Research

“Take care how you place your moccasins upon the Earth, step with care, for the faces of the future generations are looking up from the Earth waiting their turn for life.” - Wilma Mankiller, first female chief of the Cherokee Nation
​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.

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PRISM Study

The PRomoting Interest in Science and Mathematics study is an intervention study developed by the PRIDE Lab and Dr. Beth Kurtz-Costes of the Identity and Motivation Lab at the University of North Carolina at Chapel Hill. This study aimed to increase interest and motivation in STEM domains among Cherokee adolescents. The study incorporates aspects of self-affirmation, role model, and social identity theory to shape identities to be congruent with academic success. This study also investigates ethnic-racial identity, parental socialization, and stereotype awareness and how these phenomena relate to academic outcomes and psychosocial well-being. This study was funded by APA Division 9 - The Society for the Psychological Study of Social Issues - Grants-in-aid Award. 

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Recent Selected Publications

Hoffman, A. J.*, Pullés, S. A.*, Medina, M. A., Pinetta, B. J., Rivas-Drake, D., Schaefer, D. R., & Jagers, R. J. (Advance Online Publication). Considering multiple levels of influence on adjustment in school: Ethnic-racial public regard, peer socialization, and social-emotional learning practices. Social Development. http://dx.doi.org/10.1111/sode.12501

            *Indicates equal contribution to the work

 

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. https://doi.org/10.1007/s10964-020-01302-1

 

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. https://doi.org/10.1037/cdp0000354

 

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 http://dx.doi.org/10.1037/dev0001123

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. https://doi.org/10.1007/s10964-020-01254-6

 

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. https://doi.org/10.1007/s40894-019-00122-0

 

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. https://doi.org/10.1037/dev0000829

 

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. https://doi.org/10.1037/edu0000348

 

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. https://doi.org/10.1111/cdev.12959

 

Hoffman, A. J., & Kurtz-Costes, B. (2019). Promoting science motivation among American Indian middle school students: An intervention. Educational Psychology, 39, 448-469. https://doi.org/10.1080/01443410.2018.1527019

 

Cross, F. L., Hoffman, A. J., Constante, K., & Rivas-Drake, D. (2018). Ethnic-racial identity content and the development of depressive symptoms among Latino adolescents. Development and Psychopathology, 30, 1557-1569. https://doi.org/10.1017/S0954579418001086

 

Mulvey, K. L., Hoffman, A. J., Gönültaş, S., Hope, E. C., & Cooper, S. M. (2018). Understanding experiences with bullying and bias-based bullying: What matters and for whom? Psychology of Violence, 8, 702-711. https://doi.org/10.1037/vio0000206

 

Hoffman, A. J., Kurtz-Costes, B., Rowley, S. J., & Adams, E. A. (2017). Bidirectional influence between African American mothers’ and children’s racial centrality from elementary through high school. Developmental Psychology, 53, 1130-1141. https://doi.org/10.1037/dev0000307