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This paper raises the question of how to best capture dynamic cultural processes in empirical research related to ethnic minority children and youth''s mental health. Three constructs, acculturation, ethnic identity, and ethnic minority socialization, are presented as examples of measurable dimensions of culture that can be used to enrich our understanding of the etiology, course, and treatment of mental health problems and to better help us develop policies to serve what will soon be the majority of children and youth in this country.

This paper draws on the available literature, as well as unpublished data, to reconstruct the often chaotic early childhood experiences of homeless adolescents and to describe the problematic ways of relating that may result from these troubled life histories. We also examine the processes by which homeless youth become separated from their families, and we make connections between socio‐emotional problems on the street and early neglect and abuse at home. The risk‐amplification model is offered as a theoretically compelling explanation of the adolescent homeless experience, high rates of victimization on the streets, and mental health problems that arise out of these circumstances. Finally, we present a promising approach for intervening with homeless youth, one that explicitly targets this cycle of ineffective interpersonal relationships.

Path analysis was used to investigate the impact of childhood sexual abuse on later sexual victimization among 372 homeless and runaway youth in Seattle. Young people were interviewed directly on the streets and in shelters by outreach workers in youth service agencies. High rates of both childhood sexual abuse and street sexual victimization were reported, with females experiencing much greater rates compared with their male counterparts. Early sexual abuse in the home increased the likelihood of later sexual victimization on the streets indirectly by increasing the amount of time at risk, deviant peer affiliations, participating in deviant subsistence strategies, and engaging in survival sex. These findings suggest that exposure to dysfunctional and disorganized homes place youth on trajectories for early independence. Subsequently, street life and participation in high‐risk behaviors increases their probability of sexual victimization.

PurposeThe advancement of equity, diversity and inclusion in higher education is dependent on institutional culture changes in academia. Faculty equity, diversity and inclusion efforts must engage departmental leadership. The purpose of this paper is to describe the growth and expansion of the ADVANCE leadership program at the University of Washington (UW) for department chairs that was designed to provide department chairs the skills, community and information needed to be agents of change within the academy.Design/methodology/approachThe paper chronicles the program's growth from a campus-based workshop program to national workshops (LEAD) to a web-based toolkit (LiY!) to support institutions in running their own UW ADVANCE-inspired leadership workshops.FindingsThe paper demonstrates the success of each growth stage and the expansion of program impact.Practical implicationsThe paper offers recommendations for growing a model from a local to national scale and adapting the described leadership development model at other institutions.Originality/valueThe paper shares a successful model for equipping department chairs to be advocates of gender equity, diversity and inclusion in STEM and to be change agents in higher education.

Urban Girls, published in 1996, was one of the first volumes to showcase the lives of girls growing up in contexts of urban poverty and sometimes racism and violence. It spoke directly to young women who, often for the first time, were seeing their own stories and those of their friends explained in the materials they were asked to read. The volume has helped to shape the way in which we study girls and understand their development over the past decade.Urban Girls Revisited explores the diversity of urban adolescent girls' development and the sources of support and resilience that help them to build the foundations of strength that they need as they enter adulthood. Urban girls are frequently marginalized by poverty, ethnic discrimination, and stereotypes suggesting that they have deficits compared to their peers. In fact, urban girls do often"grow up fast," taking on multiple adult roles and responsibilities in contexts of high levels of adversities. Yet a majority of these girls show remarkable strengths in the face of challenges, and their families and communities provide many assets to support their development. This new volume showcases these strengths.Contributors:Amy Alberts, Natasha Alexander, Murray Anderson, Elizabeth Banister, Cecilia Benoit, Kristen Boelcke-Stennes, Ana Mari Cauce, Elise D. Christiansen, Brianna Coffino, Catherine L. Costigan, Karin Coyle, Anita Davis, Jill Denner, Sumru Erkut, Kenyaatta Etchison, Michelle Fine, Yulika Forman, Emily Genao, Mikael Jansson, Chalene Lechuga, Stacey J. Lee, Richard M. Lerner, Nancy Lopez, Ann S. Masten, Jennifer McCormick, Jennifer Pastor, Erin Phelps, Leslie Prescott, Jean E. Rhodes, Ritch C. Savin-Williams, Anne Shaffer, Renee Spencer, Pamela R. Smith, Carl S. Taylor, Jill McLean Taylor, Virgil A. Taylor, Maria Elena Torre, Allison J. Tracy, Carmen N. Veloria, Martina C. Verba, and Janie Victoria Ward