Return to References: Identity factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Ethnic Racial Identity Formation: (Ikura et al., 2021): A brief on early childhood Identity with discussion of measurement and more.
Bear, G. G., Mantz, L. S., Glutting, J. J., Yang, C., & Boyer, D. E. (2015). Differences in bullying victimization between students with and without disabilities. School Psychology Review, 44(1), 98-116.
Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9(3), 235-245.
Benner, A. D., & Crosnoe, R. (2011). The racial/ethnic composition of elementary schools and young children's academic and socioemotional functioning. American Educational Research Journal, 48(3), 621-646.
Berry, R. Q. (2008). Access to upper-level mathematics: The stories of successful African American middle school boys. Journal for Research in Mathematics Education, 39(5), 464-488.
Bian, L., Leslie, S. J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children's interests. Science, 355(6323), 389-391.
Brown, C. S., Tam, M. J., Kwan, K. M. W., & Wong, W. I. (2022). Gender-based discrimination in childhood and adolescence. Gender and Sexuality Development: Contemporary Theory and Research, 277-299.
Callanan, M., Solis, G., Castañeda, C., & Jipson, J. (2020). Children's question-asking across cultural communities. The questioning child: Insights from Psychology and Education, 73-88.
Chen, X., Hastings, P. D., Rubin, K. H., Chen, H., Cen, G., & Stewart, S. L. (1998). Child-rearing attitudes and behavioral inhibition in Chinese and Canadian toddlers: a cross-cultural study. Developmental Psychology, 34(4), 677.
Compton-Lilly, C., Papoi, K., Venegas, P., Hamman, L., & Schwabenbauer, B. (2017). Intersectional identity negotiation: The case of young immigrant children. Journal of Literacy Research, 49(1), 115-140.
Corenblum, B. (2014). Relationships between racial–ethnic identity, self-esteem and in-group attitudes among First Nation children. Journal of Youth and Adolescence, 43, 387-404.
Correa-Chávez, M., Mangione, H. F., & Mejía-Arauz, R. (2016). Collaboration patterns among Mexican children in an Indigenous town and Mexican City. Journal of Applied Developmental Psychology, 44, 105-113.
Derlan, C. L., Umaña-Taylor, A. J., Updegraff, K. A., & Jahromi, L. B. (2017). Longitudinal relations among Mexican-origin mothers' cultural characteristics, cultural socialization, and 5-year-old children's ethnic–racial identification. Developmental Psychology, 53(11), 2078.
Derlan Williams, C., Byrd, C. M., Quintana, S. M., Anicama, C., Kiang, L., Umaña-Taylor, A. J., ... & Whitesell, N. (2020). A lifespan model of ethnic-racial identity. Research in Human Development, 17(2-3), 99-129.
Egalite, A. J., Kisida, B., & Winters, M. A. (2015). Representation in the classroom: The effect of own-race teachers on student achievement. Economics of Education Review, 45, 44-52.
Eichengreen, A., Zaidman-Zait, A., Most, T., & Golik, G. (2022). Resilience from childhood to young adulthood: Retrospective perspectives of deaf and hard of hearing people who studied in regular schools. Psychology & Health, 37(3), 331-349.
García Franco, A., Ferrara Reyes, L., & Gómez Galindo, A. A. (2022). Culturally relevant science education and critical thinking in indigenous people: bridging the gap between community and school science. Critical Thinking in Biology and Environmental Education: Facing Challenges in a Post-Truth World, 55-72.
Gershenson, S., Hart, C. M., Hyman, J., Lindsay, C. A., & Papageorge, N. W. (2022). The long-run impacts of same-race teachers. American Economic Journal: Economic Policy, 14(4), 300-342.
Gosso, Y. (2010). Play in different cultures. Children and Play, 80-98.
Harris‐Britt, A., Valrie, C. R., Kurtz‐Costes, B., & Rowley, S. J. (2007). Perceived racial discrimination and self‐esteem in African American youth: Racial socialization as a protective factor. Journal of Research on Adolescence, 17(4), 669-682.
