News & Announcements


Adolescent and Youth Development SIG Newsletter

AERA 2021

We are looking forward to seeing you all at the upcoming AERA conference! This year’s virtual format will allow new ways for AERA members and attendees to engage with our program presenters and participate in our Adolescence and Youth Development SIG program. 

This year, our exciting program includes our annual SIG business meeting along with sessions that highlight:

  • Fostering Student Well-Being through Moral Instruction, Civic Education, Purpose Learning, & Indigenous Epistemologies
  • Parental Influences on Adolescent Development and Functioning
  • Psychosocial Development during Adolescence: Applications of Rigorous Multi-level and Longitudinal Methods
  • Positive Development among Adolescents: Fostering Achievement and Well-Being in Today’s Youth  

Be on the lookout for more information soon, as details about the conference continue to be announced and as registration opens in the near future. As a reminder, the meeting will take place April 9-12, 2021 and registration will open in December 2020.

AYD SIG Website

We are glad to share some highlights of the AYD SIG website! The updated "Who We Are" section lists the current officers of the SIG and their affiliations. Under the "Structure & Governance" tab, you can now review our SIG's bylaws and learn more about the structure of the SIG. We are always looking for members who are interested in serving in leadership of the SIG; please reach out to us if you want to explore such service. Check back soon for more updates!

Find out more about our website by clicking here; by pasting this link into your browser; or by logging into your AERA account, clicking on the "SIG" tab, and navigating to the Adolescence and Youth Development SIG.

2021 AERA Adolescence & Youth Development SIG Scholars Retreat

The AYD SIG Scholar Retreat is designed to provide professional and personal guidance to historically underrepresented doctoral students who demonstrate exceptional potential for leadership in adolescent and youth development research.

The AYD SIG Scholar Retreat is a two-day mentorship program that takes place at the AERA Annual Meeting. Each year, a new cohort of scholars is selected through an application process to participate in a gathering at the annual meeting of current and alumnus scholars and faculty of the AYD SIG, AERA, and the professional community devoted to adolescent study. AYD SIG scholars share a desire to engage in intellectually stimulating conversations about the publishing process, sharpening and focusing a research agenda, developing research questions, navigating the job search at the end of graduate school, balancing work and life, as well as achieving tenure.  We are particularly interested in applicants seeking to bridge research and practice for equity and social justice related outcomes for adolescents.  

The retreat will consist of workshop sessions and also require participation in the AYD SIG business meeting and other community-building activities. Ideal candidates have scholarly, professional, and personal experiences with people from diverse backgrounds and can reflect on the significance of these experiences to the candidate's research or emerging identities. Candidates’ career history should clearly indicate an interest in adolescent and youth development research topics and an ability to engage in community-based partnerships with child and youth serving organizations.  Members of underrepresented racial minority groups and those who were previously first-generation undergraduate students are strongly encouraged to apply.

To apply, doctoral students should submit the following materials to the AYD SIG chair, Dr. Andrea Dawn Frazier ( by 11:59PM Eastern Time on Friday, March 12, 2021, using “AYD SIG Scholars Retreat Application” as the subject line:

  • Cover Letter describing the goals/aims of your research agenda.  Explain how you might benefit from an opportunity to engage in reflective conversations connecting and extending knowledge from your academic field to issues of diversity, social justice and/or socialization into the professorial ranks. 
  • CV that includes the following: Name & address; position and affiliation; phone; email; educational background; and teaching, research and service experiences.

Participants will be selected based on strength of the cover letter and academic record. There will be a limited number of participants. Participants accepted last year will be included in this year's cohort unless they opt out. Selected participants will receive reimbursement for annual meeting registration dues and a poster tube. 

Participants need not be members of the Adolescence & Youth Development SIG, but must register for the annual meeting and attend all retreat activities. 

SIG Member Publication Highlights

Adams-Wiggins, K.R. & Taylor-Garcia, D.V. (2020). The Manichean division in children’s experience: Developmental psychology in an anti-black world. Theory & Psychology, 30(4), 485-506.

Adams-Wiggins, K.R. (2020). Whose meanings belong?: Marginality and the role of microexclusions in middle school inquiry science. Learning, Culture, and Social Interaction, 24.

Adams-Wiggins, K.R., Myers, M.N., & Dancis, J. (2020). Negotiating status hierarchies in middle school inquiry science: Implications for marginal non-participation. Instructional Science, 48(4), 427-451.

Chapman, A. & Marich, H. (2020). Using Twitter for Civic Education. Tech Trends, 1-11. doi: 

Chang, Y.K., Literat, I., Price, C., Eisman, J.I., Chapman, A., Gardner, J., & Truss, A. (2020). News Literacy Education in a Polarized Political Climate: How Games Can Teach Youth to Spot Misinformation. Harvard Kennedy School Misinformation Review, 1(4), 1-9. 

Greenhow, C. & Chapman, A. L. (2020). Social Distancing meet Social Media: Digital Tools for Connecting Students, Teachers, and Citizens in an Emergency. Information and Learning Sciences, 121(5/6), 341-352. 

Clonan-Roy, K., Gross, N., & Jacobs, C.E. (2020). The values of informal spaces in schools to counter the emotional silencing of youth of color. Submitted to International Journal of Qualitative Studies in Education. Available: (I am Charlotte E. Jacobs)

Jacobs, C.E. & Weber, R. (2020). Seen and heard: Exploring inclusion with a focus on the experiences of black girls in independent schools. Independent School magazine. Summer 2020 issue.

Heath, R. D., Anderson, C., Turner, A. C., & Payne, C. M. (in press). Extracurricular Activities and Disadvantaged Youth: A Complicated—But Promising—Story. Urban Education.

Tan, K., Heath, R. D., Das, A., & Choi, Y. (2019). Gender Differences in Patterns of School Victimization and Problem Behaviors During Middle School and Their Relation to High School Graduation. Youth & Society, 51(3), 339–357.

Suizzo, M.-A., Tedford, L. E., & McManus, M. (2019). Parental socialization beliefs and long-term goals for young children among three generations of Mexican American mothers. Journal of Child and Family Studies, 28(10), 2813–2825.

McManus, M. E., & Suizzo, M.-A. (2020). What do mothers experiencing poverty need to support their young children? Parent, school, and policy perspectives. Child & Adolescent Social Work Journal.

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