Human Flourishing in Diverse Developmental Contexts

Date/time: April 20 -21, @ 1pm – 4:30 PM ET

More info here

Organizers:

Anthony Ong, Ph.D.
Professor of Psychology
Cornell University

Anthony Ong is Professor of Psychology and director of the Center for Integrative Developmental Science and Human Health Labs at Cornell University. His research focuses on the dynamic processes that underlie expressions of vulnerability and adaptation across the lifespan and their connections to diverse aspects of psychological well-being and physical health. This work aims to advance understanding of human development and plasticity across multiple levels of analysis, including emotion-cognition interactions, sociocultural processes, and neurobiological systems.

Anthony Burrow, Ph.D.
Associate Professor of Psychology
Cornell University

Anthony Burrow is the Ferris Family Associate Professor of Life Course Studies in the Department of Psychology, director of the Bronfenbrenner Center for Translational Research, and Associate Dean for Outreach and Extension in the College of Human Ecology. He also director of PRYDE (the Program for Research on Youth Development and Engagement), which aims of to link science and service in innovative ways by involving 4-H communities in basic and applied research to promote positive youth development. His research investigates why having a sense of self-direction – or purpose in life – serves as a psychological resource for those who cultivate it, with an emphasis on youth and young adults. His work considers the extent to which purpose contributes to positive adjustment and serves as a source of protection in the face of stress and challenge.

Speakers:

Robert Sellers, Ph.D.
Vice Provost for Equity and Inclusion, Chief Diversity Officer, and the Charles D. Moody Collegiate Professor of Psychology and Education
University of Michigan, Ann Arbor

Dr. Sellers’ research focuses on the role of race in the psychological lives of African Americans. He and his students have developed a conceptual and empirical model of African American racial identity. The model has been used by a number of researchers in the field to understand the heterogeneity in the significance and meaning that African Americans place on race in defining themselves. He has also published extensively on the topics of racial socialization and discrimination among African American youth. He has received numerous honors and awards including the Theodore Millon Mid-Career Award in Personality Psychology from the American Psychological Foundation, the American Psychological Association Minority Fellowship Program Research Achievement Award, and the APAGS Kenneth & Mamie Clark Award for Outstanding Contribution to the Professional Development of Ethnic Minority Graduate Students.

Deborah Rivas-Drake, Ph.D.
Professor of Psychology, Stephanie Johnson Rowley Collegiate Professor of Education
University of Michigan, Ann Arbor

Dr. Rivas-Drake’s work examines how school, peer, family, and communities can help adolescents navigate issues related to race and ethnicity, and how identity, socialization, and experiences of racism inform the academic, socioemotional, and civic development of young people. Her current work seeks to identify practices that disrupt racism and xenophobia and that set diverse young people on trajectories of positive contribution to their schools and communities. Her research has been funded by NSF, the Spencer Foundation, and the W.T. Grant Foundation. Her co-authored book, Below the Surface: Talking with Teens about Race, Ethnicity, and Identity (Princeton University Press), received the Social Policy Book Award from the Society for Research on Adolescence and the Eleanor Maccoby Award in Developmental Psychology from the American Psychological Association.

Carol D. Ryff, Ph.D.
Hilldale Professor of Psychology and Director of Institute of Aging
University of Wisconsin, Madison

Dr. Ryff’s work addresses aging as a multidisciplinary challenge that requires integration of many levels of analysis: sociodemographic characteristics, psychosocial resources, life stresses, health behaviors and practices, neurobiological risk and protective factors, and health outcomes (mental and physical). She is principal investigator of the MIDUS (Midlife in the U.S.) longitudinal study and its sister study in Japan, MIDJA (Midlife in Japan), for which she received an NIH Merit Award. Her model of psychological well-being is widely used with the measures translated to 40 languages. Her contributions have been recognized with the Baltes Distinguished Research Award, the Positive Health Award from the International Network of Positive Psychology, the Murray Award from the Society of Personality and Social Psychology, the Lifetime Achievement Award from the International Network for Personal Meaning, and the Matilda White Riley Award from the National Institute on Aging.

Jeanne Tsai, Ph.D.
Professor of Psychology
Stanford University

Dr. Tsai’s research is broadly focused on the cultural shaping of emotion and its implications for health, decision-making, and person perception. Her work is currently funded by the National Science Foundation and has been funded by the National Institute of Mental Health, the National Institute on Aging, and the National Alliance for Research on Schizophrenia and Depression. She is former Associate Editor of the journal Emotion, and current fellow of the Association for Psychological Science, American Psychological Association, Society for Personality and Social Psychology, and Society for Experimental Social Psychology.

Suniya Luthar, Ph.D.
Professor Emerita, Teachers College
Columbia University

Dr. Luthar has spent her career studying vulnerability and resilience among various populations including children in families affected by mental illness, and youth as well as adults (especially mothers) in high-achieving, pressured communities, Her current focus is on expanding the reach of science-based interventions to foster resilience among adults who are in salient caregiving roles, both at home as well as in their work settings. She is a member of the New York Academy of Sciences, and Fellow of the American Association for Psychological Science and the American Psychological Association. Among her many awards include a Research Scientist Development Award from the National Institute on Drug Abuse, an American Mensa Education and Research Foundation Award for Excellence in Research on Intelligence, and an award for Integrity and Mentorship from the Society for Research in Child Development (SRCD)'s Asian Caucus, and the Society for Research on Adolescents' John P. Hill Memorial Award.

Kate McLean, Ph.D.
Professor of Psychology
Western Washington University

Dr. McLean’s research centers on adolescent and emerging adult identity development. This work broadly focuses on how people recall and interpret their life experiences in narrative form. She is an Associate Editor for the Journal Personality and Social Psychology: PPID, and on the Editorial Board or Emerging Adulthood and Qualitative Psychology. She is the author of the Co-authored Self (Oxford Press).

Daniel G. Solórzano, Ph.D.
Professor of Social Science and Comparative Education, Professor of Chicana and Chicano Studies, and Director of UC/ACCORD
University of California, Los Angeles

Dr. Solórzano’s research interests include critical race theory in education; racial microaggressions; racial microaffirmations; and critical race spatial analysis. Dr. Solorzano has authored more than 100 research articles and book chapters on issues related to educational access and equity for underrepresented student populations and communities in the United States. Among his many awards include the UCLA Distinguished Teaching Award, the American Education Research Association (AERA) Social Justice in Education Award, and the Critical Race Studies in Education Association Derrick A. Bell Legacy Award. He is an elected Fellow of the American Education Research Association and a member of the National Academy of Education.

Paul Poteat, Ph.D.
Professor of Counseling, Developmental, and Educational Psychology
Boston College

Dr. Poteat’s research focuses on the school-based experiences of sexual and gender minority youth (e.g., lesbian, gay, bisexual, transgender, and queer youth). His research on Gender-Sexuality Alliances has identified individual- and group-level mechanisms by which these school-based extracurricular groups promote empowerment and resilience among youth from diverse sexual orientations and gender identities. His work also examines bias-based harassment (e.g., based on sexual orientation or gender identity) using an ecological framework to consider individual and peer factors that contribute to such behavior or that buffer against its effects. His work has been supported by grants from the National Institutes of Health (NIH) and the Institute of Education Sciences (IES). He has served as Associate Editor for the Journal of Research on Adolescence, American Educational Research Journal, and The Counseling Psychologist.