Committee Chair and Members
Rashmita S. Mistry received her doctorate in Human Development and Family Sciences from the University of Texas at Austin and completed postdoctoral training at the Center for Developmental Science, University of North Carolina – Chapel Hill. Her research examines the consequences of family socioeconomic resources and disadvantage on children’s developmental outcomes; children’s understanding of social status and social identity (i.e., social class, race/ethnicity, nationality) development; and, the implications of school-level socioeconomic diversity on teaching, learning, and child development. She has been an active member of SRCD for over two decades. She is a past member of the Interdisciplinary Committee and Treasurer of the Asian Caucus. She currently serves as Chair of the Equity & Justice Committee. In these capacities, she helped plan two highly successful SRCD pre-conferences: Pathways to Success for Junior and Mid-Career Faculty of Color, Preconference Workshop (2013) and the Inaugural Presidential Preconference on Equity and Justice in Developmental Science (2015).
Christia Spears Brown is a Professor of Developmental Psychology at the University of Kentucky. She earned her Ph.D. in Psychology at The University of Texas at Austin. Her research focuses on children’s perceptions of and experiences with gender and ethnic discrimination, the development of gender and ethnic stereotypes and identity, and the impact of discrimination and stereotypes on academic outcomes. As part of her research on discrimination, she has also examined the perpetration and acceptance of sexual harassment among adolescents. Her research on Latino immigrant children’s perceptions of discrimination across school contexts was funded by the Foundation for Child Development. She is the founding Director of UK’s Center for Equality and Social Justice and an Associate Editor at Journal of Adolescent Research. In addition to peer-reviewed journal articles and book chapters, she has written two books: one for parents, Parenting Beyond Pink and Blue: How to Raise Kids Free of Gender Stereotypes, and one for an academic audience, Discrimination in Childhood and Adolescence: A Developmental Intergroup Approach.
Chelsea L. Derlan is an Assistant Professor in the Department of Psychology at Virginia Commonwealth University. She earned her undergraduate degrees in Psychology and Foreign Languages-Spanish from West Virginia University, and completed her M.S. and Ph.D. in Family and Human Development at Arizona State University. Her research examines how cultural and contextual experiences (e.g., discrimination, cultural socialization) inform ethnic-racial minority children’s ethnic-racial identification, adolescents’ ethnic-racial identity, and positive development. Her research has been funded through grants from NICHD, and has been published in journals such as Child Development, Developmental Psychology, and Cultural Diversity and Ethnic Minority Psychology. Dr. Derlan is a member of several professional organizations, including the National Latina/o Psychological Association, the Society for Research on Adolescence, and the Society for Research in Child Development.
Stacey Horn is a Professor at the University of Illinois at Chicago. Her research focuses on issues of sexual prejudice and bias-motivated harassment among adolescents, adolescents’ reasoning about peer harassment, as well as LGBT students’ experiences in schools and communities. Much of this work looks at the underlying moral, social, and personal dimension of exclusion and peer harassment, how adolescents construct an understanding of their peer interactions based on these dimension, and the role that bias plays in adolescents understanding and experiences of harassment. Stacey has served on the Editorial Boards for the Journal of Youth and Adolescence, International Journal of Behavioral Development, and the Journal of Gay and Lesbian Youth, served as Chair of the Equity and Justice Committee for the Society for Research in Child Development, and is a past-chair of the Governing Board for the Illinois Safe Schools Alliance. She has published articles in journals such as Developmental Psychology, Journal of Social Issues, Journal of Youth and Adolescence, Cognitive Development, and Equity and Excellence in Education. She is a past recipient of the Wayne F. Placek Award from the American Psychological Foundation (2002), the Outstanding Dissertation Award from Division 7 (Developmental) from the American Psychological Association, and the Outstanding Youth Scholar award from the University of Maryland Alumni Association. Stacey is a former high school English teacher and has worked with young people for over 25 years.
Noelle Hurd is an assistant professor in the psychology department at the University of Virginia. Her overarching research interest is the promotion of healthy adolescent development among marginalized youth. Specifically, her work has focused on identifying opportunities to build on pre-existing strengths in youths’ lives, such as supportive intergenerational relationships. Through a series of interrelated projects, she currently is examining the mechanisms that drive the promotive effects of supportive intergenerational relationships, investigating the role of contextual factors in promoting or deterring the formation of intergenerational relationships between marginalized youth and the adults in their communities, and developing an intervention focused on enhancing positive intergenerational relationships between adolescents and the nonparental adults in their everyday lives. She is a William T. Grant Scholar, an NAEd/Spencer Postdoctoral Fellow, and was recently recognized as a Rising Star by the Association for Psychological Science.
Martin D. Ruck is Professor of Psychology and Urban Education at the Graduate Center of the City University of New York. His research examines the overall process of cognitive socialization—at the intersection of race, ethnicity and class—in terms of children and adolescents’ thinking about human rights, equity, and social justice. He is currently a member of the editorial boards for Human Development and the Journal of Social Issues and is an Associate Editor for Developmental Psychology. He is co-editor with Stacey S. Horn and Lynn S. Liben of the 2-volume Equity and Justice in Development Science published by Elsevier in Advances in Child Development and Behavior (2016). With Michele Peterson-Badali and Michael Freeman he is co-editor of the Handbook of Children’s Rights: Global and Multidisciplinary Perspective (2006) published by Taylor & Francis.
