Deborah Rivas-Drake

Professor, School of Education; Professor, Department of Psychology, College of Literature, Science, and the Arts

Deborah  Rivas-Drake, School of Education

Dr. Deborah Rivas-Drake is a Professor of Psychology and Education at the University of Michigan, where she is also a Faculty Affiliate of the Center for the Study of Black Youth in Context and Faculty Associate in Latino/a Studies. Her research focuses on ethnic and racial processes in youth development. Together with the CASA Lab, Dr. Rivas-Drake is exploring how schools, families, peers, and communities influence the development of ethnic and racial identity, and how such identities shape youths’ academic and psychological outcomes. Current projects examine how friendships shape ethnic-racial identity and academic and social/emotional adjustment in diverse youth and how parent-adolescent processes inform ethnic-racial identity and psychosocial functioning among Latino adolescents. Her research has been published in Child Development, Developmental Psychology, Journal of Research on Adolescence, and Journal of Youth and Adolescence, among others. Dr. Rivas-Drake recently completed a term as an Associate Editor for Cultural Diversity and Ethnic Minority Psychology and is currently an Associate Editor for Developmental Psychology. Her research has been funded by the National Science Foundation, Spencer Foundation, Russell Sage Foundation, and AERA Grants Program. She recently completed Spencer Midcareer Grant.

Access the Contexts of Academic and Social Adjustment (CASA) Lab website.

Access Rivas-Drake's Google Scholar citations page.

Rivas-Drake teaches courses in the following program(s):
Combined Program in Education and Psychology


Selected Publications

Camacho, T., Medina, M., Rivas-Drake, D., & Jagers, R. (in press). School climate and ethnic-racial identity in school: A longitudinal examination of reciprocal associations. Journal of Community and Applied Social Psychology.

Carter, R., Seaton, E., & Rivas-Drake, D. (2017). Racial identity in the context of pubertal development: Implications for adjustment. Developmental Psychology, 53(11), 2170–2181.

Galliher, R. V., Rivas-Drake, D., & Dubow, E. F. (2017). Introduction to the Special Issue, “Identity Development Process and Content: Toward an Integrated and Contextualized Science of Identity.” Developmental Psychology53(11), 2009-2010.

Jagers, R., Lozada, F., Rivas-Drake, D., & Guillaume, C. (2017). Classroom and school predictors of civic engagement patterns among Black and Latino middle school youth. Child Development, 88(4), 1125-1138.

Rivas-Drake, D., Umaña-Taylor, A., Schaefer, D., & Medina, M. (2017). Ethnic-racial identity and friendships in early adolescence. Child Development88(3), 710-724.

Santos, C., Kornienko, O., & Rivas-Drake, D. (2017). Peer network influence on ethnic-racial identity development: A multi-site investigation. Child Development, 88(3), 725–742.

Stein, G. L, Camacho, T., & Rivas-Drake, D. (2017). Ethnic identity and familism among Latino college students: A test of prospective associations. Emerging Adulthood, 5(2), 106-115.

Cross, W., Roth, W., Yip, T., Seaton, E., Schwartz, S., Rivas-Drake, D., Gee, G., & Ngo, B. (2017). Identity work: Enactment of racial-ethnic identity in everyday life. Identity, 17(1), 1-12.

Witherspoon, D., Seaton, E., & Rivas-Drake, D. (2016). Neighborhood characteristics and expectations of racially discriminatory experiences among African American adolescents. Child         Development, 87(5), 1367-1378.

Rivas-Drake, D., & Marchand, A. (2016). Academic socialization among Latino families: Exploring the complementary role of cultural processes. Research in Human Development, 13, 225–240.

Guillaume, C., Jagers, R., & Rivas-Drake, D. (2015). Middle school as a developmental niche for civic engagement. American Journal of Community Psychology, 56(3), 321-331.

Rivas-Drake, D., Syed, M., Umaña-Taylor, A. J., Markstrom, C., French, S., Schwartz, S. J., Lee, R. M., & ERI Study Group. (2014). Feeling good, happy, and proud: A meta-analysis of positive ethnic-racial affect and adjustment among diverse youth. Child Development, 85(1), 77-102.

Rivas-Drake, D., Seaton, E., Markstrom, C., Schwartz, S. J., Umaña-Taylor, A. J., French, S., Syed, M., Yip, T., Lee, R. M., & ERI Study Group. (2014). Ethnic and racial identity in adolescence: Implications for psychosocial, academic, and health outcomes. Child Development, 85(1), 40-57.

Umaña-Taylor, A. J., Quintana, S. M., Lee, R. M., Cross, W. E., Rivas-Drake, D., Schwartz, S., Syed, M., Yip, T., Seaton, E., & ERI Study Group. (2014). Ethnic and racial identity during adolescence and into young adulthood: An integrated conceptualization. Child Development, 85(1), 21-39.

Schwartz, S., Syed, M., Yip, T., Knight, G., Umaña-Taylor, A., Rivas-Drake, D., Lee, R. M., & ERI Study Group. (2014). Methodological issues in ethnic and racial identity research: Theoretical precision, measurement issues, and research designs. Child Development, 85(1), 58-76.

Rivas-Drake, D. & Witherspoon, D. (2013). Racial identity from adolescence to young adulthood: Does prior neighborhood experience matter? Child Development, 84(6), 1918-1932.



6/1/2019 - ongoing Social-Emotional Learning, School Outcomes, and Civic Engagement Equity: Leveraging Family and Community Influences
Granting Agency: William T. Grant Foundation


Room 1404
2260 East Hall


Curriculum Vitae