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1. Testing invariance of ethnic-racial discrimination and identity measures for adolescents across ethnic-racial groups and contexts.

   https://doi.org/10.1037/pas0000805  

   Sladek, Michael R.; Umaña-Taylor, Adriana J.; McDermott, Elana R.; Rivas-Drake, Deborah; Martinez-Fuentes, Stefanie (June 2020, Psychological Assessment)
2. Ethnic-racial discrimination experiences and ethnic-racial identity predict adolescents’ psychosocial adjustment: Evidence for a compensatory risk-resilience model

   https://doi.org/10.1177/0165025420912013  

   Sladek, Michael R.; Umaña-Taylor, Adriana J.; Oh, Grace; Spang, Mary Beth; Tirado, Liliana M.; Vega, Luz M.; McDermott, Elana R.; Wantchekon, Kristia A. (March 2020, International Journal of Behavioral Development)

   Theory and empirical evidence indicate that ethnic-racial discrimination serves as a risk factor for adolescents’ psychosocial adjustment, whereas ethnic-racial identity (ERI) development promotes positive youth adjustment and can mitigate the negative outcomes of discrimination-related risk. In Colombia, the legacies of an ethnic-racial hierarchy, mestizaje ideology (i.e., the assumption that everyone is racially mixed), and contemporary multiculturalism education reforms create a unique context for understanding adolescents’ experiences of ethnic-racial discrimination, ERI development, and their implications for psychosocial adjustment. In this study of Colombian adolescents (N = 462; Mage = 15.90 years; 47.3% female), almost 40% of participants reported experiencing ethnic-racial-based discrimination. Experiencing more frequent ethnic-racial discrimination was associated with lower self-esteem and higher depressive symptoms, whereas higher ERI resolution (i.e., gaining sense of clarity about ethnic-racial group membership) and affirmation (i.e., feeling positively about ethnic-racial group membership) were associated with higher self-esteem and lower depressive symptoms. ERI exploration (i.e., learning history and gaining knowledge about ethnic-racial group membership) was also associated with higher self-esteem and moderated the association between discrimination and depressive symptoms, such that this association was stronger at higher compared to lower levels of ERI exploration. Findings provide novel evidence for ethnic-racial-related risk and resilience processes among Colombian youth. 

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3. Racial and ethnic bias in the Force Concept Inventory

   https://doi.org/10.1119/perc.2017.pr.038  

   Henderson, Rachel; Stewart, John (January 2018, 2017 PERC Proceedings)
4. Percent grade scale amplifies racial or ethnic inequities in introductory physics

   https://doi.org/10.1103/PhysRevPhysEducRes.18.020103  

   Paul, Cassandra A.; Webb, David J. (July 2022, Physical Review Physics Education Research)
5. Teacher-Child Racial/Ethnic Match and Parental Engagement With Head Start

   https://doi.org/10.3102/0002831219899356  

   Markowitz, Anna J.; Bassok, Daphna; Grissom, Jason A. (January 2020, American Educational Research Journal)

   Parental engagement is central to Head Start’s two-generation mission. Drawing on research linking teacher-child racial/ethnic match to educational outcomes, the present study explores whether teacher-child match increases parental involvement in Head Start activities designed to support children and families. Using data from the 2006 and 2009 waves of the Head Start Family and Child Experiences Survey, we estimate the relationship between teacher-child racial/ethnic match and parental involvement both across and within Head Start centers. Findings suggest that match enhances parental engagement and decreases student absences, particularly among Hispanic families, suggesting that family engagement may be one potential mechanism by which racial/ethnic match improves educational outcomes. Findings also have implications for policies that reduce the diversity of the Head Start workforce. 

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