Ablow, J. C., Marks, A. K., Feldman, S. S., & Huffman, L. C. (In Press). Associations between first-time expectant women’s representations of attachment and their physiological reactivity to infant cry. Child Development.

Garcia Coll, C., & Marks, A. K. (Under Contract: 2011). Is becoming an American a developmental risk? Washington DC: American Psychological Association.

Marks, A. K., Patton, F., & Coyne, L.C. (In press). Acculturation-related conflict across generations in immigrant families. In R. Moreno & S. S. Chuang (Eds.), Changing lives: Theoretical and methodological advances on immigrant children and youth. Rowman & Littlefield Publishers.

Marks, A. K., Patton, F., & Garcia Coll, C. (In Press). Being Bicultural: A mixed- methods study of adolescents’ implicitly and explicitly measured multiethnic identities. Developmental Psychology.

Bedard, K.K. & Marks. A. K. (2010). Current psychological perspectives on adolescent lesbian identity development. Journal of Lesbian Studies, 14(1), 16-25. 

Marks, A. K., Patton, F. & García Coll, C. (2010). More than the A-B-C’s and 1-2-3’s: The importance of family cultural socialization and ethnic identity development for children of immigrants’ early school success. In R. Takanishi & E. L. Grigorenko (Eds.), Immigration, Diversity, and Education. Routledge/Taylor and Francis Group.

García Coll, C., & Marks, A. K. (2009). Immigrant stories: Ethnicity and academics in middle childhood. New York: Oxford University Press. 

Marks, A. K., Powell, K., & García Coll, C. (2009). Ethnic identity. In Shweder, R. A., T. R. Bidell, A. C. Dailey, S. D. Dixon, P. J. Miller, & J. Modell (Eds.), The Child: An Encyclopedic Companion. Chicago, IL: University of Chicago Press.

Nguyen, S. P., & McCullough, M. B. (2009). Evaluative categorization of food in children and adults. In S. J. Ellsworth, & R.C. Schuster (Eds)., Appetite and Nutritional Assessment (pp. 175-187). New York: Nova Science Publishers.

Sandberg, E. H., & McCullough, M. B. (2009). The development of reasoning skills. In E. H. Sandberg & B. L. Spritz (Eds.), A clinician's guide to normal cognitive development in childhood. New York, NY: Routledge.

Marks, A. K., & García Coll, C. (2007). Psychological and demographic correlates of early academic skill development among American Indian and Alaska Native youth: A growth modeling study. Developmental Psychology, 43(3), 663-674.

Marks, A. K., Szalacha, L. S., Lamarre, M. Boyd, M. J., & García Coll, C. (2007). Emerging ethnic identity and interethnic group social preferences in middle childhood:  Findings from the Children of Immigrants, Development in Context (CIDC) study. International Journal of Behavioral Development, 31(5).

Marks, A. K. (2005). A research agenda for early childhood development of American Indian and Alaska Native children using data from the Early Childhood Longitudinal Study – Birth Cohort. Washington, DC: National Center for Education Statistics, ED Pubs.

Szalacha, L. S., Marks, A. K., Lamarre, M., & García Coll, C. (2005). Academic pathways and children of immigrant families. Research in Human Development, 2(4), 179-211.

Huffman, L.C., Mehlinger, S.L., and Kerivan (Marks), A. (2000). Risk factors for academic and behavioral problems at the beginning of school. Off to a good start: Research on the risk factors for early school problems and selected federal policies affecting children’s social and emotional development and their readiness for school. Chapel Hill: University of North Carolina.