“We need, in every community, a group of angelic troublemakers.”
- Baynard Rustin, gay African American civil and LGBTQ+ rights activist
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 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.
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. https://doi.org/10.1111/cdep.1248
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. https://doi.org/10.1371/journal.pone.0282076
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. https://doi.org/10.1037/spq0000480
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. https://doi.org/10.1037/cdp0000530
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. http://dx.doi.org/10.1111/sode.12501
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