Publications

SHIELD Lab members are bolded. * denotes a graduate student author, # denotes an undergraduate student author.

2023

  • Parkhouse, H., Lyn, R., Severson-Irby, E., Drulis,E., Senechal, J., Lozada, F. (2023). Mapping How Teachers Become Culturally Responsive. Journal of Teacher Education, 74(4), 383–397. https://doi.org/10.1177/002248712311680

  • Stewart, A. M., Maxie-Moreman A. D., Schuschke, J., Lozada, F. T., Rodgers, A. J. (2023). From chat rooms to classrooms and TikToks too: Dr. Brendesha Tynes’ contributions to the study of race and development in digital contexts. The American Psychologist, 78(4), 551–562. https://doi.org/10.1037/amp0001124

  • Stokes, M. N., & *Bryant, S. (2023). Racially Humble Parenting: Exploring the Link Between Parental Racial Humility and Parent–Child Closeness in Multiracial Black-White Families. Race and Social Problems. https://doi.org/10.1007/s12552-023-09388-5 

  • Green, M. N., & *Bryant, S. (2023). The Multiracial-Black Socialization Model: Conceptualizing racial socialization in Multiracial-Black families. Family Process, 00, 1– 18. https://doi.org/10.1111/famp.12899 

  • Gibson, S. M., Merritt A. M., *Bryant, S., Ortiz, M., & Lozada, F. T. (In press). Ethnic-Racial Identity in Neighborhood, Community, and Schools Contexts.

2022

  • Green, M. N., Keita Christophe, N., Lozada, F. T. (2022). Concordant and Discordant Patterns of Parental Racial Socialization among Biracial Black-White Adolescents: Correlates and Consequences. Journal of Youth and Adolescence, 51(12), 2340–2354. https://doi.org/10.1007/s10964-022-01667-5

  • Volpe, V. V., Smith, N. A., Skinner, O. D., Lozada, F. T., Hope, E. C., Del, Toro. J. (2022). Centering the Heterogeneity of Black Adolescents’ Experiences: Guidance for Within‐Group Designs among African Diasporic Communities. Journal of Research on Adolescence, 32(4), 1298–1311. https://doi.org/10.1111/jora.12742

  • Dunbar, A.S., Lozada, F. T., Ahn, L. H., Leerkes, E. M. (2022). Mothers’ preparation for bias and responses to children’s distress predict positive adjustment among Black children: an attachment perspective. Attachment & Human Development, 24(3), 287–303.. https://doi.org/10.1080/14616734.2021.1976922

  • Walker, C. J., Derlan, Williams, C., Cage, J., DeLaney, E. N., Lozada, F. T., Dick, D. M. (2022). Associations between ethnic-racial identity and alcohol problems among diverse emerging adults. Journal of Ethnicity in Substance Abuse, 21(2), 638–661. https://doi.org/10.1080/15332640.2020.1793865

  • Williams, C. D., Lozada, F. T., Hood, K.B., Umaña-Taylor, A. J., Jahromi, L. B., Updegraff, K. A. (2022). Mexican-origin 5-year-old children’s ethnic-racial identity centrality and attitudes predicting social functioning. Cultural Diversity & Ethnic Minority Psychology, 28(2), 158–170. https://doi.org/10.1037/cdp0000511

  • Lozada, F. T., Riley, T. N., Catherine, E., Brown, D. W. (2022). Black Emotions Matter: Understanding the Impact of Racial Oppression on Black Youth’s Emotional Development. Journal of Research on Adolescence, 32(1), 13–33. https://doi.org/10.1111/jora.12699

  • Gibson, S. M., Bouldin, B. M., Stokes, M. N., Lozada, F. T., Hope, E.C. (2022). Cultural Racism and Depression in Black Adolescents: Examining Racial Socialization and Racial Identity as Moderators. Journal of Research on Adolescence, 32(1), 41–48. https://doi.org/10.1111/jora.12698

