PREVIOUS Projects

* graduate student/postdoc author, # undergraduate student author

Merging Developmental and Educational Perspectives on Ethnic-Racial Identity and Socialization to Foster Culturally Responsive Education

This interdisciplinary research project was a collaboration between the Virginia Commonwealth University Department of Psychology, the School of Education, the Metropolitan Educational Research Consortium, & community partner Village of Wisdom.

Black and Latinx youth are disproportionately at-risk for educational inequities, and our goal was to center the expertise of parents, involving educators, researchers, and middle schoolers, and leverage interdisciplinary research to create a culturally responsive spaces that create knowledge and identify solutions for inequality. This project had two goals:

1) Create an integrative framework based on developmental science perspectives on youths’ ethnic-racial identity development and family ethnic-racial socialization and educational perspectives on funds of knowledge and culturally responsive education. Then, work with a core advisory team of family engagement specialists, culturally responsive trained educators, and Black and Latino parents and youth to refine the model.

2) Engage Black and Latine parents and middle schoolers and educational stakeholders in multiple focus groups to translate the integrative framework into a content for professional development curriculum for middle school teachers. Select publications from this project:

  • Parkhouse, H., Williams, C. D., Lozada, F. T., Senechal, J., *Racelis, T., & *Golden, C. (2026). Centering ethnic-racial identity in education framework: A culturally affirming approach to home-school collaborations with Black and Latine youth and families. Educational Researcher, 55(1), 55-63. https://doi.org/10.3102/0013189X251355512 ‍ ‍

Black College Students' Mental Health and Cultural Experiences

This study aimed to deepen our understanding of the factors that support and promote positive mental health among Black American college students. While much of the existing research focuses on mental health challenges and disparities, this study centers on cultural strengths, wellness, resilience, and the everyday behaviors that contribute to emotional well-being and overall mental health.

By exploring students’ experiences, the study sought to identify promotive behaviors, supportive environments, and culturally relevant factors that positively influenced mental health outcomes. It is our goal that findings from this research may help inform future research and programs designed to better support the mental health and well-being of Black American college students. The study was led by PhD student Chloe Walker and Dr. Williams. Select publications from this project: ‍

  • Walker, C. J., Williams, C. D., Santana, A., Hood, K. B., Lozada, F. T., Winter, M. A., & Corley, N. (2025). Processes underlying Black American emerging adults’ mental health: Examining the roles of mental health literacy, ethnic-racial identity, and self-care. Journal of Black Psychology, 51(5), 581-616. https://doi.org/10.1177/00957984251339933‍ ‍

Disparities & experiences of ethnic & racial minoritized students before, DURING, & AFTER the pandemic

This initiative was led by the Minoritized Ethnic and Racial Students’ Experiences Working Group, which is composed of faculty, postdoctoral fellows, graduate students, & undergraduate students. Dr. Williams is the former chair and current member of the group.  The working group examined data that was collected before the pandemic and was part of the Spit for Science Project. The working group’s goal was to investigate the unique experiences of ethnic and racial minoritized students during the COVID-19 pandemic. Select publications from this project:

  • Williams, C. D., Christophe, N. K., *Ega Fant, A., Bravo, D. Y., Brown, K., Pham, A., #Safdar, M., #Saint Fleur, K., Hood, K. B., Moreno, O., Valrie, C., Vassileva, J., Dick, D. M., & Amstadter, A. B. (in press). Racial discrimination predicting sleep: Examining social media and television use/digital media use during the COVID-19 pandemic as moderators among college students of color. Journal of Racial and Ethnic Health Disparities. https://doi.org/10.1007/s40615-026-02901-7

  • Williams, C. D., Moreno, O., Hood, K. B., Santana, A., Johnson, K. F., Kuo, S. I., Garcia-Rodriguez, I., *Mushunje, R., Elias, M. J., The Spit for Science Working Group, Vassileva, J., Dick, D. M., Amstadter, A. B., & Bravo, D. Y. (2025). Longitudinal associations between well-being and academic achievement throughout the COVID-19 pandemic: Testing the moderating role of academic stress among first-generation and continuing college students. Journal of Diversity in Higher Education, 18(Suppl 1), S100-S110. https://doi.org/10.1037/dhe0000548

  • Williams, C. D., #Gade, S., Johnson, K. F., Peterson, R. E., Moreno, O., Hood, K. B., *Santana, A., Vassileva, J.,Dick, D. M., Amstadter, A. B., Chartier, K. G., & Bravo, D. Y. (2024). The longitudinal mediating role of sleep in associations between COVID-19 stressors predicting mental and physical health outcomes among emerging adult college students. Stress and Health, 40(5): e3416. https://doi.org/10.1002/smi.3416

