Dr. Karras-Jean Gilles (she/hers)
Office hours: By appointment
Courses taught at SF State
PSY 433 – Social, Emotional, and Personality Development
PSY 891 - Advanced Developmental Psychology: Children’s Reasoning about Social Inequality
Juliana Karras-Jean Gilles’ work straddles both developmental and social research areas by focusing on the social development of children and adolescents in context. Specifically: the intersection of race, inequality, and civic development; attitudes towards and conceptions of children’s human rights; and ethnic/racial inequality across contexts. The goal of her work is to advance the human rights of children through actionable science by generating empirical knowledge that researchers, practitioners, and policymakers can use to identify and rectify social systems that reproduce inequality in development.
Caribbean Children’s Views of Socioeconomic Inequality and their Human Rights with Co-PIs Dr. Martin D. Ruck, Developmental Psychology, The Graduate Center City University of New York and Dr. Christopher Charles, Department of Government and Political Psychology, University of the West Indies. The goal of this study is to examine how adolescents (aged 12-17) in three Caribbean countries—Barbados, Jamaica, and Trinidad and Tobago—understand their socioeconomic rights and issues of economic inequality. By elevating children’s voices on economic inequality, findings from this study can help improve the strategies used by researchers, policymakers and educators invested in fostering a more socially just and equitable world.
The 2020 Project (aka Sociopolitical Development amidst Mass Mobilization against Systemic Racism: Examining the Lived Experiences of Immigrant-Origin Youth) will be launching this fall. Using a phenomenological qualitative approach this study will examine how immigrant-origin (I-O) youth experience and engage with the 2020 election season in light of recent economic, political, and social consequences from the pandemic and the current social movement against systemic racism. Findings will expand our understanding of how I-O youth engage as political actors (Elisha et al., in press) by examining how the sociopolitical development (SPD) of I-O youth evolves during and after an election year as shaped by the development of their ethnic-racial identity (ERI) (Umaña-Taylor et al., 2014) and critical consciousness (CC) (Diemer et al., 2015).
ISSC (Immigrant-Origin Students and School Climate). Pre-pandemic the goal was to develop, pilot, and scale up climate assessment regarding how inclusive (or not) learning environments are for immigrant-origin students by triangulating multiple perspectives from stakeholders across the educational ecology (i.e., students, educators, staff, administrators, family, community). Our pandemic pivot for this project has been to undertake a systematic literature review of global research regarding how immigrant-origin, K-12 students experience their school climate (e.g., safety, relationships, teaching & learning). Goal is to provide a comprehensive overview of I-O students’ lived experiences across their learning environments with an emphasis on recommendations for future work towards improving school climate for I-O youth—which has become increasingly relevant as xenophobia has increased in recent years alongside global migration patterns which are projected to further increase in the coming decades (e.g., climate refugees).
Karras-Jean Gilles, 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
Karras-Jean Gilles, J., Astuto, J., Niwa, E., & Ruck, M. (in press). Trajectories of Civic Socialization in Context: Examining Variation Among Children in Black Immigrant and African American Families. Developmental Psychology.
Karras-Jean Gilles., 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-Jean Gilles, J., Elisha, I., & Ruck, M. R. (in press). Cultivating & Sustaining Good Mentorship. In A. Shanok & N. Elden (Eds.) Thriving in Grad School: The Experts’ Guide. Lanham, MD: Rowman & Littlefield.
Karras-Jean Gilles, J., Pells, K., Morrow, V., & Ruck, M. (in press). Poverty and the human rights of children and youth through the lenses of psychology and sociology. In N. S. Rubin & R. Flores (Eds.) Cambridge Handbook of Psychology and Human Rights. United Kingdom: Cambridge Academic Press.
Karras-Jean Gilles, J. & Suárez-Orozco, C. (2019). Using mixed-methods interpretive approaches to capture multidimensional classroom enactments of bias. American Educational Research Association, 2019 Annual Meeting Repository.
*Maker, E., *López Hernández, G., Karras-Jean Gilles, J., *Novoa, A., The New Generation Class, & Suárez-Orozco, C. (in press). “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: “Collaborative and participatory research to promote engagement, empowerment, and resilience for immigrant and refugee youth, families, and communities.”
Osei-Twumasi, O. & Karras-Jean Gilles, 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.
Peterson-Badali, M., Ruck, M. D., Karras-Jean Gilles, J., & Huang, S. (2017). Attitudes, Knowledge and Reasoning About Rights in Adolescence: Implications for Theory, Research and Practice. In Encyclopedia of Adolescence, (2nd ed.). New York: Springer. doi:10.1007/978-3-319-32132-5_172-2