  • Lozada, F. T., Riley, T. N., Catherine, E., Brown, D. W. (2022). Black Emotions Matter: Understanding the Impact of Racial Oppression on Black Youth’s Emotional Development: Dismantling Systems of Racism and Oppression During Adolescence. Journal of Research on Adolescence, 32(1), 13–33. https://doi.org/10.1111/jora.12699

  • DeLaney, E. N., Williams, C. D., Jones, S.C.T., Corley, N.A., Lozada, F. T., Walker, C. J., & Dick, D. M. (2022). Black College Students’ Ethnic Identity and Academic Achievement: Examining Mental Health and Racial Discrimination as Moderators. Journal of Black Psychology, 48(1), 100–129. https://doi.org/10.1177/00957984211034268

  • Lozada, F. T., Jagers, R. J., & Nguyễn, H. X. (2022). Socioemotional competence in context: Black adolescent boys’ socioemotional competence, neighborhood‐school racial (in)congruence, and social adjustment. Journal of Community Psychology, 50(1), 465–486. https://doi.org/10.1002/jcop.22593

2021

  • DeLaney, E. N., Williams, C. D., Elias, M. J., Walker, C. J., Smith, T. H., Adkins, A., Lozada, F. T., & Dick, D. M. (2021). Racial discrimination and depressive symptoms mediated by conversations about race among students of color. Journal of American College Health, 1-5. https://doi.org/10.1080/07448481.2021.1998071

  • Iruka, I. U., Lewis, M. L., Lozada, F. T., Bocknek, E. L., & Brophy‐Herb, H. E. (2021). Call to action: Centering blackness and disrupting systemic racism in infant mental health research and academic publishing. Infant Mental Health Journal, 42(6), 745–748. https://doi.org/10.1002/imhj.21950

  • DeLaney, E. N., Williams, C. D., Elias, M. J., Walker, C. J., Smith, T. H., Adkins, A., Lozada, F. T., & Dick, D. M. (2021). Racial discrimination and depressive symptoms mediated by conversations about race among students of color. In Journal of American College Health (pp. 1–5). Taylor & Francis. https://doi.org/10.1080/07448481.2021.1998071

  • Bocknek, E. L., Lozada, F. T., Richardson, P., Brown, D., McGoron, L., & Rajagopalan, A. (2021). Paternal biopsychosocial resilience in triadic interactions among African American/Black families exposed to trauma and socioeconomic adversity. Developmental Psychobiology, 63(6), e22168–n/a. https://doi.org/10.1002/dev.22168

  • Bañales, J., Lozada, F. T., Channey, J., & Jagers, R. J. (2021). Relating through Oppression: Longitudinal Relations between Parental Racial Socialization, School Racial Climate, Oppressed Minority Ideology, and Empathy in Black Male Adolescents’ Prosocial Development. American Journal of Community Psychology, 68(1-2), 88–99. https://doi.org/10.1002/ajcp.12496

  • Williams, C. D., Smith, T., Adkins, A., Walker, C. J., Santana, A., Lozada, F. T., Su, J., & Dick, D. M. (2021). Effects of Receiving Genetic Ancestry Results on Emerging Adults’ Ethnic-Racial Identity Affirmation. Emerging Adulthood (Thousand Oaks, CA), 9(4), 422–428. https://doi.org/10.1177/21676968211020880

  • Lozada, F. T., Seaton, E. K., Williams, C. D., & Tynes, B. M. (2021). Exploration of bidirectionality in African American and Latinx adolescents’ offline and online ethnic-racial discrimination. Cultural Diversity & Ethnic Minority Psychology, 27(3), 386-396. https://doi.org/10.1037/cdp0000355

  • Riley, T. N., DeLaney, E., Brown, D., Lozada, F. T., Williams, C. D., The Spit For Science Working Group, & Dick, D. M. (2021). The associations between African American emerging adults’ racial discrimination and civic engagement via emotion regulation. Cultural Diversity & Ethnic Minority Psychology, 27(2), 169–175. https://doi.org/10.1037/cdp0000335

