in apparent comfort. The only departure from their
usual routine was suggested probably by the open roof and the
bleakness of the night; and therefore they refrained from stripping
themselves naked before coming into the hut, and hanging up their
dripping vestments to dry, like a votive offering to the god of the sea.
Their kitchen implements were remarkable for simplicity. “A rude
saucer-shaped cup of seal-skin, to gather and hold water in, was the
solitary utensil that could be dignified as table-furniture. A flat stone,
a fixture of the hut, supported by other stones just above the
shoulder-blade of a walrus,—the stone slightly inclined, the cavity of
the bone large enough to hold a moss-wick and some blubber; a

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Handbook of Children and Prejudice

Integrating Research Practice and

Handbook of Fathers and Child Development Prenatal to

Handbook of Australian School Psychology: Integrating

Handbook on Children with Incarcerated Parents Research

Handbook of Prenatal and Perinatal Psychology:

Mindfulness for Children, Adolescents, and Families:

Handbook of Mindfulness in Education Integrating Theory

Integrating Research and Practice in Software

International Handbook of Psychological Well Being in

ISBN 978-3-030-12227-0 ISBN 978-3-030-12228-7 (eBook)

© Springer Nature Switzerland AG 2019

East Lansing, MI, USA Hiram E. Fitzgerald

General topic Chapters

Part I Framing Life Course Impacts of Prejudice

1 Introduction: A Developmental Systems Perspective

Part II Infancy Through Childhood

4 Racial Disparities in Pregnancy and Birth Outcomes���������������� 67

9 The Impact of US Sociopolitical Issues on the Prejudicial

Part III Transition to Youth

12 Interrogating “Trouble”: An Ecologically Centered

19 Feelings of Being Caught Between Families and Peers:

Part IV Transitions from Youth to Adolescence

20 Youth of Color in Care: Intersecting Identities

Part V Transitions from Adolescence to Emergent Adulthood

26 You Sound White: The Emotional Impact of the Acting

29 Latino Adolescents’ Experiences with Ethnic

Samantha Addante Department of Psychology, Oklahoma State University,

Gustavo Carlo Department of Human Development and Family Science,

Reneé V. Galliher, PhD Department of Psychology, Utah State University,

Jessica A. K. Matthews, PhD Rudd Adoption Research Program,

Deborah Rivas-Drake Department of Psychology, University of Michigan,

Mingjun Xie, MA Department of Human Development and Family Studies,

Hiram E. Fitzgerald, Ph.D. is University Distinguished Professor in the

Deborah J. Johnson, Ph.D. is Professor of Human Development and

Desiree Baolian Qin, Ed.D. is an Associate Professor of Human

contexts, especially family, impact adolescent and emerging adult develop-

Francisco A. Villarruel, Ph.D. is Professor and Associate Chair for

Samantha Addante is a doctoral student in the Clinical Psychology

Kristine J. Ajrouch, Ph.D. is Professor of Sociology at Eastern Michigan

Meera Aladin is a graduate student at Fordham University pursuing her

Mira Armans is a doctoral student in the Clinical Psychology program at

on processes of risk and resilience associated with child development and

Germine H. Awad, Ph.D. is an Associate Professor of Psychology in the

Laura Baams, Ph.D. is an Assistant Professor at the Pedagogy and

Meeta Banerjee, Ph.D. is currently an Assistant Professor in Psychology at

Jessica V. Barnes-Najor, Ph.D. is a Developmental Psychologist with a

Aprile D. Benner, Ph.D. has substantive research interests focused on the

Amanda K. Blume is a Native American graduate student in the Combined

Shelia T. Brassel is a Ph.D. candidate in Personality and Social Contexts

Diamond Y. Bravo, Ph.D. is a Postdoctoral Fellow and Lecturer at the

Alaina Brenick, Ph.D. is an Associate Professor of Human Development

group peer relations and group-based victimization. This work is translated

Amanda R. Burkholder, B.A University of Minnesota, is a doctoral student

Gustavo Carlo, Ph.D. is Millsap Professor of Diversity and Multicultural

Daniell Carvalheiro is a doctoral student in Human Development and

Caitlin Cavanagh, Ph.D. is an Assistant Professor of Criminal Justice and

Alison J. Chrisler, Ph.D. is a Researcher at Chapin Hall at the University of

East Lansing, MI, USA Hiram E. Fitzgerald

Part I Framing Life Course Impacts of Prejudice

1 Introduction: A Developmental Systems Perspective

Part II Infancy Through Childhood

4 Racial Disparities in Pregnancy and Birth Outcomes�� 67

9 The Impact of US Sociopolitical Issues on the Prejudicial

Part III Transition to Youth

12 Interrogating “Trouble”: An Ecologically Centered

19 Feelings of Being Caught Between Families and Peers:

Part IV Transitions from Youth to Adolescence

20 Youth of Color in Care: Intersecting Identities

Part V Transitions from Adolescence to Emergent Adulthood

26 You Sound White: The Emotional Impact of the Acting

29 Latino Adolescents’ Experiences with Ethnic