People

• Amy Kerivan Marks, PhD

  Specialty Areas

  Developmental Psychology (Social & Emotional), Immigration, Diversity, Culture & Acculturation, Mixed Methods and Statistics.

  How do cultural and social contexts like immigration influence youth development? How do adolescents navigate competing cultural contexts (e.g., home, school, peers) as they form their identities? How can every day social settings such as schools and peer groups promote positive development among at-risk youth? My students and I are interested in exploring person-context interactions such as these, particularly within vulnerable populations. Vulnerability can come in many forms – through poverty, discrimination from being a “minority” group member, or through legal status as an undocumented immigrant, for example. Learning about how children and adolescents from vulnerable groups thrive (or don’t thrive) is a central goal of our research. Because many of our research questions are process and context oriented in nature, our lab draws from a variety of mixed qualitative-quantitative methodological techniques. We also rely heavily on positive youth development and resiliency perspectives to inform our work. Graduate students in my lab have recently applied these methodological and theoretical orientations to dissertation topics related to adolescent female sexual identity development in context, health behaviors and outcomes among immigrant youth, characteristics of the college context which support ethnic minority student retention, transgender identity development, and drug misuse patterns among ethnic minority adolescents.

• Katie Bedard

  Hi there! My name is Katherine Bedard and I'm an advanced student in the Clinical Psychology doctoral program at Suffolk. Currently, I am living in Miami, FL where I am completing my APA Internship in Pediatric Behavioral Medicine at Jackson Memorial Hospital. I am originally from Western Massachusetts, but lived in the Boston area after graduating from Wellesley College in 2004 until moving to Miami in June 2012.

  During my time at Suffolk I have been a proud member of the Youth Development in Context research lab working with Dr. Amy Marks. In 2009 I finished my Early Research Project (Masters) entitled: "Ethnic identities and the school context: A qualitative analysis of bicultural adolescents' school experiences." Currently, my dissertation takes a mixed-methods approach in order to advance understanding of the process of sexual identity development for female adolescents through the development of a novel, theoretically driven, psychometrically sound measure, the Female Adolescent Sexual Identity in Context (FASIC) questionnaire. This project is supported by a dissertation award from the Psychology Department.

  Research Interests:

  Adolescent development, ethnic identity, sexual identity, LGBT mental health  

  Publications & Presentations:

  Bedard, K. K., & Marks, A. K. (2012). Mixed methods. In The Encyclopedia of Immigrant Health.
  
  Bedard, K. K., Guarini, T. E., & Marks, A. K. (March, 2011). Are friendships and school context important in predicting depression in same-sex attracted adolescents? Poster presented at the biennial meeting for the Society for Research in Child Development, Montreal, Canada.

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

  Bedard, K., Marks, A. K., Patton, F., & Brown, C. (April, 2009). Ethnic identities and the school context: A qualitative analysis of bicultural adolescents’ school experiences. Poster presentation at the Society for Research in Child Development Biennial Meeting, Denver, CO.

• Bridgid Conn

  My name is Bridgid Mariko Conn and I'm a Japanese American originally from Honolulu, Hawaii. I’m an advanced graduate student in the Clinical Psychology doctoral program at Suffolk University. I received my Bachelor of Arts in Psychology with a minor in Interdisciplinary Organizational Studies at the Arizona State University. Following two years of clinical work in low income, ethnically diverse neighborhoods in Mesa, Arizona, I moved to Boston, Massachusetts to pursue my doctorate in Clinical Psychology. As an Outreach Fellow at Suffolk University, I am dedicated to providing services to under-served children and adolescents, as well as engaging in research to inform data-driven interventions for ethnic minority youth. In 2010, I completed my Early Research Project (Master's) on intergenerational conflict in co-parenting among Chinese immigrant families, as collaboration with Dr. Lisa Coyne (Early Childhood Research Clinic) and Action for Boston Community Development (Head Start). My dissertation research merges my work in ethnic minority youth development and my emerging interest in substance abuse to explore the immigrant paradox within prescription medication misuse across first- and second-generation ethnic minority adolescents. My dissertation research is supported by a Student Research Award from Psi Alpha Omega, the National Honor Society of Division 45 of APA. My clinical experiences span early childhood behavioral consultation through child and adolescent individual and group therapy and psychodiagnostic assessment.
  
