Electronic copies of these articles are provided as a professional courtesy for personal use only

 

Critical Consciousness

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Diaz, B., Edwards, E., & Seider, S. (in press). Investigating the influence between commitment to activism and an achievement-as-resistance orientation in Black and Latinx adolescents. Journal of Adolescent Research.

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Seider, S., Edwards, E., Henry, D., Huguley, J., Diaz, B., & Daza, K. (2023). Investigating the relation between youth critical consciousness and academic achievement for adolescents of color and White adolescents, Cultural Diversity & Ethnic Minority Psychology, 29(4), 516-529.

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Suzuki, S., May, S., & Seider, S. (2023). Associations between hope and trajectories of critical consciousness among U.S. youth of color. Journal of Research on Adolescence, 33, 1235-1253.

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Graves, D., El-Amin, A., & Seider, S. (2023). Tools of whiteness and teaching for critical consciousness. In E. Godfrey & L. Rapa (eds.), Developing critical consciousness in youth: Context and settings (pp. 17-40). Cambridge University Press.

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May, S., Seider, S., El-Amin, A., Diaz, B. & Graves, D. (2022). Black and Latinx adolescents’ developing commitment to anti-racist activism over four years of high school. Journal of Research on Adolescence, 32(3), 1020-1041.

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Diaz, B., May, S. & Seider, S. (2023). Black and Latinx adolescents’ developing understandings of poverty, inequality, and opportunity. Applied Developmental Science, 27(2), 115-135. 

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Seider, S., Graves, D., Kelly, L., El-Amin, E., Clark, S., Soutter, M., Jennett, P, & Tamerat, J. (2023). The development of critical consciousness in adolescents of color attending “opposing” schooling models. Journal of Adolescent Research, 38(1), 3-47.

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Seider, S., Diaz, B., & Graves, D. (2022). The development of awareness of racism in adolescents of color over four years of high school. Journal of Community Psychology, 50(1), 64-89.

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†Seider, S., Clark, S., & Graves, D. (2020). The development of critical consciousness and its relation to academic achievement in adolescents of color. Child Development, 91(2), 451-474.

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Clark, S., & Seider, S. (2020). The role of curiosity in the sociopolitical development of Black and Latinx adolescents. Journal of Research on Adolescence, 30 (1), 189-202.

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Seider, S., El-Amin, A., & Kelly, L. (2020). The development of critical consciousness. In L. Arnett Jensen (Ed.), Oxford handbook of moral development: An interdisciplinary perspective (pp. 360-385). Oxford, UK: Oxford University Press.

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Seider, S., Kelly, L., Clark, S., Jennett, P., Graves, D., El-Amin, A., Soutter, M., Malhotra, S. & Cabral, M. (2020). Fostering the sociopolitical development of African American and Latinx adolescents to analyze and challenge racial and economic inequality. Youth & Society, 52(5), 756-795.

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Seider, S., Clark, S., Graves, D., Kelly, L., El-Amin, A., Soutter, M, & Jennett, P. (2019). Black and Latinx adolescents’ developing beliefs about poverty and associations with their awareness of racism. Developmental Psychology, 55(3), 509-524.

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Seider, S., Graves, D., El-Amin, A., Soutter, M., Tamerat, J., Jennett, P., Clark, S., Johannsen, J., & Malhotra, S. (2017). Developing sociopolitical consciousness of race and class inequality in adolescents attending progressive and no excuses urban charter high schools. Applied Developmental Science, 22(3), 169-187.

 

Seider, S., Tamerat, J., Clark, S., & Soutter, M. (2017). Investigating adolescents’ critical consciousness development through a character framework. Journal of Youth & Adolescence, 46(6), 1162-1168.

 

Clark, S., & Seider, S. (2017). Developing critical curiosity in adolescents. Equity & Excellence in Education, 50(2), 125-141.

 

Seider, S., Graves, D., El-Amin, A., Clark, S., Soutter, M., Tamerat, J., Jennett, P., Gramigna, K., Yung, J, Kenslea, M. & *Sklarwitz, S. (2016). Preparing adolescents attending progressive and no excuses urban charter high schools to analyze, navigate, and challenge race and class inequality. Teachers College Record, 118(12), 1-54.

 

Seider, S. (2011). The role of privilege as identity in adolescents' beliefs about homelessness, opportunity, and inequality. Youth & Society, 43(1), 333-364.

 

Seider, S., & Huguley, J. (2009). Aspiring teachers, urban youth, and conflicting perspectives on the social contract. Equity and Excellence in Education, 42 (3) 294-312.

 

Seider, S. (2009). The trouble with teaching ethics on trolley cars and train tracks. Journal of Moral Education, 38 (2), 219-236.

 

Seider, S. (2009). Overwhelmed and immobilized: Raising the consciousness of privileged young adults about world hunger and poverty. International Studies Perspectives, 10 (1), 60-76.

 

Seider, S. (2008). ‘Bad things could happen’: How fear impedes the development of social responsibility in privileged adolescents. Journal of Adolescent Research, 23 (6), 647-666.

