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Capitol Insights Panel Discussion: "How Can We Maximize Schools' Effects on Positive Development in Adolescence?"

Mar 05, 2019 from 03:00 PM to 05:00 PM (America/Los_Angeles / UTC-800)
1130 K Street, Room LL3
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Co-Sponsored by the University of California Consortium on the Developmental Science of Adolescence

Adolescents today face significant challenges, at home, in their communities, and in their schools, and policy makers, educators, and practitioners struggle to find ways to help teens overcome these challenges while concurrently promoting positive outcomes. Schools are an important venue for this action.  Leading developmental scientists from the University of California Consortium on the Developmental Science of Adolescence have focused their work on documenting how schools can maximize positive development during adolescence. In this Insight Panel, four renowned developmental scientists will provide an overview of their work and its implications for policy and practice. Topics will cover teens' use of social media; the value of, and need for, extra-curricular activities for our teens; how restorative justice can be implemented with youth in schools; and improving peer relationships in racially/ethnically diverse academic settings.

Sandra Graham is Distinguished Professor in the Human Development and Psychology division Grahm Photoin the Department of  Education at UCLA and the University of California Presidential Chair in Education and Diversity. She received her BA from Barnard College, an MA in History from Columbia University, and her PhD in Education from UCLA. Graham is a developmental social psychologist. Her major research interests include the study of academic motivation and social development in children of color, particularly in school contexts that vary in racial/ethnic diversity.  She focuses on how school context variables such as racial/ethnic diversity contribute to the development of cross-ethnic friendships, positive intergroup attitudes, multiple social identities, coping with peer victimization, and the reduction of achievement disparities between different racial/ethnic groups.

Sandra Simpkins, Ph.D. in psychology, is a faculty member of the University of California, Irvine Simpkins PhotoSchool of Education. Through her research, Professor Simpkins examines how youth development unfolds over time and how the contexts in which youth are embedded influence their development. Generally, her work has focused on how families, friendships, and social position factors (such as, ethnicity and culture) shape adolescents' organized after-school activities and motivation.

Adriana Manago is an assistant professor of psychology at UC Santa Cruz, earning her Ph.D. in Manago Flyerdevelopmental psychology from UCLA in 2011. She studies the implications of communication technologies for three main issues in psychosocial development during adolescence and the transition to adulthood: gender and sexuality, identity and values, and the balance of intimacy and autonomy in relationships with parents and peers. She has also examined cultural change, communication technologies, and adolescent social development across cultures, including in an indigenous Maya community in Mexico and in Arab and Bedouin communities in Israel. The overarching goal of her research is to understand similarities and differences in the ways that adolescents and emerging adults in diverse cultural contexts take up communication technologies such as social media into their relationships and identity development.  

Lawrence “Torry” Winn, Ph.D.  in Human Ecology,  is the Co-Founder and Executive Director of Winnthe Transformative Justice in Education (TJE) Center in the School of Education at the University of California, Davis.  His program of research examines race and social capital in out-of-school learning spaces.  A trained ethnographer, Dr. Winn is interested in the relationship between ethnographer and Participatory Action Research.  After earning his J.D. at Vanderbilt School of Law and his M.Div. at Princeton Seminary, Dr. Winn worked for an education non-profit where he also developed leadership programs for high school students as well as a program designed to support incarcerated African American boys in transitioning into school and civic engagement.

Jorge A. Aguilar became the twenty-eighth Superintendent of the Sacramento City Unified School AguilarDistrict on July 1, 2017. He leads the thirteenth largest school district in California with 46,843 students, more than 4,200 employees and a budget of more than $566.99 million. Aguilar was selected Superintendent by the Board of Education because of his proven track record using data to improve student outcomes. Superintendent Aguilar has more than twenty years of K-12 and higher education experience with a strong focus and background on issues of equity and student achievement. The results of his commitment and dedication to equity have already resulted in improved outcomes in Sacramento City Unified.


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