Heidelburg, K., Phelps, C., & Collins, T. A. (2022). Reconceptualizing school safety for Black students. School Psychology International, 43(6), 591-612.
Horton, C., & Carlile, A. (2022). “We Just Think of Her as One of the Girls”: Applying a Trans Inclusion Staged Model to the Experiences of Trans Children and Youth in UK Primary and Secondary Schools. Teachers College Record, 124(8), 168-191.
Kotler, J. A., Haider, T. Z., & Levine, M. H. (2019). Identity matters: Parents' and educators' perceptions of children's social identity development. Sesame Workshop.
Kotler, J. A., Haider, T. Z., & Levine, M. H. (2019). Identity matters. Sesame Workshop.
Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108(3), 677-692.
Le Menestrel, S., Duncan, G., & National Academies of Sciences, Engineering, and Medicine. (2019). A Demographic Portrait of Child Poverty in the United States. A Roadmap to Reducing Child Poverty.
Lesane-Brown, C. L., Brown, T. N., Tanner-Smith, E. E., & Bruce, M. A. (2010). Negotiating boundaries and bonds: Frequency of young children's socialization to their ethnic/racial heritage. Journal of Cross-Cultural Psychology, 41(3), 457-464.
Malin, H. (2012). Creating a children's art world: Negotiating participation, identity, and meaning in the elementary school art room. International Journal of Education & the Arts, 13(6).
Marcelo, A. K., & Yates, T. M. (2019). Young children's ethnic–racial identity moderates the impact of early discrimination experiences on child behavior problems. Cultural Diversity and Ethnic Minority Psychology, 25(2), 253.
Master, A., Meltzoff, A. N., & Cheryan, S. (2021). Gender stereotypes about interests start early and cause gender disparities in computer science and engineering. Proceedings of the National Academy of Sciences, 118(48), e2100030118.
Master, A. (2021). Gender stereotypes influence children's STEM motivation. Child Development Perspectives, 15(3), 203-210.
McKown, C., & Strambler, M. J. (2009). Developmental antecedents and social and academic consequences of stereotype‐consciousness in middle childhood. Child Development, 80(6), 1643-1659.
McKown, C., & Weinstein, R. S. (2003). The development and consequences of stereotype consciousness in middle childhood. Child Development, 74(2), 498-515.
McManus, B. M., Richardson, Z., Schenkman, M., Murphy, N., & Morrato, E. H. (2019). Timing and intensity of early intervention service use and outcomes among a safety-net population of children. JAMA Network Open, 2(1), e187529-e187529.
McWayne, C. M., & Melzi, G. (2014). Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children. Journal of Family Psychology, 28(2), 260.
Mejia-Arauz, R., Correa-Chavez, M., Ohrt, U. K., & Aceves-Azuara, I. (2015). Collaborative work or individual chores: The role of family social organization in children's learning to collaborate and develop initiative. Advances in Child Development and Behavior, 49, 25-51.
Miller-Cotto, D., & Byrnes, J. P. (2016). Ethnic/racial identity and academic achievement: A meta-analytic review. Developmental Review, 41, 51-70.
Mills, L. A., & Katzman, W. (2015). Examining the effects of field trips on science identity. International Association for Development of the Information Society.
Mills, M. T., & Washington, J. A. (2015). Managing two varieties: Code-switching in the educational context. in Jennifer Bloomquist, Lisa J. Green, and Sonja L. Lanehart (eds), The Oxford Handbook of African American Language (2015; online edn, Oxford Academic, 6 Aug. 2015).
Morales, D. X., Grineski, S. E., & Collins, T. W. (2023). Racial/ethnic and gender inequalities in third grade children's self-perceived STEM competencies. Educational Studies, 49(2), 402-417.
Morales, D. X., Prieto, N., Grineski, S. E., & Collins, T. W. (2019). Race/ethnicity, obesity, and the risk of being verbally bullied: a national multilevel study. Journal of Racial and Ethnic Health Disparities, 6, 245-253.
Neblett Jr, E. W., White, R. L., Ford, K. R., Philip, C. L., Nguyen, H. X., & Sellers, R. M. (2008). Patterns of racial socialization and psychological adjustment: Can parental communications about race reduce the impact of racial discrimination?. Journal of Research on Adolescence, 18(3), 477-515.
