Directory of Publications by Topics
Academic and Social Emotional Outcomes
Assessing the association between participation in extracurricular activities and delinquent behavior among justice-involved young men.
Simmons, C., Kan, E., Simpkins, S. D., Datta, S., Steinberg, L., Frick, P. J., & Cauffman, E. (2021).
Journal of Research on Adolescence, 32, 335 – 350.
Promoting the language development of K-2 ELLs through classroom drama and movement.
Brouillette, L. (2021).
Progress in Education, 68.
From early care and education to adult problem behaviors: A prevention pathway through children’s afterschool organized activities.
Vandell, D. L., Simpkins, S. D., & Liu, Y. (2021).
Development and Psychopathology, 33, 658–669
Afterschool program staff, teachers, and mothers: Relationships with key adults and child functioning in early school.
Liu, Y., Simpkins, S. D., & Vandell, D. L. (2020).
Applied Developmental Science.
Afterschool programs, extracurricular activities, and unsupervised time: Are patterns of participation linked to developmental outcomes in middle childhood and early adolescence?
Vandell, D. L., Simpkins, S.D., Pierce, K. M., Brown, B. B., Bolt, D., & Reisner, E. (2020).
Applied Developmental Science.
Cumulative and Differential Effects of Early Child Care and Middle Childhood Out‐of‐School Time on Adolescent Functioning.
Vandell, D. L., Lee, K. T., Whitaker, A. A., & Pierce, K. M. (2020).
Child development, 91(1), 129-144.
The role of organized activities in supporting youth moral and civic character development: A review of the literature.
Zarrett, N., Liu, Y., Vandell, D., & Simpkins, S. D. (2020).
Adolescent Development Research Review, 6, 199-227.
Latinx and White adolescents’ reasons behind organized activity participation: The connections with cultural orientations, psychological engagement, and activity experiences.
Ma, T., Simpkins, S.D., & Puente, K. (2019).
Applied Developmental Science, 25(2), 168-182.
Recognition in makerspaces: Supporting opportunities for women to “make” a STEM career.
Keune, A., Peppler, K., & Wohlwend, K. (2019).
Computers and Human Behavior. 99, pp. 368-380.
Spilling over: How Participating in after-school organized activities predicts students’ engagement.
Fredricks, J. A., Hsieh, T., Liu, Y., & Simpkins, S. D. (2019).
In S. L. Christenson, A. L. Reschly, & J. A. Fredricks (Eds.) Handbook of research on student engagement.
Can extracurricular activities reduce adolescent race/ethnic friendship segregation?
Schaefer, D. R., Simpkins, S. D., & Ettekal, A. (2018).
In D. Alwin, D. Felmlee, & D. Kreager (Eds.). Together through time: Social networks and the life course (pp. 315 – 339). Cham, Switzerland: Springer International Publishing AG.
Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-origin parents’ perspectives in Arizona.
Lin, A. R., Simpkins, S. D., Gaskin, E., & Menjivar, C. (2018).
Applied Developmental Science, 22, 89-109
Responsibility development transfers across contexts: Reciprocal pathways between home and afterschool programs.
Raffaelli, M., Simpkins, S. D., Tran, S. P., & Larson, R. W. (2018).
Developmental Psychology, 54(3), 559-570.
Reducing Achievement Gaps in Academic Writing for Latinos and English Learners in Grades 7-12.
Olson, C.B., Matuchniak, T., Chung, H.Q., Stumpf, R., & Farkas, G. (2016).
Journal of Educational Psychology.
Organized activities
Vandell, D. L., Larson, R., Mahoney, J., & Watts, T. (2015).
In R. Lerner 07-29-15 (Series Ed.) and M. H. Bornstein & T. Leventhal (Volume Eds.), Handbook of child psychology and developmental science (7th ed.): Vol. 4. Ecological settings and processes in developmental systems. New York: Wiley Inter-science.
Out-of-school-time and adolescent substance use
Lee, K.T.H., & Vandell, D. L. (2015).
Journal of Adolescent Health, 57, 523-529.
Summer activities and vocabulary development: Relationships across middle childhood and adolescence
Lawrence, J. F., Hinga, B.M. Mahoney, J.L., & Vandell, D. L. (2015).
International Journal of Research on Extended Education. 3:1, 5-18.
When and how does participating in an organized after-school activity matter?
Simpkins, S. D. (2015).
Applied Developmental Science, 19, 121-126.
Binge Drinking Trajectories Across Adolescence: For Early Maturing Youth, Extra-Curricular Activities Are Protective
Modecki, K.L.,Barber, B.L., & Eccles, J.S. (2014).
Journal of Adolescent Health, 54, 61-66.
Youth participation in organized and informal sports activities across childhood and adolescence: Exploring the relationships of motivational beliefs, developmental stage and gender.
Dawes, N. P., Vest, A. E., & Simpkins, S. D. (2014).
Journal of Youth and Adolescence, 43, 1374-1388.
Afterschool program quality and student outcomes: Reflections on key findings from recent research
Vandell, D. L. (2013).
