Director of Undergraduate and Graduate Studies
Department of Psychology
Office: 73 Tremont Street, Rm. 8018
- PhD, Brown University
- BA, Cornell University
Developmental Psychology (Social & Emotional), At-risk Youth, Culture & Immigration, Identity & Mixed Methods.
How do cultural and social contexts like immigration influence youth development? How do adolescents navigate competing cultural contexts (e.g., home, school, peers) as they form their identities? How can every day social settings such as schools and peer groups promote positive development among at-risk youth? My students and I are interested in exploring person-context interactions such as these, particularly within vulnerable populations. Vulnerability can come in many forms – through poverty, discrimination from being a “minority” group member, or through legal status as an undocumented immigrant, for example. Learning about how children and adolescents from vulnerable groups thrive (or don’t thrive) is a central goal of our research. Because many of our research questions are process and context oriented in nature, our lab draws from a variety of mixed qualitative-quantitative methodological techniques. We also rely heavily on positive youth development and resiliency perspectives to inform our work. Graduate students in my lab have recently applied these methodological and theoretical orientations to thesis topics including: a meta-analysis of the effects of school-based discrimination on children and adolescents; capturing relational stress among undocumented and mixed legal status families; mixed-methods approaches to understanding risk and resiliency among urban youth with trauma; and a person-centered exploration of social and emotional stress among immigrant children in school.
Selected PublicationsMarks, A. K., Ejesi, K., McCullough, M., & Garcia Coll, C. (March 2015). The development and implications of racism and discrimination. In M. Lamb, C. Garcia Coll, & R. Lerner (Eds.), Handbook of Child Psychology and Developmental Science, Seventh Edition, Volume Three: Socioemotional Processes. New Jersey: John Wiley & Sons. ISBN: 978-1-118-13679-9
Pieloch, K. A., McCullough, M. B., & Marks, A. K. (2016). Resilience of children with refugee statuses: A research review. Canadian Psychology. 57(4), 330-339. DOI: 10.1037/cap0000073
Pieloch, K. A., Marks, A. K., & Garcia Coll, C. (2016). A person-centered exploration of children of immigrants’ social experiences and their school-based well-being. Applied Developmental Science. DOI: 10.1080/10888691.2016.1225500
Suarez-Orozco, C., Abo-Zena, M., & Marks, A. K. (September, 2015). Transitions: The Development of Immigrant Children. New York: NYU Press. *
*This book won the 2016 Society for Research on Adolescence Social Policy Award for Best Edited Book.Suarez-Orozco, C., & Marks, A. K. (2016). Immigrant students in the U.S.: Addressing their possibilities and challenges. In J. Banks, M. Suarez-Orozco, & M. Ben Perez (Eds.), Global Migration, Diversity, & Civic Education. (pp. 107-131) New York: Teacher’s College Press.
PSYCH 114H - Introduction to Psychology Honors Course
PSYCH 334 - Adolescent Development
PSYCH 428 - Psychology Honors Seminar