The A.R.C. Lab at San Francisco State University is dedicated to Advancing the Rights of Children through psychological science.
Franco, M., Bottiani, J., Debnam, K., Pandey, T., Bonifay, W., Karras, J.**, & Bradshaw, C. (2024). CARES Classroom Observation Tool: Psychometrics of an Observational Measure of Culturally Responsive Practice. Journal of School Psychology, 107, 1-17. https://doi.org/10.1016/j.jsp.2024.101381
Elisha, I., Karras, J., & Ruck, M. D. (2023). Looking Within: Elevating Black Scholarly Contributions to Empirical Approaches in Human Development. The American Psychologist. https://doi.org/10.1037/amp0001055
*Emuka, C. & Karras, J. (2023). Combatting risk with resilience: How bicultural socialization of Black immigrant-origin youth relates to well-being. Journal of Adolescence, Advance Online Publication. http://doi.org/10.1002/jad.12236
Larios, R., Karras, J., Suárez-Orozco, C., *Baqee, I. (2022). Using an Iterative Approach to Systematically Observe Culturally Responsive Practices Across Classrooms. Urban Education. Advance Online Publication. https://doi.org/10.1177/00420859221139832
Karras, J., *Maker Castro, E., & *Emuka, C. (2022). Examining the Sociopolitical Development of Immigrant-Origin Youth During a Season of Social Unrest. Journal of Research on Adolescence, "Good Trouble, Necessary Trouble": Dismantling Oppression Series as part of Special Series: Dismantling Systems of Racism and Oppression during Adolescence, 1-22. https://doi-org.jpllnet.sfsu.edu/10.1111/jora.12777
*Maker, E., *López Hernández, G., Karras, J., *Novoa, A., The New Generation Class, & Suárez-Orozco, C. (2022). “Everyone Collaborated and Came Together”: The Civic Promise (and Pitfalls) of yPAR for Immigrant-Origin Students in an Era of Deportation. Cultural Diversity and Ethnic Minority Psychology, 28(3), 427–439. https://doi.org/10.1037/cdp0000429
Karras, J., *López Hernández, G, *Cabral, P., *Nguyen, S., & Suárez-Orozco, C. (2021). Taking a “Whole” Classroom Perspective: Theorizing Classroom Typologies Using Qualitative Exemplars. Urban Education. https://doi.org/10.1177/00420859211051378
Karras, J., Niwa, E., *Adesina , F., & Ruck, M. D. (2021). Confronting Whiteness: Conceptual, Contextual, and Methodological Considerations for Ethnic-Racial Socialization Research to Illuminate White Ethnic-Racial Identity Development. Journal of Social Issues, 77(4), 1305-1326. https://doi.org/10.1111/josi.12485
Karras, J., Astuto, J., Niwa, E., & Ruck, M. D. (2020). Trajectories of civic socialization in context: Examining variation among children in African American and Black immigrant families. Developmental Psychology, 56(12), 2293-2308. https://doi.org/10.1037/dev0001116
Karras., J., Elisha, I., Ruck, M. D., Tenenbaum, H. R., & Willenberg, I. A. (2019). Does Situation Matter in Conceptions of Children's Rights? An Examination of South African Children's and Mothers' Perspectives. International Journal of Children’s Rights, 27(4), 631-659. https://doi.org/10.1163/15718182-02704002
Karras, J., Astuto, J., Gjicali, K., & Allen, L. (2017). Sample Retention in an Urban Context: Exploring Influential Factors Within a Longitudinal Randomized Evaluation. American Journal of Evaluation, 40(2), 268–290. https://doi.org/10.1177/1098214017742719
Ballard, P., *Maker Castro, E., Karras, J., Warren, S., & Cohen, A. (2023). Critical Consciousness Development in the Context of a School-Based Action Civics Intervention. In E. Godfrey & L. Rapa (Eds.), Developing Critical Consciousness in Youth: Contexts and Settings (Contemporary Social Issues Series, pp. 41-59). Cambridge University Press. https://doi.org/10.1017/9781009153843
Elisha, I. M., Karras, J., & Ruck, M. D. (in press). The Civic Implications of Social Inequality: Centering Young People’s Perspectives on Resisting Oppression. To be published in J. L. Chin, Y. E. Garcia, & A. Blume (Eds.) The Psychology of Race and Ethnicity Series: Psychology of Inequity -Volume 3: Strategies and Solutions, Praeger 2023. Courtesy ABC-CLIO.
Karras, J., Ruck, M. D., Peterson-Badali, M., & *Emuka, C. (2022). Being and becoming: Centering the morality of social responsibility through children's right to participate in society. In M. Killen & J. Smetana (Eds.) Handbook of Moral Development (3rd ed.). Routledge. https://doi.org/10.4324/9781003047247-10
Karras, J., Elisha, I., & Ruck, M. D. (2021). Cultivating and Maintaining Good Mentorship. In A. Shanok & N. Elden (Eds.) Thriving in Graduate School: The Experts’ Guide. Lanham, MD: Rowman & Littlefield. https://www.thrivingingradschool.com/
Karras, J., Pells, K., Morrow, V., & Ruck, M. (2020). Poverty and human rights for children and youth through the lenses of psychology and sociology. In N. S. Rubin & R. Flores (Eds.) The Cambridge Handbook of Psychology and Human Rights (pp. 191-204). Cambridge University Press. https://doi.org/10.1017/9781108348607
Osei-Twumasi, O. & Karras, J. (2019). Dreams versus realities: Graduation Rates of Immigrant-Origin Community College Students. In C. Suárez-Orozco & O. Osei-Twumasi (Eds.) Immigrant-Origin Students in Community College: Navigating Risk and Reward in Higher Education (pp. 175-191). New York, NY: Teachers College Press. https://www.tcpress.com/immigrant-origin-students-in-community-college-9780807761946
Peterson-Badali M., Ruck M.D., Karras J., Huang S. (2019) Rights Knowledge, Reasoning, and Attitudes. In: Levesque R. (Ed.) Encyclopedia of Adolescence (2nd ed.). Springer, Cham. https://doi.org/10.1007/978-3-319-32132-5_172-2
*Denotes graduate or undergraduate student as co-author.
**Former last name: Karras-Jean Gilles.