In T. K. Peterson (Ed.) Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success. Washington, DC. Collaborative Communications Group.
Organized out-of-school activities and peer relationships: Theoretical perspectives and previous research
Fredricks, J. A. & Simpkins, S. D. (2013).
New Directions for Child and Adolescent Development, 140, 1 – 17.
Patterns of out-of-school time around the world: Do the help to explain international differences in mathematics and science achievement?
Vest, A. E., Mahoney, J. L., & Simpkins, S. D. (2013).
International Journal of Research on Extended Education, 2, 88-113.
Quality of afterschool activities and relative change in adolescent functioning over two years
Kataoka, S., & Vandell, D. L. (2013).
Applied Developmental Science, 17(3), 1–12, 2013
When Is Sport Participation Risky or Protective for Alcohol Use? The Role of Teammates, Friendships, and Popularity.
Vest, A. E. & Simpkins, S. D. (2013).
New Directions for Child and Adolescent Development, 140, 37 – 55.
Youth belonging and cognitive engagement in organized activities: A large-scale field study
Akiva, T., Cortina, K.S., Eccles, J.S., & Smith, C. (2013).
Journal of Applied Developmental Psychology, 32, 208-218.
Promoting positive youth development through organized after-school activities: Taking a closer look at participation of ethnic minority youth.
Fredricks, J. A., & Simpkins, S. D. (2012).
Child Development Perspectives, 6, 280 – 287.
The contribution of extracurricular activities in adolescent friendships: New insights through social network analysis.
Schaefer, D., Simpkins, S. D., Vest, A. E., & Price, C. (2011).
Developmental Psychology, 4, 1141 – 1152.
Participating in sport and music activities in adolescence: The role of activity participation and motivational beliefs during elementary school.
Simpkins, S. D., Vest, A. E., & Becnel, J. N. (2010).
Journal of Youth and Adolescence, 39, 1368 – 1386.
The link between children’s sport participation and self-esteem: Exploring the mediating role of sport self-concept.
Slutzky, C., &Simpkins, S. D. (2009).
Psychology of Sport and Exercise, 10, 381 – 389.
The mediational role of adolescents’ friends in relations between activity breadth and adjustment.
Simpkins, S. D., Eccles, J. S., & Becnel, J. N. (2008).
Developmental Psychology, 44, 1081 – 1094.
Math and science motivation: A longitudinal examination of the links between choices and beliefs.
Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006).
Developmental Psychology, 42, 70 – 83.
Mother–child relationship as a moderator of the relation between family educational involvement and child achievement.
Simpkins, S. D., Weiss, H., McCartney, K., Kreider, H. M., & Dearing, E. (2006).
Parenting: Science and Practice, 6, 49 – 57.
Simmons, C., Kan, E., Simpkins, S. D., Datta, S., Steinberg, L., Frick, P. J., & Cauffman, E. (2021).
Journal of Research on Adolescence, 32, 335 – 350.
Promoting the language development of K-2 ELLs through classroom drama and movement.
Brouillette, L. (2021).
Progress in Education, 68.
From early care and education to adult problem behaviors: A prevention pathway through children’s afterschool organized activities.
Vandell, D. L., Simpkins, S. D., & Liu, Y. (2021).
Development and Psychopathology, 33, 658–669
Afterschool program staff, teachers, and mothers: Relationships with key adults and child functioning in early school.
Liu, Y., Simpkins, S. D., & Vandell, D. L. (2020).
Applied Developmental Science.
Afterschool programs, extracurricular activities, and unsupervised time: Are patterns of participation linked to developmental outcomes in middle childhood and early adolescence?
Vandell, D. L., Simpkins, S.D., Pierce, K. M., Brown, B. B., Bolt, D., & Reisner, E. (2020).
Applied Developmental Science.
Cumulative and Differential Effects of Early Child Care and Middle Childhood Out‐of‐School Time on Adolescent Functioning.
Vandell, D. L., Lee, K. T., Whitaker, A. A., & Pierce, K. M. (2020).
Child development, 91(1), 129-144.
The role of organized activities in supporting youth moral and civic character development: A review of the literature.
Zarrett, N., Liu, Y., Vandell, D., & Simpkins, S. D. (2020).
Adolescent Development Research Review, 6, 199-227.
Latinx and White adolescents’ reasons behind organized activity participation: The connections with cultural orientations, psychological engagement, and activity experiences.
Ma, T., Simpkins, S.D., & Puente, K. (2019).
Applied Developmental Science, 25(2), 168-182.
Recognition in makerspaces: Supporting opportunities for women to “make” a STEM career.
Keune, A., Peppler, K., & Wohlwend, K. (2019).
Computers and Human Behavior. 99, pp. 368-380.
Spilling over: How Participating in after-school organized activities predicts students’ engagement.
Fredricks, J. A., Hsieh, T., Liu, Y., & Simpkins, S. D. (2019).
In S. L. Christenson, A. L. Reschly, & J. A. Fredricks (Eds.) Handbook of research on student engagement.