  

  Research Interests:

  Child and adolescent development and psychopathology, cultural contexts and development, protective/resilience and risk factors, acculturation, substance abuse among adolescents, dual diagnosis, dialectical behavior therapy

  Publications & Presentations:

  Conn, B. M., & Marks, A. K. (2012). "Asians." In S. Loue & M. Sajatovic (Eds.), The Encyclopedia of Immigrant Health. Springer: New York.

  Marks, A. K., & Conn, B. M. (2012). "Acculturation." In S. Loue & M. Sajatovic (Eds.), The Encyclopedia of Immigrant Health. Springer: New York.

  Conn, B. M., Marks, A. K., Coyne, L. W., & Reiner, D. (April, 2011). Intergenerational family care-giving experiences and mental health outcomes among low-income urban Chinese immigrants. Poster presentation at the Society for Research in Child Development Biennial Meeting, Montreal, Quebec, Canada.

• Kida Ejesi

  My name is Kida Ejesi and I am an incoming student in the 2012 cohort of the Clinical Psychology doctoral program at Suffolk. I was born and raised in Western Massachusetts, however, I decided to move eastward in-state for college. I graduated from Tufts University in 2011 with a B.S. in Psychology and Child Development. I spent most of my undergraduate career as a researcher with the YouthBEAT project, which aims to determine the efficacy of after school music programs on identity formation, socioemotional functioning, and overall development in at-risk youth. As an undergraduate, no matter what course I found myself in or what project I found myself working on, I was continually drawn to the psychological and socioemotional challenges faced by multiracial youth. I am also interested in cultural and ethnic identity formation in biracial/multiracial youth. My lived experiences as a biracial individual—my father is from West Africa and my mother is a fair-skinned, half French, half German New Jerseyan—as well as my work with multicultural/multiethnic at-risk youth have only furthered my research interest in these areas.

  Research Interests:

  Child & adolescent development; ethnic identity; biracial youth development

• Camila Godoy

  My name is Camila Godoy, and I am a graduate student at Suffolk University in the Clinical Ph.D. program. I was raised in Puerto Rico, born to a Salvadoran mother and Argentinean father. I moved to Boston in 2009 after graduating from Columbia University with an M.A. in Psychology. I am currently pursuing my Ph.D. under the supervision of Dr. Amy Marks. My research interests surfaced from and are continuously informed by my experiences living and working in Latin America as a multicultural and multilingual individual. They have been furthered through my constant strive to understand the bidirectional influence of culture on development. My Early Research Project, for example, considered the influence of neighborhood characteristics on the “immigrant paradox”—a phenomenon where youths who are less acculturated to mainstream North American culture display better outcomes than more acculturated or native born.

  Research Interests:

  Ethnic identity, immigration, acculturation, segmented assimilation theory, the immigrant paradox

  Publications & Presentations:

  Marks, A.K., Godoy-Delgado, C.M. & Garcia Coll, C. (in preparation). An ecological approach to understanding immigrant child and adolescent developmental competencies. In L. Gershoff, R. Mistry, & D. Crosby (Eds.), The Contexts of Child Development. Oxford University Press.

  Godoy-Delgado, C.M. (2012). Ethnic identity. Encyclopedia of Immigrant Health. Springer.

  Godoy-Delgado, C.M., Marks, A.K., Swenson, L.P., Katsifiacas, D., & Sirin, S.R. (April, 2011) The immigrant paradox and Hispanic youth: A meta-analytic investigation of segmented assimilation theory. Poster presentation at the Society for Research in Child Development Biennial Meeting, Montreal, Quebec, Canada.

• Tristan Guarini

  I am a doctoral candidate in the Clinical Psychology program at Suffolk University. In my master’s research, I examined the impact of immigrant generation and gender on the sexual risk behavior of Latino adolescents. In my more recent work I have begun to focus on identity development in gender minority populations. Specifically, in my dissertation I am examining the accuracy of a theme-based conceptualization of gender identity formation for female-to-male transgender people. With this work I hope to provide practitioners with a more empirically informed model of transgender identity formation than the ones currently available. I am also interested in doing research focused on social support, access to physical and mental health care, stigma, discrimination, and psychological functioning in sexual and gender minority populations. This past summer, I was selected to attend the Summer Institute in LGBT Population Health sponsored by the Center for Population Research in LGBT Health at the Fenway Institute in Boston, MA. During the four-week, intensive program I attended daily seminars from leaders in the field of LGBT health research, participated in daily instructional data labs, and performed an independent research project using data from the National Transgender Discrimination Survey. This project is currently in preparation and examines the impact of access to hormones and surgery on the self-reported quality of life of transgender and gender non-conforming people who wish to medically transition.
  