2020

  • Rivas-Drake, D., Lozada, F. T., Pinetta, B. J., & Jagers, R. J. (2020). School-Based Social-Emotional Learning and Ethnic-Racial Identity Among African American and Latino Adolescents. Youth & Society, 52(7), 1331–1354. https://doi.org/10.1177/0044118X20939736

  • Tynes, B. M., English, D., Del Toro, J., Smith, N. A., Lozada, F. T., & Williams, D. R. (2020). Trajectories of Online Racial Discrimination and Psychological Functioning Among African American and Latino Adolescents. Child Development, 91(5), 1577–1593. https://doi.org/10.1111/cdev.13350

  • Brown, D., Lozada, F., Serpell, Z., & Dzokoto, V. (2020). Contextual Emotion Expression: Profiles of African American Report in the Family and on Campus. VCU Scholars Compass.

2018

  • Halberstadt, A. G., Castro, V. L., Chu, Q., Lozada, F. T., & Sims, C. M. (2018). Preservice teachers’ racialized emotion recognition, anger bias, and hostility attributions. Contemporary Educational Psychology, 54, 125-138. https://doi.org/10.1016/j.cedpsych.2018.06.004

  • Tynes, B. M., Lozada, F. T., Smith, N. A., & Stewart, A. M. (2018).From Racial Microaggressions to Hate Crimes: A Model of Online Racism Based on the Lived Experiences of Adolescents of Color. In Microaggression Theory (pp. 194–212). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119466642.ch12

2017

  • Mustafaa, F. N., Lozada, F. T., Channey, J., Skoog-Hoffman, A., & Jagers, R. J. (2017). Perceptions of teaching practices, teacher support, and school engagement among middle school students: An Examination of the Developmental Designs Approach. Middle Grades Research Journal, 11(2), 83-98.

  • Lozada, F. T., & Tynes, B. M. (2017). Longitudinal effects of online experiences on empathy among African American adolescents. Journal of Applied Developmental Psychology, 52, 181–190. https://doi.org/10.1016/j.appdev.2017.07.009

  • Williams, A. D., Banerjee, M., Lozada-Smith, F., Lambouths, D., & Rowley, S. J. (2017). Black Mothers’ Perceptions of the Role of Race in Children’s Education. Journal of Marriage and Family, 79(4), 932–946. https://doi.org/10.1111/jomf.12410

  • Lozada, F. T., Jagers, R. J., Smith, C. D., Bañales, J., & Hope, E. C. (2017). Prosocial Behaviors of Black Adolescent Boys: An Application of a Sociopolitical Development Theory. Journal of Black Psychology, 43(5), 493–516. https://doi.org/10.1177/0095798416652021

  • Jagers, R. J., Lozada, F. T., Rivas-Drake, D., & Guillaume, C. (2017). Classroom and School Predictors of Civic Engagement Among Black and Latino Middle School Youth. Child Development, 88(4), 1125–1138. https://doi.org/10.1111/cdev.12871

2015

  • Castro, V. L., Halberstadt, A. G., Lozada, F. T., & Craig, A. B. (2015). Parents’ Emotion-Related Beliefs, Behaviours, and Skills Predict Children’s Recognition of Emotion: Parents’ Emotion Beliefs Behaviours. Infant and Child Development, 24(1), 1–22. https://doi.org/10.1002/icd.1868

  • Lozada, F. T., & Halberstadt, A. G. (2015). Early Emotional Development and Cultural Variability. In International Encyclopedia of the Social & Behavioral Sciences (Second Edition, Vol. 6, pp. 746–751). Elsevier Ltd. https://doi.org/10.1016/B978-0-08-097086-8.23007-9

2014

  • Rowley, S. J., Ross, L., Lozada, F. T., Williams, A., Gale, A., & Kurtz-Costes, B. (2014). Framing black boys: parent, teacher, and student narratives of the academic lives of black boys. Advances in Child Development and Behavior, 47, 301–332. https://doi.org/10.1016/bs.acdb.2014.05.003

2011