Research
Parent Cultural and Religious Socialization
Book
Seider, S. & Daza, K. (forthcoming 2028). Parenting in mixed race and mixed faith families: Nurturing connection while navigating difference. Routledge.
Academic Papers
Huang, M., Zhu, C., Daza, K., & Seider, S. (in press). ‘They’re not half’: Parents’ cultural socialization goals and approaches in Asian-White multiracial families. Asian American Journal of Psychology.
Daza, K. & Seider, S. (in press). How multiethnic-racial emerging adults describe and understand their parents’ ethnic-racial socialization practices. Emerging Adulthood.
Daza, K., Huang, M., Henry, D., Edwards, E.C., Alford, B., Huguley, J & Seider, S. (in press). Parental cultural socialization goals and critical consciousness in two samples of BIPOC and White adolescents. Applied Developmental Science.
Seider, S., Magri, E., & Snyder, J. (2025). Investigating the associations between parent faith socialization practices and young adult’s character formation. Journal of Character Education, 21 (1-2), 1-24.
Seider, S., Huguley, J., McCobb, E., Titchner, D., Xu, H., Ward, K., & Zheng, Y. (2023). How parents in multiethnic-racial families share cultural assets with their children. Race & Social Problems, 15, 1-4.
Seider, S., & Huguley, J. P. (2023). Ethnic-racial socialization in multiracial families: Emerging findings and future directions. Race and Social Problems, 15(1), 1-4.
Public Writing
Seider, S., Carpenter, A., Kang, C., Titchner, D., Xu, H., & Zheng, Y. (2021 November 23). What multicultural families can teach kids about character. Greater Good Magazine.
Youth Critical Consciousness
Books
Seider, S., El-Amin A., & Bott, J. (2025). Educating for justice: Schoolwide strategies to prepare students to recognize, analyze, and challenge inequity. Association for Supervision & Curriculum Development.
Seider, S. & Graves, D. (2020). Schooling for critical consciousness: Engaging Black and Latinx students in analyzing, navigating, and challenging racial injustice. Harvard Education Press.
Academic Papers
Fogelman, S., Alford, B., Diaz, B., Daza, K., & Seider, S. (in press). Exploring advisory as a space for belonging for justice. Middle School Journal.
Fogelman, S., Graves, S., Diaz, B., Alford, B., Daza, K., Le, T., Dobbs, C., & Seider, S. (in press). Advisory as a space for nurturing critical consciousness in middle school students. Middle Grades Research Journal.
Alford, B., Edwards, E., Daza, K., Diaz, B., Fogelman, S., Le, T., Huang, M., Dobbs, C., Graves, D., & Seider, S. (2026). Investigating advisory as a space for nurturing young adolescents’ civic development and critical consciousness. Research in Middle Level Education, 46(2), 1-24.
Diaz, B., Edwards, E., & Seider, S. (2025). Investigating the influence between commitment to activism and an achievement-as-resistance orientation in Black and Latinx adolescents. Journal of Adolescent Research, 40 (5), 1195-1228.
Seider, S., Edwards, E., Henry, D., Huguley, J., Diaz, B., & Daza, K. (2023). Investigating the relation between youth critical consciousness and academic achievement for adolescents of color and White adolescents, Cultural Diversity & Ethnic Minority Psychology, 29(4), 516-529.
Suzuki, S., May, S., & Seider, S. (2023). Associations between hope and trajectories of critical consciousness among U.S. youth of color. Journal of Research on Adolescence, 33, 1235-1253.
Graves, D., El-Amin, A., & Seider, S. (2023). Tools of whiteness and teaching for critical consciousness. In E. Godfrey & L. Rapa (eds.), Developing critical consciousness in youth: Context and settings (pp. 17-40). Cambridge University Press.
Diaz, B., May, S. & Seider, S. (2023). Black and Latinx adolescents’ developing understandings of poverty, inequality, and opportunity. Applied Developmental Science, 27(2), 115-135.
Seider, S., Graves, D., Kelly, L., El-Amin, E., Clark, S., Soutter, M., Jennett, P, & Tamerat, J. (2023). The development of critical consciousness in adolescents of color attending “opposing” schooling models. Journal of Adolescent Research, 38(1), 3-47.
May, S., Seider, S., El-Amin, A., Diaz, B. & Graves, D. (2022). Black and Latinx adolescents’ developing commitment to anti-racist activism over four years of high school. Journal of Research on Adolescence, 32(3), 1020-1041.
Seider, S., Diaz, B., & Graves, D. (2022). The development of awareness of racism in adolescents of color over four years of high school. Journal of Community Psychology, 50(1), 64-89.
†Seider, S., Clark, S., & Graves, D. (2020). The development of critical consciousness and its relation to academic achievement in adolescents of color. Child Development, 91(2), 451-474.
Clark, S., & Seider, S. (2020). The role of curiosity in the sociopolitical development of Black and Latinx adolescents. Journal of Research on Adolescence, 30 (1), 189-202.
