UCLA GSE&IS | Moore Hall, Box 951521 | 405 Hilgard Avenue | Los Angeles, CA 90095-1521

 

Copyright © 2010 -2011 Regents of the University of California | Research supported by the National Science Foundation, the National Institute of Health, and the Spencer Foundation

 

                            

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Principal Investigators

 

Dr. Sandra Graham

Department of Education

 

Sandra Graham is a Professor in the Human Development and Psychology Program in the Department of Education at UCLA and the University of California Presidential Chair in Education and Diversity. Her major research interests include the study of academic motivation and social development (including peer victimization and aggression) in children of color, with a special emphasis on development in school contexts that vary in racial/ethnic diversity. Her research is supported by the National Institute of Child Health and Human Development (NICHD). Professor Graham publishes in developmental, social, and educational psychology journals. Among her recent awards, she is a 2011 recipient of the Distinguished Scientific Contributions to Child Development Award from the Society for Research on Child Development (SRCD) and the 2014 E.L. Thorndike Award for Distinguished Contributions to Educational Psychology from Division 15 (Educational Psychology) of the American Psychological Association. Among her professional activities, Professor Graham is an associate editor of American Psychologist and Journal of Research on Adolescence.

Dr. Jaana Juvonen

Department of Psychology

 

Professor Juvonen studies teens’ relationships with their peers mainly in school contexts. She is particularly interested in the effects of school and classroom heterogeneity or diversity on friendships and emotional wellbeing of youth. A central goal of her work is to understand what types of environments promote social inclusion.
 

Guided by a social-contextual perspective, she conceptualizes schools and classrooms as ecological niches shaped by student composition. She is interested in various types of diversity (e.g., ethnic, body-weight, SES). Some of her latest research examines school-wide social norms that “police” conformity.

  • Juvonen, J., Kogachi, K & Graham, S. (2017). When and how do students benefit from ethnic diversity in middle school? Child Development, 89, 1268-1282.

  • Brown, C., & Juvonen, J. (2018). Insights about the effects of diversity: When does diversity promote inclusion and for whom? Journal of Applied Developmental Psychology, 59, 75–81.

  • Juvonen, J. Lessard, L., Schacter, H.L., & Enders, C. (2018). The effects of middle school weight climate on youth with higher body weight. Journal of Research on Adolescence. Online first, doi.org/10.1111/jora.12386

  • Schacter, H., L., & Juvonen, J. (2018). Dynamic changes in peer victimization and adjustment across middle school: Does friends’ victimization alleviate distress? Child Development. Online first, doi.org/10.1111/cdev.13038

  • Smith, S., D., Schacter, H., L., Enders, G., & Juvonen, J. (2018). Effects of school-level gender norm salience on adolescent adjustment. Journal of Youth and Adolescence, 47, 947–960.

  • Huitsing, G., Lodder, G., Oldenburg, B., Schacter, H. L., Salmivalli, C., Juvonen, J., & Veenstra, R. (2018). The healthy context paradox: Victims’ adjustment during an anti-bullying intervention. Journal of Child and Family Studies. https://doi.org/10.1007/s10826-018-1194-1