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“We need, in every community, a group of angelic troublemakers.”

- Baynard Rustin, gay African American civil and LGBTQ+ rights activist
​PRIDE Study


The Promoting Relationships and Identity Development in Education (PRIDE) study is an intervention study developed with Dr. Hannah Schacter of the ARC Lab at Wayne State University. This study aims to enhance social identities and mitigate the deleterious effects of discrimination among diverse youth entering high school. This study is funded by the SRCD Early Career Grants awarded to PIs Hoffman and Schacter.



The PRISM study is a longitudinal study conducted by the PRIDE Lab at Cornell University focused on understanding the development of LGBTQ identity and its impact on the mental health and well-being of LGBTQ adolescents. Using community-based participatory research, we have developed partnerships with LGBTQ youth-serving community organizations to learn more about the pressing needs of LGBTQ youth and the function these organizations serve in promoting identity development and mental health & well-being. In addition, we are exploring other important phenomena for LGTBQ youth, including the role of social media, the importance of chosen families, and the effects of microaggressions and affirmations.

For this study, we have partnered with The Q Center based in Central and Northern New York and The Ali Forney Center in New York City. Subsequently, youth recruited from this study will represent diverse experiences of LGBTQ youth in various contexts across New York State, including rural, urban, and unhoused youth. Funded by the Cornell Center for Social Sciences, results from this project will enhance our understanding and support for the LGBTQ adolescent community amidst growing challenges to these youth and their identities.


Recent Selected Publications

Hoffman, A. J. & Umaña-Taylor, A. J. (Advance Online Publication). The promise of leveraging social identities to enhance the lives and well-being of adolescent youth. Child Development Perspectives.


Hoffman, A. J., McGuire, L., Mathews, C. J., Joy, A. J., Law, F., Drews, M., Rutland, A., Hartstone-Rose, A., Winterbottom, M., & Mulvey, K. L. (2023). The importance of trust in the relation between COVID-19 information from social media and well-being among adolescents and young adults. PLoS ONE 18(3): e0282076.

Hoffman, A. J., Kurtz-Costes, B., Loose, F., Dumas, F., Smeding, A., & Régner, I. (2023). The development of gender stereotypes about academic aptitude among European French and North African French boys. European Journal of Developmental Psychology, 20(1), 24-49.

Rambaran, J. A., Hoffman, A. J., Rivas-Drake, D., Schaefer, D. R., Ryan, A. M., & Umaña-Taylor, A. J., (2022). Belonging in diverse contexts: Sociability in same-ethnic and cross-ethnic peer groups. School Psychology, 37(6), 467-477. 


Bakth, F. N., Hoffman, A. J., & Schacter, H. L. (2022). Investigating the relation between ethnic-racial identity and classroom engagement among Cherokee adolescents: Cultural socialization as a moderator. Cultural Diversity and Ethnic Minority Psychology, 28, 182-192.

Hoffman, A. J., Pullés, S. A., Medina, M. A., Pinetta, B. J., Rivas-Drake, D., Schaefer, D. R., & Jagers, R. J. (2021). Considering multiple levels of influence on adjustment in school: Ethnic-racial public regard, peer socialization, and social-emotional learning practices. Social Development.


Hoffman, A. J., McGuire, L., Rutland, A., Hartstone-Rose, A., Irvin, M. J., Winterbottom, M., Balkwill, F., Fields, G. E., & Mulvey, K. L. (Advance Online Publication). The relations and role of social competencies and belonging with math and science interest and efficacy. Journal of Youth and Adolescence.


Hoffman, A. J., Kurtz-Costes, B., & Shaheed, J. (2021). Ethnic-racial identity, gender identity, and well-being in Cherokee early adolescents. Cultural Diversity and Ethnic Minority Psychology, 27, 60-71.


Adams, E. A., Kurtz-Costes, B., Hoffman, A. J., Volpe, V., & Rowley, S. J. (2020). Longitudinal relations between skin tone and self-esteem in African American girls. Developmental Psychology, 56, 2322-2330

Bañales, J., Hoffman, A. J., Rivas-Drake, D., & Jagers, R. J. (2020). The development of ethnic-racial identity process and its relation to civic beliefs among Latinx and Black American adolescents. Journal of Youth and Adolescence, 49, 2495-2508.


Mathews, C., Medina, M. A., Bañales, J., Pinetta, B. J., Marchand, A., Agi, A. C., Miller, S., Hoffman, A. J., Diemer, M., & Rivas-Drake, D. (2020). Mapping the intersections of adolescents’ ethnic-racial identity and critical consciousness. Adolescent Research Review, 5, 363-379.


Hoffman, A. J., Agi, A. C., Rivas-Drake, D., & Jagers, R. J. (2019). Peer support development among Black American and Latinx early adolescents: The role of ethnic-racial centrality. Developmental Psychology, 55(12), 2637-2648.


Hoffman, A. J., Kurtz-Costes, B., Loose, F., Dumas, F., Smeding, A., & Régner, I. (2019). Approach goal orientations in North African French adolescents: The longitudinal effects of ethnic identity and valuing of school. Journal of Educational Psychology, 111(8), 1498-1511.


Hoffman, A. J., Loose, F., Dumas, F., Smeding, A., Kurtz-Costes, B., & Régner, I. (2019). Development of gender typicality and felt pressure in European French and North African French adolescents. Child Development, 90(3), e306-e321.


Hoffman, A. J., & Kurtz-Costes, B. (2019). Promoting science motivation among American Indian middle school students: An intervention. Educational Psychology, 39, 448-469.

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