Ochs, E., & Izquierdo, C. (2009). Responsibility in childhood: Three developmental trajectories. Ethos, 37(4), 391-413.
Payne, E., & Smith, M. (2013). LGBTQ kids, school safety, and missing the big picture: How the dominant bullying discourse prevents school professionals from thinking about systemic marginalization or… why we need to rethink LGBTQ bullying. QED: A Journal in GLBTQ Worldmaking, (1), 1-36.
Phinney, J. S., & Ong, A. D. (2007). Multigroup Ethnic Identity Measure—Revised. Journal of Counseling Psychology.
Priest, N., Paradies, Y., Trenerry, B., Truong, M., Karlsen, S., & Kelly, Y. (2013). A systematic review of studies examining the relationship between reported racism and health and wellbeing for children and young people. Social Science & Medicine, 95, 115-127.
Robertson, A. O., Tadić, V., & Rahi, J. S. (2021). This is me: A qualitative investigation of young people's experience of growing up with visual impairment. Plos One, 16(7), e0254009.
Rogers, L. O., Zosuls, K. M., Halim, M. L., Ruble, D., Hughes, D., & Fuligni, A. (2012). Meaning making in middle childhood: An exploration of the meaning of ethnic identity. Cultural Diversity and Ethnic Minority Psychology, 18(2), 99.
Rogoff, B., Mejía-Arauz, R., & Correa-Chávez, M. (2015). A cultural paradigm—Learning by observing and pitching in. Advances in Child Development and Behavior, 49, 1-22.
Ruble, D. N., Martin, C. L., & Berenbaum, S. A. (2006). Gender Development. Handbook of Child Psychology, Social, Emotional, and Personality Development, 858-932. John Wiley & Sons.
Rucinski, C. L. (2019). Variation in Exposure to Early Elementary Classroom Racial/Ethnic Diversity and Child Development in a Nationally Representative Sample (Doctoral dissertation, Fordham University).
Serrano-Villar, M., & Calzada, E. J. (2016). Ethnic identity: Evidence of protective effects for young, Latino children. Journal of Applied Developmental Psychology, 42, 21-30.
Shachnai, R., Kushnir, T., & Bian, L. (2022). Walking in her shoes: Pretending to be a female role model increases young girls' persistence in science. Psychological Science, 33(11), 1818-1827.
Simons, R. L., Murry, V., McLoyd, V., Lin, K. H., Cutrona, C., & Conger, R. D. (2002). Discrimination, crime, ethnic identity, and parenting as correlates of depressive symptoms among African American children: A multilevel analysis. Development and Psychopathology, 14(2), 371-393.
Smetana, J. G. (2017). Current research on parenting styles, dimensions, and beliefs. Current Opinion in Psychology, 15, 19-25.
Stengelin, R., Hepach, R., & Haun, D. B. (2020). Cultural variation in young children's social motivation for peer collaboration and its relation to the ontogeny of Theory of Mind. PLoS One, 15(11), e0242071.
Talafian, H., Moy, M. K., Woodard, M. A., & Foster, A. N. (2019). STEM identity exploration through an immersive learning environment. Journal for STEM Education Research, 2, 105-127.
Torres, R. A. (2022). Mexican American Mother's Socialization of Prosocial Behavior and Emotion.
Trent, M., Dooley, D. G., Dougé, J., Cavanaugh, R. M., Lacroix, A. E., Fanburg, J., & Wallace, S. B. (2019). The impact of racism on child and adolescent health. Pediatrics, 144(2).
Vezzali, L., Gocłowska, M. A., Crisp, R. J., & Stathi, S. (2016). On the relationship between cultural diversity and creativity in education: The moderating role of communal versus divisional mindset. Thinking Skills and Creativity, 21, 152-157.
't Gilde, J., & Volman, M. (2021). Finding and using students' funds of knowledge and identity in superdiverse primary schools: a collaborative action research project. Cambridge Journal of Education, 51(6), 673-692.