  

  In addition to my research activities, I have worked in many clinical settings in the Boston area. I have extensive experience working with ethnically diverse populations as well as with individuals of varying socioeconomic positions. Several of my placements have been in school settings, but none have been as fulfilling as my current placement at Massachusetts School of Art and Design Counseling Services. I thoroughly enjoy working with college students and aim to continue doing clinical work with this population throughout my career. In my clinical work I have treated clients presenting with a range of issues including interpersonal stress, anxiety, depression, identity concerns, and trauma. Currently, I am on internship at the University of Pennsylvania.

  Research Interests:

  Transgender identity formation, social support, access to physical and mental healthcare in sexual and gender minority populations, culturally competent mental healthcare, stigma and discrimination, quality of life

  Publications & Presentations:

  Guarini, T. E. & Marks, A. K. (in preparation). The impact of access to hormones and surgery on the self-reported quality of life of transgender and gender-noncomforming individuals.

  Guarini, T. E. & Marks, A. K. (2012). Adolescents. In S. Loue & M. Sajatovic (Eds.), The Encyclopedia of Immigrant Health. (pp. 168-172) New York: Springer.

  Guarini, T. E., Marks, A. K., Patton, F., & Garcia Coll, C. (2011). The impact of gender on the sexual risk behavior immigrant paradox among Latino adolescents. Applied Developmental Science, 15(4), 201-209.

  Raffaelli, M., Kang, H., & Guarini, T. E. (2011). Exploring the immigrant paradox in adolescent sexuality: an ecological perspective. In C. Garcia Coll & A. K. Marks (Eds.), Is becoming an American a developmental risk? Washington DC: American Psychological Association.

  Bedard, K. K., Guarini, T. E., & Marks, A. K. (April 2011). Are friends and school context important in predicting depression in same-sex attracted adolescents? Poster presentation at the Society for Research on Child Development Biennial Meeting, Montreal, Quebec, Canada.

  Guarini, T. E., Marks, A. K., Patton, F. I., & Garcia Coll, C. (April 2011). Gender differences in the immigrant paradox in Latino & Asian adolescents’ risky behavior. Poster presentation at the Society for Research on Child Development Biennial Meeting, Montreal, Quebec, Canada.

  Mendoza, E., Guarini, T. E., & Garcia Coll, C. (April 2011). The relationship between Latino adolescents’ generational status and sexual self-efficacy: Mediation by language spoken at home. Poster presentation at the Society for Research on Child Development Biennial Meeting, Montreal, Quebec, Canada.

  Marks, A. K., Guarini, T. E., Garcia Coll, C., & Patton, F. I. (March 2011).  Non-English language use at home as a mediator of the immigrant paradox in adolescent risk behaviors. Paper symposium at the Society for Research on Adolescence Biennial Meeting, Montreal, Quebec, Canada.

  Guarini, T. E., Marks, A. K., Patton, F. I., & Garcia Coll. C. (March 2010). Immigrant generation, pregnancy and number of sexual partners: Does having fewer partners lead to increased rates of pregnancy? Poster presentation at the Society for Research on Adolescence Biennial Meeting, Philadelphia, PA.       

  Marks, A. K., Guarini, T. E., Patton, F. I., & Garcia Coll, C. (March 2010). Understanding the peer contexts of immigrant adolescents: Peer networks and acculturation. Poster presentation at the Society for Research on Adolescence Biennial Meeting, Philadelphia, PA.     
  
  Olatunji, O., Guarini, T. E., Patton, F. I., Marks, A. K., & Garcia Coll, C. (March 2010). Explaining the immigrant paradox in BMI: The impact of dietary practices and family influence on eating behaviors. Poster presentation at the Society for Research on Adolescence Biennial Meeting, Philadelphia, PA.      

  Lumbreras, J., Guarini, T. E., Patton, F. I., Marks, A. K., & Garcia Coll, C. (March 2010). The role of neighborhoods in the immigrant paradox: First generation youth outperforming native-born youth in academics. Poster presentation at the Society for Research on Adolescence Biennial Meeting, Philadelphia, PA.