  • Johnson, K. F., Hood,K. B.,Moreno, O., *Fuentes, L., Williams, C. D., Vassileva, J.,Amstadter, A. B., Dick, D. M., & The Spit for Science Working Group (2023). COVID-19 induced inequalities and mental health: Testing the moderating roles of self-rated health and race/ethnicity. Journal of Racial and Ethnic Health Disparities, 10, 2093–2103. https://doi.org/10.1007/s40615-022-01389-1

  • Williams, C. D., DeLaney, E. N., Moreno, O., Santana, A., Fuentes, L., Muñoz, G., *Elias, M. J., Johnson, K. F., Peterson, R. E., Hood, K. B., Vassileva, J., Dick, D. M., & Amstadter, A. B. (2023). Interactions between COVID-19 family home disruptions and relationships predicting college students’ mental health over time. Journal of Family Psychology, 37(5), 592-602. https://doi.org/10.1037/fam0001085

  • Williams, C. D., Hood,K. B.,Moreno, O., Chartier, K. G., Johnson, K. F., Townsend, T. G., Kuo, S. I., The Spit for Science Working Group, Vassileva, J. L.,Dick, D. M., & Amstadter, A. B. (2021). The impact of COVID-19 disruptions and perceived discrimination on well-being and posttraumatic stress disorder symptoms: Testing the moderating role of exercise among African American and Asian American emerging adults. Emerging Adulthood, 9(5), 506-515. https://doi.org/10.1177/21676968211038793 ‍

cultural experiences of ethnically-racially diverse emerging adult college students

This project was part of the Spit for Science Project, which is a university-wide study examines the genetic and environmental factors related to college students’ outcomes. The EMPOWER Youth Lab added measures to the larger study to better understand how cultural factors (e.g., ethnic-racial identity and discrimination) play a role in ethnic-racially diverse college students’ experiences and outcomes. Select publications from this project:‍ ‍

  • *Elias, M. J., *DeLaney, E. N., Williams, C. D., #Hawa, S., *Walker, C. J., Lozada, F. T., Su, J., The Spit for Science Working Group, & Dick, D. M. (2022). Cultural socialization and ethnic-racial identity mediated by positive and negative conversations about race: Exploring differences among Asian American, African American, Latinx, Multiracial, & White students. Identity: An International Journal of Theory and Research, 22(4), 282-297. https://doi.org/10.1080/15283488.2021.1999815

  • *DeLaney, E. N., Williams, C. D., Jones, S. C. T., Corley, N., Lozada, F. T., *Walker, C. J., Spit for Science Working Group, & Dick, D. M. (2022). Black college students’ ethnic-racial 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

  • *Walker, C., J., Williams, C. D., Cage, J., *DeLaney, E. N., Lozada, F. T., the Spit for Science Working Group, & 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

  • *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 and Ethnic Minority Psychology, 27(2), 169-175. https://doi.org/10.1037/cdp0000335

A Lifespan Conceptual Model of Ethnic-Racial Identity

In ethnic-racial identity research, there has been more attention focused on adolescents, with less on young children, and no bridge merging work in different developmental periods. This has created limitations in theory and measurement of components of ethnic-racial identity. Funded by the National Science Foundation, several ERI scholars formed a working group to conceptualize a lifespan model of ethnic-racial identity. Publications from this project:

  • Williams, C. D., Byrd, C. M., Quintana, S. M., *Anicama, C., Kiang, L., Umaña-Taylor, A. J., Calzada, E. J., Pabón Gautier, M. C., *Ejesi, K., *Tuitt, N. R., *Martinez-Fuentes, S., *White, L., Marks, A. K., Rogers, L. O., & Whitesell, N. (2020). A lifespan model of ethnic-racial identity. Research in Human Development, 17(2-3), 99-129. https://doi.org/10.1080/15427609.2020.1831882

  • Marks, A. K., Calzada, E., Kiang, L., Pabón Gautier, M. C., *Martinez-Fuentes, S., *Tuitt, N. R., *Ejesi, K., Rogers, L. O., Williams, C. D., & Umaña-Taylor, A. (2020). Applying the lifespan model of ethnic-racial identity: Exploring affect, behavior, and cognition to promote well-being. Research in Human Development, 17(2-3), 154-176. https://doi.org/10.1080/15427609.2020.1854607

