Current Studies

Project #1. An Analysis of Punk Spaces as Archetypes for the Practice of Diversity, Equity, Inclusion and Justice

What is a punk space? What is the difference between a space and a scene? What do outsiders get wrong about punk?

Project #2. Bought into white supremacy: A Study Illuminating How the Imaginations of East Asian American Transracial Transnational Adopted People Become Conditioned by white Western Belief Systems

The aim of this study is to actively listen to and gain insights from the narratives of a group of ten East American Transracial Transnational Adopted People as they reflect on their thoughts and feelings pertaining to their lived experiences as adopted people, the messaging they received about their adoption, and the imagined alternative realities they created in their minds as they thought about what their life could have been like if they had never been adopted.

Project #3. Trans and Gender Nonconforming (TGNC) Youth in Developmental Psychology after the Publication of the DSM-V: A Systematic Review

Project #4. Community-based participatory research towards transing educational spaces

How does a trans and social justice centered educational space-intentionally co-constructed by trans educators, trans students, trans professional researchers, and families-touched-by transness- impact outcomes for trans middle school students?

Project #5. How Do Children Identifying Beyond the Gender Binary and Their Parents Understand Gender?

This study aims to investigate how children who identify beyond the gender binary understand their gender and gender-related experiences. To do this, children ages 3-8 who do not identify as always and completely being just a boy or a girl and their accompanying parent are being interviewed. The study seeks to address the following research questions:

  • How do children who identify outside of the gender binary understand their gender and gender-related experiences?
  • How do primary caregivers of these children understand their child’s gender and gender-related experiences?

Guided by these research questions, the study aims to treat these children as a distinct population deserving of study and capture in their own words their perceptions of their gender identity and experiences. In this process, parents are also being interviewed to supplement this information.

Project #6. Child-Mother attachment relationships: The secure base phenomenon in infancy and early childhood in several Latin-American contexts

In this set of studies on child-mother attachment relationships during the first 6 years we address pending questions in attachment research by testing key hypothesis and methodological issues in the Bowlby-Ainsworth perspective concerned with the (1) commonalty of children’s attachment behavior (i.e., the secure base phenomenon) and attachment representations (i.e., secure base scripts) in samples from the different countries studied; (2) relations between maternal sensitivity and child attachment security in different age and SES groups during the first six years; (3) association between sensitivity and preschoolers’ secure base behavior and incipient attachment representations (i.e., secure base scripts); and (4) relations between attachment security and children’s social competence in their interactions with peers and other adults. Those studies were conducted with samples from low and middle-low SES in Punta Arenas, Chile; middle SES in Bogotá, Colombia; middle-low SES in Greater Mexico City; low and middle-high SES in Lima, and middle SES in Cuzco, Perú; and low-middle SES in Montevideo, Uruguay.