  Guarini, T. E., Marks, A. K., Patton, F., & Garcia Coll, C. (March 2009). Who's at risk? The impact of immigrant generation and gender on the risky sexual behavior of Latino adolescents. Poster presentation at the Society for Research on Child Development Biennial Meeting.

• Mary Beth McCullough

  I am a doctoral candidate in the Clinical Psychology program at Suffolk University. Originally from Nashville, TN, I graduated from George Washington University with a B.A. in Psychology and from The University of North Carolina Wilmington (UNCW) with an M.A. in General Psychology. In my master’s research at UNCW, I developed a teaching intervention to target childhood obesity among preschool-aged children. This work inspired me to pursue more advanced research and clinical training in pediatric psychology at Suffolk; focusing on issues and topics related to pediatric obesity. My most recent work at Suffolk explores the impact of immigrant generation and acculturation on rates of obesity among ethnic minority youth. Currently in progress, my dissertation examines factors contributing to the elevated rates of obesity among second and third generation immigrant children compared to their first generation counterparts. This year I will be continuing this line of research and other projects within the YDC lab, as well as gaining further experience in pediatric psychology research as a pre-doctoral fellow at Brown University.

  In addition to my research activities, I have worked in a variety of clinical settings in the New England area. I have gained valuable experience working with individuals from a wide range of ages in diverse settings, from children in a school setting, to veterans with comorbid medical and psychological diagnoses, and most recently, children diagnosed with a chronic illness in a hospital setting. Consistent with my research interests, working with children diagnosed with a chronic illness has been my most rewarding clinical work to date. Consequently, I am looking forward to furthering my clinical and research training within the field of pediatric psychology.

  Research Interests:
  
  Developmental risk and protective factors, pediatric obesity, chronic illness, immigrant health disparities, health interventions for minority youth

  Publications & Presentations:

  Marks, A. K., McCullough, M. B., & Garcia Coll, C. (Under contract 2014). The development and implications of racism and discrimination. In M. Lamb, C. Garcia Coll, & R. Lerner (Eds.), Handbook of Child Psychology, Seventh Edition, Volume Three: Socioemotional Processes. New Jersey: John Wiley & Sons.

  Nguyen, S. P., McCullough, M. B., & Noble, A. (2011). A theory-based approach to teaching children about health: A recipe for understanding. Journal of Educational Psychology, 103, 594-606. PDF

  Nguyen, S. P., Gordon, C. L., & McCullough, M.B. (2011). Not as easy as pie: Disentangling the theoretical and applied components of children’s health knowledge. Appetite, 56(2), 265 – 268.  PDF

  McCullough, M. B., & Sandberg, E. H. (2012). The Miller Method. In. E. H. Sandberg, & B. L. Spritz (Eds.), Brief Guide to Autism Treatments. Philadelphia, PA: Jessica Kingsley Publishers.

  McCullough, M. B., & Sandberg, E. H. (2012). Relationship Development Intervention. In. E. H. Sandberg, & B. L. Spritz (Eds.), Brief Guide to Autism Treatments. Philadelphia, PA: Jessica Kingsley Publishers.

  McCullough, M. B., & Sandberg, E. H. (2012). Treatment and Education of Autistic and Communication-handicapped Children. In. E. H. Sandberg, & B. L. Spritz (Eds.), Brief Guide to Autism Treatments. Philadelphia, PA: Jessica Kingsley Publishers.

  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.

  McCullough, M. B., & Sandberg, E. (2011, April). What did the doctor say? Examining adolescents’ memory for medical information. Poster presented at the biennial meeting of the Society for Research in Child Development, Montreal, Quebec, Canada.

  Brown, K.L., Sandberg, E., Bankoff, S.M., & McCullough, M. B. (2011, April). Age of child and child intrusiveness as predictors of parents’ memory for medical information. Poster presented at the biennial meeting of the Society for Research in Child Development, Montreal, Quebec, Canada.

  McCullough, M. B., Sandberg, E., & Taylor, J. (2010, May). Memory for medical information: Differences in recall between adolescents and young adults. Poster presented at the annual meeting of the Association for Psychological Science, Boston, MA.