  • Rogers, L. O., Kiang, L., *White, L., Calzada, E. J., Umaña-Taylor, A. J., Byrd, C. M., Williams, C. D., Marks, A., & Whitesell, N. A. (2020). Persistent concerns: Questions for research on ethnic-racial identity development. Research in Human Development, 17(2-3), 130-153. https://doi.org/10.1080/15427609.2020.183188 ‍

Ancestry DNA, Ethnic-racial identity, & cultural experiences

This was a collaborative study focused on genetic literacy, ancestry DNA, and ethnic-racial identity among emerging adult college students. Personalized, DNA-based ancestry testing is a popular aspect of direct-to-consumer genetic testing. While studies suggest that individuals of color make up a large portion of the personalized genetic testing market, the majority of research in this area has focused on individuals with European ancestry. The goal of the study was to investigate the impact of DNA ancestry testing on diverse individuals’ emotions/feelings related to receiving ancestral DNA results, cultural experiences, well-being, and ethnic-racial identity. Select publications from this project:

  • *Elias, M. J.,Williams, C. D., Bravo, D. Y., #Safdar, M., Santana, A., Smith, T., Adkins, A., Lozada, F. T., Thomas, N., Bolte, C., & Dick, D. M. (2025). The moderating role of discrimination in the association between same-race/ethnicity friends and negative ethnic-racial identity affect over time.Emerging Adulthood, 13(1), 222-230. https://doi.org/10.1177/21676968241285113

  • *DeLaney, E. N., Williams, C. D., Elias, M. J., *Walker, C. J., Smith, T. H., Adkins, A., Lozada, F. T., & Dick, D. M. (2023). Racial discrimination and depressive symptoms mediated by conversations about race among students of color. Journal of American College Health, 71(9), 2835-2839. https://doi.org/10.1080/07448481.2021.1998071

  • Williams, C. D.,Smith, T. H., 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, 9(4), 422-428. https://doi.org/10.1177/21676968211020880

This project was part of a larger Supporting MAMI (Mexican-origin Adolescent Mothers and their Infants) Project at Arizona State University that focused on developmental, cultural and family relationship factors among Mexican-origin teen mothers, their mother figures and their children across six years. In the last few years of the study, Dr. Williams was funded by the National Institute of Child Health and Human Development to create measures to understand caregivers’ cultural socialization attitudes and behaviors with young children, and a series of tasks to examine five-year-old children’s ethnic-racial identity and cultural experiences. The lab continued disseminating findings from this project for several years. Select publications from this project:

  • *Hailu, S., Williams, C. D., Bravo, D. Y., Umaña-Taylor, A. J., Jahromi, L. B., & Updegraff, K. A. (2024). Skin tone and academic readiness among young Mexican-origin children: Testing the moderating role of ethnic-racial identity attitudes and centrality. Journal of Latinos and Education, 23(5), 1730-1743. https://doi.org/10.1080/15348431.2024.2327411

  • Williams, C. D., Bell, A. D.,DeLaney, E. N., Umaña-Taylor, A. J., Jahromi, L. B., & Updegraff, K. A. (2023). Children’s ethnic-racial identity and mothers’ cultural socialization as protective in relations between sociocultural risk factors and children’s internalizing behaviors. Cultural Diversity and Ethnic Minority Psychology, 29(4), 459-470. https://doi.org/10.1037/cdp0000619

  • 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 and Ethnic Minority Psychology, 28(2), 158-170. https://doi.org/10.1037/cdp0000511

  • Williams, C. D., Umaña-Taylor, A. J., Updegraff, K. A., & Jahromi, L. B. (2021). Measuring Mexican-origin children’s ethnic-racial identity attitudes, centrality, and knowledge in early childhood. Journal of Applied Developmental Psychology, 75, 101290. https://doi.org/10.1016/j.appdev.2021.101290‍ ‍

  • Williams, C. D., Bravo, D. Y, Umaña-Taylor, A. J., Updegraff, K. A., Jahromi, L. B., *Martinez-Fuentes, S., &*Elias, M. J. (2020). Intergenerational transmission of cultural socialization and effects on young children’s developmental competencies among Mexican-origin families. Developmental Psychology, 56(2), 199–207. https://doi.org/10.1037/dev0000859‍

  • 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), 2078-2091. https://doi.org/10.1037/dev0000386

  • Derlan, C. L., Umaña-Taylor, A. J., Toomey, R. B., Jahromi, L. B, & Updegraff, K. A. (2016). Measuring cultural socialization attitudes and behaviors of Mexican-origin mothers with young children: A longitudinal investigation. Family Relations, 65, 477-489. https://doi.org/10.1111/fare.12196

Mexican Children’s Ethnic-Racial Identity