Stephen Russell is Priscilla Pond Flawn Regents Professor in Child Development in the Department of Human Development and Family Sciences at the University of Texas at Austin. He studies adolescent development, with an emphasis on adolescent sexuality, LGBT youth, and parent-adolescent relationships. Much of his research is guided by a commitment to create social change to support healthy adolescent development. He is chair of the Board of Directors of the Sexuality Information and Education Council of the United States (SIECUS), was an elected board member (2005-2008) and fellow of the National Council on Family Relations and full member of the International Academy of Sexuality Research, and was President of the Society for Research on Adolescence (2012-2014).
Dr. Russell Toomey is an Assistant Professor of Family Studies and Human Development at the University of Arizona. Dr. Toomey received his Ph.D. in Family Studies and Human Development from the University of Arizona, completed an NIH-funded postdoctoral fellowship at Arizona State University in the Prevention Research Center and the T. Denny Sanford School of Social and Family Dynamics, and served on the faculty at Kent State University. Dr. Toomey’s research identifies malleable contextual (e.g., family, school) and individual-level (e.g., identity processes) factors that contribute to and mitigate health disparities experienced by marginalized adolescents in the United States. His research has examined these relationships with explicit attention to the minority-specific stressors of prejudice, stereotyping, and discrimination that contribute to the disparate rates of negative outcomes experienced by lesbian, gay, bisexual, transgender, and queer (LGBTQ) adolescents and Latin@ youth, and the culturally-relevant protective factors (e.g., ethnic-racial identity, Gay-Straight Alliances) that buffer these associations. Dr. Toomey’s current research integrates these two distinct – but conceptually similar – lines of research (i.e., LGBTQ youth and Latin@ youth), and focuses on how the amalgamation of individuals’ multiple marginalized identities contributes to their contextual experiences, health, and well-being. Dr. Toomey is Associate Editor for the Journal of Adolescent Research, and is a recipient of the Society for Research on Adolescence Young Investigator Award, a National Institutes of Health Loan Repayment Award, and the University of Arizona Shirley O’Brien Diversity Award.
Tiffany Yip is a Professor of Psychology, and Director of the Applied Developmental Psychology doctoral program at Fordham University. She received her undergraduate degree in Psychology at Cornell University, earned her MA and PhD in Psychology at NYU, and completed a NIMH and NSF-funded postdoctoral fellowship in the Psychology Department at the University of Michigan. Her research on ethnic identity, discrimination, and sleep among minority adolescents and young adults has been published in American Psychologist, Child Development, Developmental Psychology, and Personality and Social Psychology Bulletin. Dr. Yip currently serves as an Associate Editor for Cultural Diversity and Ethnic Minority Psychology and the Asian American Journal of Psychology. Dr. Yip is a Fellow of the American Psychological Association, Division 7 (Developmental Psychology) and Division 45 (Society for the Psychological Study of Culture, Ethnicity and Race) and her research has been funded by NICHD, NIMHD, NIMH, and NSF.
Governing Council Representatives
Robert Crosnoe is the C.B. Smith, Sr. Centennial Chair #4 at the University of Texas at Austin, where he is Chair of the Department of Sociology and a faculty member in the Department of Psychology (by courtesy) and Population Research Center. Prior to coming to UT, he received a Ph.D. in Sociology from Stanford University and completed a post-doctoral fellowship at the University of North Carolina at Chapel Hill. Dr. Crosnoe’s research considers the connections among health, child/adolescent development, and education and the contributions of these connections to socioeconomic and immigration-related inequalities in American society. This work has been supported by grants from the National Institute of Child Health and Human Development, National Science Foundation, Institute of Education Sciences, National Institute of Justice, William T. Grant Foundation, and Foundation for Child Development. A few of his book titles are Mexican Roots, American Schools: Helping Mexican Immigrant Children Succeed (Stanford University Press), Fitting In, Standing Out: Navigating the Social Challenges of High School to Get an Education (Cambridge University Press), and Debating Early Child Care: The Relationship between Developmental Science and the Media (Cambridge University Press with Tama Leventhal). Dr. Crosnoe is Co-Director of the Interdisciplinary Collaborative on Development in Context, President-Elect of the Society for Research on Adolescence, and a member of the Governing Councils for Society for Research in Child Development and Council on Contemporary Families.
Lynn S. Liben is the McCourtney Professor of Child Studies at The Pennsylvania State University where she also Professor of Psychology; Health & Human Development; and Education. She received her B.A. from Cornell University and her Ph.D. in developmental psychology from the University of Michigan. A major focus of her research is on gender development, gender stereotypes, and, more generally, on the emergence of social-group identities and biases. She also studies how social-group stereotypes and prejudices affect cognitive outcomes, particularly educational and occupational choices and achievements related to STEM (Science, Technology, Engineering, and Mathematics). She is a Fellow of APA, EPA, APS, and AERA, and her research has been funded by NSF, NICHD, NIE, and the National Geographic Society. Within SRCD, she has served as Editor of Child Development, chair of the Publications Committee, and President. She currently serves on Governing Council (GC) as immediate Past President and is a GC representative to the Equity & Justice Committee. Beginning in July, 2017 she will become the Incoming Editor of the Monographs of the Society for Research in Child Development.