  McCullough, M. B., Noble, A., & Nguyen, S.P. (2009, April). The development of a theory-based intervention to increase children’s understanding of health: Results of a 6-month follow-up. Poster presented at the biennial meeting of the Society for Research in Child Development, Denver, Colorado.

  McCullough, M. B., & Nguyen, S. P. (2007, October). The development of a theory-based intervention to increase children's understanding of health. Poster presented at the biennial meeting of the Cognitive Development Society, Santa Fe, New Mexico.

• Krystle Rivera

  My name is Krystle Rivera. I am a Mexican-American from San Antonio, Texas where I received a B.A. in Child/Adolescent Psychology with minors in communication arts and dance. I received an Ed.M. in Adolescent Risk and Prevention from Harvard University and an M.A. in Clinical Psychology from Suffolk, where I am now working on a mixed-methods dissertation analyzing characteristics of college freshmen predicting school retention and changes in ethnic identity over the college years. My early research project was entitled: "Cultural Transmission and the Internationally Adopted Child: How American Families Discuss, Identify, and Participate in Culture." A great deal of my clinical work has been with minority, low income students and young adults in alternative middle and high schools, involved with the juvenile justice system, or being treated on a forensic inpatient unit. Outside of the YDC Lab, I have a strong clinical and research interest in Borderline Personality Disorder as well. I have spent the past three years working as a counselor at the Gunderson Residence of McLean Hospital, where I also assist in conducting treatment outcome research on utilizing multiple therapeutic methods for treating patients with BPD within a residential setting. I am currently on internship at the University of California - Irvine.
  
  Research Interests:
  
  

  Ethnic identity, late adolescence/early adulthood, minority students in higher education, adoption & culture, adoption & GLBT parents, Borderline Personality Disorder

  Publications & Presentations:

  Rivera, K. J., & Marks, A. K. (In preparation). The impact of parental ethnic identity on birth-culture socialization of international adoptees.

  Rivera, K. J., & Marks, A. K. (2012). Self-concept. In S. Loue & M. Sajatovic (Eds.), The Encyclopedia of Immigrant Health. Springer.

  Rivera, K. J., Marks, A. K., Wells, Y. V. (2010). Birth-Culture Socialization: The Impact of Parental Ethnic Identity on Cultural Experiences of International Adoptees. Poster presented at the Society for Research in Child Development Biennial Meeting, Montreal, Canada.

• Eva Woodward

  My name is Eva Woodward, and I am a graduate student in the clinical psychology doctoral program at Suffolk University. Before locating to Boston, I earned a Bachelor of Science degree in Psychology at Oklahoma State University. My foundational background in basic science and health during my undergraduate years has influenced one of my current clinical interests in health psychology. Specifically, I am very interested in strengthening the application of psychologists’ skills in behavioral health to a wide range of physical health issues (e.g., chronic pain, medication adherence). As a first generation college student, another of my primary interests is improving the quality of life of underrepresented populations. This interest has manifested most in my research on sexual minority (lesbian, gay, bisexual, queer [LGBQ]) mental health. Specifically, I am involved in a number of projects related to suicide, the measurement of sexual orientation in research, and resilience among the sexual minority community.

  Research Interests:

  Health psychology, sexual minority mental health, resiliency among sexual minorities

  Publications & Presentations:

  Bloom, J. M., Woodward, E. N., Susmaras, T., & Pantalone, D. W. (Sept. 2012). A systematic review of dialectical behavior therapy strategies for treating borderline personality disorder in inpatient settings. Psychiatric Services.

  Woodward, E. N., & Pantalone, D. W. (2011). The role of social support and negative affect in medication adherence for sexual minority men living with HIV. Journal of the Association of Nurses in AIDS Care.

  Woodward, E. N., & Pantalone, D. W. (2011, August). The role of social support and negative affect in medication adherence for HIV-positive men who have sex with men. Poster presentation at the 119th Annual Convention of the American Psychological Association. Washington, DC.

  Kifer, G., Slish, M. L., Woodward, E., & Wingate, L. R. (February, 2011). Sexual orientation and mental health. Poster presentation at the 2011 Graduate College Research Symposium, Oklahoma State University. Stillwater, OK.

  Woodward, E. N., Pantalone, D. W., & Bradford, J. (2010, November). Differences in rates of suicidal ideation and attempts in a sexual minority sample. Poster presentation at the Annual Convention of the Massachusetts Psychological Association. Wellesley, MA.