Seider, S., El-Amin, A., & Kelly, L. (2020). The development of critical consciousness. In L. Arnett Jensen (Ed.), Oxford handbook of moral development: An interdisciplinary perspective (pp. 360-385). Oxford, UK: Oxford University Press.
Seider, S., Kelly, L., Clark, S., Jennett, P., Graves, D., El-Amin, A., Soutter, M., Malhotra, S. & Cabral, M. (2020). Fostering the sociopolitical development of African American and Latinx adolescents to analyze and challenge racial and economic inequality. Youth & Society, 52(5), 756-795.
Seider, S., Clark, S., Graves, D., Kelly, L., El-Amin, A., Soutter, M, & Jennett, P. (2019). Black and Latinx adolescents’ developing beliefs about poverty and associations with their awareness of racism. Developmental Psychology, 55(3), 509-524.
Seider, S., Graves, D., El-Amin, A., Soutter, M., Tamerat, J., Jennett, P., Clark, S., Johannsen, J., & Malhotra, S. (2017). Developing sociopolitical consciousness of race and class inequality in adolescents attending progressive and no excuses urban charter high schools. Applied Developmental Science, 22(3), 169-187.
Seider, S., Tamerat, J., Clark, S., & Soutter, M. (2017). Investigating adolescents’ critical consciousness development through a character framework. Journal of Youth & Adolescence, 46(6), 1162-1168.
Clark, S., & Seider, S. (2017). Developing critical curiosity in adolescents. Equity & Excellence in Education, 50(2), 125-141.
Seider, S., Graves, D., El-Amin, A., Clark, S., Soutter, M., Tamerat, J., Jennett, P., Gramigna, K., Yung, J, Kenslea, M. & *Sklarwitz, S. (2016). Preparing adolescents attending progressive and no excuses urban charter high schools to analyze, navigate, and challenge race and class inequality. Teachers College Record, 118(12), 1-54.
Seider, S. (2011). The role of privilege as identity in adolescents' beliefs about homelessness, opportunity, and inequality. Youth & Society, 43(1), 333-364.
Seider, S., & Huguley, J. (2009). Aspiring teachers, urban youth, and conflicting perspectives on the social contract. Equity and Excellence in Education, 42 (3) 294-312.
Seider, S. (2009). The trouble with teaching ethics on trolley cars and train tracks. Journal of Moral Education, 38 (2), 219-236.
Seider, S. (2009). Overwhelmed and immobilized: Raising the consciousness of privileged young adults about world hunger and poverty. International Studies Perspectives, 10 (1), 60-76.
Seider, S. (2008). ‘Bad things could happen’: How fear impedes the development of social responsibility in privileged adolescents. Journal of Adolescent Research, 23 (6), 647-666.
Seider, S. (2008). Resisting obligation: How privileged adolescents conceive of their responsibilities to others. Journal of Character Education, 6 (1), 3-19.
Public Writing
El-Amin, A., & Seider, S. (2026 February 18). Five ways to teach critical thinking in challenging times. Greater Good Magazine.
Seider, S., Diaz, B., May, S., & Graves, D. (2022 January 12). Moving beyond stock stories about racism: Three classroom practices that can inspire your antiracist teaching practices and help students uncover concealed stories about racism. Educational Leadership (Online Exclusive).
Seider, S., & Graves, D. (2020 March). Raise their voices: By fostering political agency, schools can ramp up students’ civic knowledge and engagement. Educational Leadership, 77(6), 36-40.
Seider, S., & Graves, D. (2020 January). Making SEL culturally competent: Teaching students about oppression and critical consciousness is a vital component of social-emotional learning. Edutopia.
El-Amin, A., Seider, S., Graves, D., Tamerat, J., Clark, S., Soutter, M., Johannsen, J., & Malhotra, S. (2017 February). Critical consciousness: A key to student achievement. Phi Delta Kappan, 18-23.
Seider, S., Clark, S., & Soutter, M. (2015). A critically conscious approach to fostering the college-going success of students from underrepresented groups. Journal of College & Character, 16(4), 253-262.
Schools and Character Development
Book
Seider, S., Clark, S., & Soutter, M. (2025). Character compass: Four directions for building powerful school culture and student success, 2nd edition. Harvard Education Press.
Academic Papers
Clark, S., Harbaugh, A., & Seider, S. (2021). Teaching questions fosters adolescent curiosity. Applied Developmental Science, 25(3), 240-259.
Clark, S., Harbaugh, A., & Seider, S. (2019). Fostering adolescent curiosity through a question brainstorming intervention. Journal of Adolescence, 75, 98-112.
Seider, S., Jayawickreme, E., & Lerner, R. (2017). Theoretical and empirical bases of character development in adolescence: A view of the issues. Journal of Youth & Adolescence, 46(6), 1149-1152.