 

Seider, S. (2008). Resisting obligation: How privileged adolescents conceive of their responsibilities to others. Journal of Research in Character Education, 6 (1), 3-19.

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Parenting in Multiethnic-Racial Families

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Seider, S., Huguley, J., McCobb, E., Titchner, D., Xu, H., Ward, K., & Zheng, Y. (2023). How parents in multiethnic-racial families share cultural assets with their children. Race & Social Problems, 15, 1-4.

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Character Development

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Clark, S., Harbaugh, A., & Seider, S. (2021). Cultivating classroom curiosity: A mixed-methods investigation of the impact of a question-brainstorming intervention on adolescent curiosity. Applied Developmental Science, 25(3), 240-259.

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Clark, S., Harbaugh, A., & Seider, S. (2019). Cultivating classroom curiosity: A mixed-methods investigation of the impact of a question-brainstorming intervention on adolescent curiosity. Journal of Adolescence, 75, 98-112.

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Seider, S., Jayawickreme, E., & Lerner, R. (2017). Theoretical and empirical bases of character development in adolescence: A view of the issues. Journal of Youth & Adolescence, 46(6), 1149-1152.

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Seider, S., Tamerat, J., Clark, S., & Soutter, M. (2017). Investigating adolescents’ critical consciousness development through a character framework. Journal of Youth & Adolescence, 46(6), 1162-1168.

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Seider, S., Soutter, M. & Clark, S. (2016). The role of character development in fostering student success at school. In. K. Wentzel & G. Ramani (Eds.), Handbook on social influences on social-emotional, motivational and cognitive outcomes in school contexts (pp. 293-311). Hoboken, NJ: Wiley-Blackwell.

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Seider, S., Novick, S., & Gomez, J. (2013). The effects of privileging the moral or performance character development of urban adolescents. Journal of Early Adolescence, 33(6), 784-818.

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Seider, S., Gilbert, J., Novick, S., & Gomez, J. (2013). The role of moral and performance character strengths in predicting achievement and conduct among urban middle school students. Teachers College Record, 115(8), 1-18.

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Seider, S., Novick, S., & Gomez, J. (2013). Cultivating the academic integrity of urban adolescents with ethical philosophy programming. Peabody Journal of Education, 88(2), 142-158.

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Community Service Learning

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Whillans, A.V., Seider, S.., Dwyer, R., Chen, L., Novick, S., Graminga, K.J., Mitchell, B.A., Salvei, V., Dickerson, S.S., & Dunn, E.W. (2016). Does volunteering improve well-being and physical health? Comprehensive Results in Social Psychology, 1(1-3), 35-50.

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Seider, S., Huguley, J., & Novick, S. (2013). College students, diversity and community service learning. Teachers College Record, 115(3), 1-44.

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Seider, S. (2012). The influence of parental support upon the community service learning experiences of American college students. Education, Citizenship & Social Justice, 7(3), 271-288.

 

Seider, S., Rabinowicz, S., & Gillmor, S. (2012). Differential outcomes for American college students engaged in community service learning involving youth and adults. Journal of Experiential Education, 35(3), 447-463.

 

Seider, S., Gillmor, S., & Rabinowicz, S. (2012). The impact of community service learning upon the expected political voice of participating college students. Journal of Adolescent Research, 27(1), 44-77.

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Seider, S. & Butin, D. (Eds.). (2012). The future of community engagement in higher education, Journal of College & Character, 13(1).

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Seider, S., Rabinowicz, S., & Gillmor. S. (2011). The impact of philosophy and theology service-learning experiences upon the public service motivation of participating college students. Journal of Higher Education, 82(5), 597-628.

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Seider, S. & Taylor, J. (2011). Broadening college students’ interest in philosophical education through community service learning. Teaching Philosophy, 34(3), 197-218

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Seider, S. (2011). Deepening college students’ interest in religion and theology through community service learning. Teaching Theology & Religion, 14(3), 205-225.

 

Seider, S., Gillmor, S., & Rabinowicz, S. (2011). The impact of community service learning upon the worldviews of business majors vs. non-business majors at an American university. Journal of Business Ethics, 98 (3), 458-504.

 

Seider, S., Rabinowicz, S., & Gillmor, S. (2011). Community service learning and conceptions of poverty among American college students. Analyses of Social Issues & Public Policy, 11 (1) 105-126.

 

Seider, S., Gillmor, S., & Rabinowicz, S. (2010). Complicating college students’ conception of the American Dream through community service learning. Michigan Journal of Community Service Learning, 17 (1), 5-19.

 

Seider, S. (2007). Catalyzing a commitment to community service in emerging adults. Journal of Adolescent Research, 22 (6), 612-639.

 

Seider, S. (2007). Frame-changing experiences and the freshman year: Catalyzing a commitment to service-work and social action. Journal of College and Character, 8 (2), 1-18.

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Seider, S. (2006). Frame-changing experiences: A key to the development of a commitment to service-work and social action in young adults. Journal for Civic Commitment, 4 (2), 1-14.

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