Projects

• Ethnic Identity & Social Preferences in Childhood

  This research documents several characteristics of emerging ethnic identity in middle childhood - a period in children's lives previously thought to be of little importance in actively forming ethnic identities. Using data from all three years of the Children of Immigrants: Development in Context study, the study found that Portuguese, Dominican and Cambodian children of immigrants consistently and accurately characterized their ethnic identities. Further, having a strong sense of ethnic identity (e.g., pride in ethnic heritage, a sense that being a member of the ethnic group is important) was associated with increased social preferences to play with children of both their ethnic/racial ingroup (e.g., children from the same ethnic or racial background), and their ethnic/racial outgroup (e.g., children from a different ethnic and/or racial background). This research helps us to understand some of the early characteristics of ethnic identity development, and lends support to other recent research indicating that ethnic pride is important for children's early socialization with peers of other, diverse ethnic and racial backgrounds. Click here for a copy of the journal article. 

• Being Bicultural in Adolescence

  Developing positive, secure ethnic identities (e.g., positive thoughts, feelings and attitudes about being a member of an ethnic group(s)) is a fundamental task of adolescence for many ethnic and racial minority youth. Healthy ethnic identities are important – they are associated with greater self-esteem and school adjustment, and can provide the extra motivation necessary for high academic achievement. Nevertheless, our understanding of ethnic identity development among second-generation immigrant youth is only just beginning. Using a mixed-methods approach, this ongoing study aims to understand how bicultural (or “second generation”) students structure and use their ethnic identities.

   As such, a central goal of these studies is to begin developing new measurement approaches to studying ethnic identities. Using interviews, a novel computer-based cognitive task, and psychophysiological monitoring, we take a comprehensive look at the affective experiences and social cognitive processes involved in forming students' ethnic identities. Through this research, we hope to better understand how these identities relate to academic attitudes and outcomes (e.g., achievement, or risk for academic problems) from mid-adolescence through young adulthood. Click here to find more resources related to this study.

• The Immigrant Paradox in Adolescence

  Principal Researchers: Amy Marks and Cynthia García Coll

  In the spring of 2007 we began a project funded in part by the W.T. Grant Foundation which seeks to understand the contextual factors underlying the immigrant paradox in health, behavior and educational/occupational outcomes in adolescence.

  The immigrant paradox (documented predominantly in Latino and Asian populations) refers to a phenomenon in which less-acculturated adolescents with fewer family economic resources tend to have more favorable outcomes than their wealthier, more highly acculturated or native born peers. Two nationally representative longitudinal studies of children and adolescents are used this secondary analysis study: the National Education Longitudinal Study of 1988 (NELS:88) and the National Longitudinal Study of Adolescent Health (Add Health). With these extensive data resources, we address questions such as: What are the contextual processes in families, peers, school and neighborhoods settings that are associated with the positive outcomes observed in the immigrant paradox?

  Results from this collaborative study have led to numerous presentations and publications, including a recently released co-edited volume from APA Press entitled The Immigrant Paradox in Children and Adolescents: Is becoming American a developmental risk?

  It is our hope that by documenting and understanding the interplay between the complex environments and health and academic outcomes of immigrant children within and across generations, our research will allow others to design interventions that can prevent the deterioration in developmental outcomes that are observed among immigrant populations as they acculturate to the U.S. We are also hoping to make our research findings accessible to policy makers concerned with protecting and understanding the development of U.S. immigrant youth.

References and Materials

On this page you will find a list of recent publications with links, whenever possible, to help you locate research content. Please feel free to contact Amy Marks (PI) for copies of articles, conference presentations, or any of the research materials/instruments used in our studies.

Books:

Garcia Coll, C., & Marks, A. K. (2011). The Immigrant Paradox in Children and Adolescents: Is becoming American a developmental risk? Washington DC: American Psychological Association.

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

Book Chapters:

García Coll, C., Patton, F., Marks, A. K., Dimitrova, R., Yang, H., Suarez-Aviles, G., & Batchelor, A. (2012). Understanding the immigrant paradox in youth: Developmental and contextual considerations. In A. Masten (Ed.), Realizing the Potential of Immigrant Youth. Cambridge University Press.

Marks, A. K., Patton, F., & Coyne, L.C. (2011). 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. & 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.