Seider, S., Tamerat, J., Clark, S., & Soutter, M. (2017). Investigating adolescents’ critical consciousness development through a character framework. Journal of Youth & Adolescence, 46(6), 1162-1168.
Seider, S., Soutter, M. & Clark, S. (2016). The role of character development in fostering student success at school. In. K. Wentzel & G. Ramani (Eds.), Handbook on social influences on social-emotional, motivational and cognitive outcomes in school contexts (pp. 293-311). Hoboken, NJ: Wiley-Blackwell.
Seider, S., Novick, S., & Gomez, J. (2013). The effects of privileging the moral or performance character development of urban adolescents. Journal of Early Adolescence, 33(6), 784-818.
Seider, S., Gilbert, J., Novick, S., & Gomez, J. (2013). The role of moral and performance character strengths in predicting achievement and conduct among urban middle school students. Teachers College Record, 115(8), 1-18.
Seider, S., Novick, S., & Gomez, J. (2013). Cultivating the academic integrity of urban adolescents with ethical philosophy programming. Peabody Journal of Education, 88(2), 142-158.
Public Writing
Clark, S. & Seider, S. (2014). Engaging college students and cadets in training tomorrow’s leaders of character. Journal of College & Character, 15(4), 1-6.
Soutter, M. & Seider, S. (2013). College access, student success, and the new character education. Journal of College & Character, 14(4), 351-356.
Seider, S. (2013). Effort determines success at Roxbury Prep. Phi Delta Kappan, 95(2), 28-32.
Seider, S., & Novick, S. (2011). Life lessons from the philosophers: A Boston school does its part to close the achievement gap. Educational Leadership, 69(1), 74-78.
College and Community Service Learning
Book
Butin, D. & Seider, S. (Eds.). (2012). The engaged campus: Certificates, minors, and majors as the new community engagement. Springer.
Academic Papers
Whillans, A.V., Seider, S.., Dwyer, R., Chen, L., Novick, S., Graminga, K.J., Mitchell, B.A., Salvei, V., Dickerson, S.S., & Dunn, E.W. (2016). Does volunteering improve well-being and physical health? Comprehensive Results in Social Psychology, 1(1-3), 35-50.
Seider, S., Huguley, J., & Novick, S. (2013). College students, diversity and community service learning. Teachers College Record, 115(3), 1-44.
Seider, S. (2012). The influence of parental support upon the community service learning experiences of American college students. Education, Citizenship & Social Justice, 7(3), 271-288.
Seider, S., Rabinowicz, S., & Gillmor, S. (2012). Differential outcomes for American college students engaged in community service learning involving youth and adults. Journal of Experiential Education, 35(3), 447-463.
Seider, S., Gillmor, S., & Rabinowicz, S. (2012). The impact of community service learning upon the expected political voice of participating college students. Journal of Adolescent Research, 27(1), 44-77.
Seider, S., Rabinowicz, S., & Gillmor. S. (2011). The impact of philosophy and theology service-learning experiences upon the public service motivation of participating college students. Journal of Higher Education, 82(5), 597-628.
Seider, S. & Taylor, J. (2011). Broadening college students’ interest in philosophical education through community service learning. Teaching Philosophy, 34(3), 197-218
Seider, S. (2011). Deepening college students’ interest in religion and theology through community service learning. Teaching Theology & Religion, 14(3), 205-225.
Seider, S., Gillmor, S., & Rabinowicz, S. (2011). The impact of community service learning upon the worldviews of business majors vs. non-business majors at an American university. Journal of Business Ethics, 98 (3), 458-504.
Seider, S., Rabinowicz, S., & Gillmor, S. (2011). Community service learning and conceptions of poverty among American college students. Analyses of Social Issues & Public Policy, 11 (1) 105-126.
Seider, S., Gillmor, S., & Rabinowicz, S. (2010). Complicating college students’ conception of the American Dream through community service learning. Michigan Journal of Community Service Learning, 17 (1), 5-19.
Seider, S. (2007). Catalyzing a commitment to community service in emerging adults. Journal of Adolescent Research, 22 (6), 612-639.
Seider, S. (2007). Frame-changing experiences and the freshman year: Catalyzing a commitment to service-work and social action. Journal of College and Character, 8 (2), 1-18.
Seider, S. (2006). Frame-changing experiences: A key to the development of a commitment to service-work and social action in young adults. Journal for Civic Commitment, 4 (2), 1-14.
Public Writing
Seider, S., & Hillman, A. (2011). Challenging privileged college students’ ‘othering’ language in community service learning. Journal of College & Character, 12(3), 1-7.
Novick, S., Seider, S., & Huguley, J. (2011). Engaging college students from diverse backgrounds in community service learning. Journal of College & Character, 12(1), 1-8.
Seider, S. (2010). Developing the ethical minds of gifted adolescents. Gifted Education International, 27(2), 132-148.
Seider, S. (2009). Social justice in the suburbs: Challenges to engaging privileged youth in social action. Educational Leadership, 66(8), 54-58.