Deborah Rivas-Drake

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




2260 East Hall
530 Church Street

1404 School of Education Building
610 E. University Ave.
Ann Arbor, Michigan 48109-1259

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.

Selected Publications

School climate and ethnic-racial identity in school: A longitudinal examination of reciprocal associations

Camacho, T., Medina, M., Rivas-Drake, D., & Jagers, R. (in press). Journal of Community and Applied Social Psychology.

Racial identity in the context of pubertal development: Implications for adjustment

Carter, R., Seaton, E., & Rivas-Drake, D. (2017). Developmental Psychology, 53(11), 2170–2181.

Introduction to the Special Issue, “Identity Development Process and Content: Toward an Integrated and Contextualized Science of Identity” 

Galliher, R. V., Rivas-Drake, D., & Dubow, E. F. (2017). Developmental Psychology53(11), 2009-2010.

Classroom and school predictors of civic engagement patterns among Black and Latino middle school youth

Jagers, R., Lozada, F., Rivas-Drake, D., & Guillaume, C. (2017). Child Development, 88(4), 1125-1138.

Ethnic-racial identity and friendships in early adolescence

Rivas-Drake, D., Umaña-Taylor, A., Schaefer, D., & Medina, M. (2017). Child Development88(3), 710-724.

Peer network influence on ethnic-racial identity development: A multi-site investigation

Santos, C., Kornienko, O., & Rivas-Drake, D. (2017). Child Development, 88(3), 725–742.

Ethnic identity and familism among Latino college students: A test of prospective associations

Stein, G. L, Camacho, T., & Rivas-Drake, D. (2017). Emerging Adulthood, 5(2), 106-115.

Identity work: Enactment of racial-ethnic identity in everyday life

Cross, W., Roth, W., Yip, T., Seaton, E., Schwartz, S., Rivas-Drake, D., Gee, G., & Ngo, B. (2017). Identity, 17(1), 1-12.

Neighborhood characteristics and expectations of racially discriminatory experiences among African American adolescents

Witherspoon, D., Seaton, E., & Rivas-Drake, D. (2016). Child Development, 87(5), 1367-1378.

Academic socialization among Latino families: Exploring the complementary role of cultural processes

Rivas-Drake, D., & Marchand, A. (2016). Research in Human Development, 13, 225–240.

Middle school as a developmental niche for civic engagement

Guillaume, C., Jagers, R., & Rivas-Drake, D. (2015). American Journal of Community Psychology, 56(3), 321-331.

Feeling good, happy, and proud: A meta-analysis of positive ethnic-racial affect and adjustment among diverse youth

Rivas-Drake, D., Syed, M., Umaña-Taylor, A. J., Markstrom, C., French, S., Schwartz, S. J., Lee, R. M., & ERI Study Group. (2014). Child Development, 85(1), 77-102.

Ethnic and racial identity in adolescence: Implications for psychosocial, academic, and health outcomes

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). Child Development, 85(1), 40-57.

Ethnic and racial identity during adolescence and into young adulthood: An integrated conceptualization

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). Child Development, 85(1), 21-39

Methodological issues in ethnic and racial identity research: Theoretical precision, measurement issues, and research designs

Schwartz, S., Syed, M., Yip, T., Knight, G., Umaña-Taylor, A., Rivas-Drake, D., Lee, R. M., & ERI Study Group. (2014). Child Development, 85(1), 58-76.

Racial identity from adolescence to young adulthood: Does prior neighborhood experience matter?

Rivas-Drake, D. & Witherspoon, D. (2013). Child Development, 84(6), 1918-1932.