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.

Selected Peer-Reviewed Publications:

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.

Marks, A. K., Patton, F., & Garcia Coll, C. (2011). Being Bicultural: A mixed-methods study of adolescents’ implicitly and explicitly measured multiethnic identities. Developmental Psychology, 47(1), 270-288. 

Guarini, T. E., Marks, A. K., Patton, F., & Garcia Coll, C. (2011). The immigrant paradox in sexual risk behavior among Latino adolescents: Impact of immigrant generation and gender. Applied Developmental Science, 15(4), 201-209.

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., & 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).

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.

Selected Conference Presentations:

Marks, A.K., & Garcia Coll, C. (March, 2011). Understanding the immigrant paradox in childhood and adolescence: An international research symposium. Paper symposium at the biennial meeting for the Society for Research in Child Development, Montreal, Canada.

Marks, A. K., Guarini, T. E., Patton, F., & Garcia Coll, C. (March, 2011). Non-English language use at home as a mediator of the immigrant paradox in adolescent risk behaviors. Paper presented at the biennial meeting for the Society for Research in Child Development, Montreal, Canada.

Guarini, T. E., Marks, A. K., Patton, F., Garcia Coll, C. (March, 2011). Gender differences in the immigrant paradox in Latino & Asian adolescents’ risky behavior. Poster presented at the biennial meeting for the Society for Research in Child Development, Montreal, Canada.

Bedard, K. K., Guarini, T. E., & Marks, A. K. (March, 2011). Are friendships and school context important in predicting depression in same-sex attracted adolescents? Poster presented at the biennial meeting for the Society for Research in Child Development, Montreal, Canada.

Conn, B. M., Marks, A. K., Coyne, L. C. & Reiner, D. (March, 2011). Intergenerational family care-giving experiences and mental health outcomes among low-income urban Chinese immigrants. Poster presented at the biennial meeting for the Society for Research in Child Development, Montreal, Canada.

Godoy, C. D., Marks, A. K., Katsiaficas, D., & Sirin, S. R. (March, 2011). The immigrant paradox and Hispanic youth: A meta-analytic investigation of neighborhood effects. Poster presented at the biennial meeting for the Society for Research in Child Development, Montreal, Canada.

Rivera, K. J, Marks, A. K., & Wells, Y. V. (March, 2011). Birth-culture socialization: The impact of parental ethnic identity on cultural experiences of international adoptees. Poster presented at the biennial meeting for the Society for Research in Child Development, Montreal, Canada.

Marks, A. K., Guarini, T. E., Patton, F. I., & Garcia Coll, C. (March, 2010). Understanding the peer contexts of immigrant adolescents: Peer networks and acculturation. Poster presentation at the Society for Research on Adolescence Biennial Meeting, Philadelphia, PA.

Marks, A. K. & Garcia Coll, C. (April, 2009). Understanding the education immigrant paradox in childhood and adolescence. Paper symposium at the Society for Research in Child Development Biennial Meeting, Denver, CO.

Bedard, K., Marks, A. K., Patton, F., & Brown, C. (April, 2009). Ethnic identities and the school context: A qualitative analysis of bicultural adolescents' school experiences. Poster presentation at the Society for Research in Child Development Biennial Meeting, Denver, CO.

Guarini, T., Marks, A. K., Patton, F., & Garcia Coll, C. (April, 2009). Who's at risk? The impact of immigrant generation and gender on the risky sexual behavior of Latino adolescents. Poster presentation at the Society for Research in Child Development Biennial Meeting, Denver, CO.

Marks, A. K., Patton, F. I., Garcia Coll, C. (2008, March). New approaches to understanding bicultural ethnic identities: Using reaction time data and physiological monitoring. Paper presentation at the Society for Research on Adolescence Biennial Meeting, Chicago, IL.

Patton, F. I., Marks, A. K, Perkins, C., & Garcia Coll, C. (2008, March). Ethnic identities in the school context: A qualitative analysis of second-generation adolescent school experiences. Poster presentation at the Society for Research on Adolescence Biennial Meeting, Chicago, IL.

Marks, A. K., Szalacha, L. S., Lamarre, M., & García Coll, C. (2005). School-related stress among children of immigrants: Findings from the Children of Immigrants, Development in Context study. Paper presented at the Society for the Study of Human Development, Asilomar, CA.