Can extracurricular activities reduce adolescent race/ethnic friendship segregation?
Schaefer, D. R., Simpkins, S. D., & Ettekal, A. (2018).
In D. Alwin, D. Felmlee, & D. Kreager (Eds.). Together through time: Social networks and the life course (pp. 315 – 339). Cham, Switzerland: Springer International Publishing AG.
Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-origin parents’ perspectives in Arizona.
Lin, A. R., Simpkins, S. D., Gaskin, E., & Menjivar, C. (2018).
Applied Developmental Science, 22, 89-109
Responsibility development transfers across contexts: Reciprocal pathways between home and afterschool programs.
Raffaelli, M., Simpkins, S. D., Tran, S. P., & Larson, R. W. (2018).
Developmental Psychology, 54(3), 559-570.
Reducing Achievement Gaps in Academic Writing for Latinos and English Learners in Grades 7-12.
Olson, C.B., Matuchniak, T., Chung, H.Q., Stumpf, R., & Farkas, G. (2016).
Journal of Educational Psychology.
Organized activities
Vandell, D. L., Larson, R., Mahoney, J., & Watts, T. (2015).
In R. Lerner 07-29-15 (Series Ed.) and M. H. Bornstein & T. Leventhal (Volume Eds.), Handbook of child psychology and developmental science (7th ed.): Vol. 4. Ecological settings and processes in developmental systems. New York: Wiley Inter-science.
Out-of-school-time and adolescent substance use
Lee, K.T.H., & Vandell, D. L. (2015).
Journal of Adolescent Health, 57, 523-529.
Summer activities and vocabulary development: Relationships across middle childhood and adolescence
Lawrence, J. F., Hinga, B.M. Mahoney, J.L., & Vandell, D. L. (2015).
International Journal of Research on Extended Education. 3:1, 5-18.
When and how does participating in an organized after-school activity matter?
Simpkins, S. D. (2015).
Applied Developmental Science, 19, 121-126.
Binge Drinking Trajectories Across Adolescence: For Early Maturing Youth, Extra-Curricular Activities Are Protective
Modecki, K.L.,Barber, B.L., & Eccles, J.S. (2014).
Journal of Adolescent Health, 54, 61-66.
Youth participation in organized and informal sports activities across childhood and adolescence: Exploring the relationships of motivational beliefs, developmental stage and gender.
Dawes, N. P., Vest, A. E., & Simpkins, S. D. (2014).
Journal of Youth and Adolescence, 43, 1374-1388.
Afterschool program quality and student outcomes: Reflections on key findings from recent research
Vandell, D. L. (2013).
In T. K. Peterson (Ed.) Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success. Washington, DC. Collaborative Communications Group.
Organized out-of-school activities and peer relationships: Theoretical perspectives and previous research
Fredricks, J. A. & Simpkins, S. D. (2013).
New Directions for Child and Adolescent Development, 140, 1 – 17.
Patterns of out-of-school time around the world: Do the help to explain international differences in mathematics and science achievement?
Vest, A. E., Mahoney, J. L., & Simpkins, S. D. (2013).
International Journal of Research on Extended Education, 2, 88-113.
Quality of afterschool activities and relative change in adolescent functioning over two years
Kataoka, S., & Vandell, D. L. (2013).
Applied Developmental Science, 17(3), 1–12, 2013
When Is Sport Participation Risky or Protective for Alcohol Use? The Role of Teammates, Friendships, and Popularity.
Vest, A. E. & Simpkins, S. D. (2013).
New Directions for Child and Adolescent Development, 140, 37 – 55.
Youth belonging and cognitive engagement in organized activities: A large-scale field study
Akiva, T., Cortina, K.S., Eccles, J.S., & Smith, C. (2013).
Journal of Applied Developmental Psychology, 32, 208-218.
Promoting positive youth development through organized after-school activities: Taking a closer look at participation of ethnic minority youth.
Fredricks, J. A., & Simpkins, S. D. (2012).
Child Development Perspectives, 6, 280 – 287.
The contribution of extracurricular activities in adolescent friendships: New insights through social network analysis.
Schaefer, D., Simpkins, S. D., Vest, A. E., & Price, C. (2011).
Developmental Psychology, 4, 1141 – 1152.
Participating in sport and music activities in adolescence: The role of activity participation and motivational beliefs during elementary school.
Simpkins, S. D., Vest, A. E., & Becnel, J. N. (2010).
Journal of Youth and Adolescence, 39, 1368 – 1386.
The link between children’s sport participation and self-esteem: Exploring the mediating role of sport self-concept.
Slutzky, C., &Simpkins, S. D. (2009).
Psychology of Sport and Exercise, 10, 381 – 389.
The mediational role of adolescents’ friends in relations between activity breadth and adjustment.
Simpkins, S. D., Eccles, J. S., & Becnel, J. N. (2008).
Developmental Psychology, 44, 1081 – 1094.
Math and science motivation: A longitudinal examination of the links between choices and beliefs.
Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006).
Developmental Psychology, 42, 70 – 83.
Mother–child relationship as a moderator of the relation between family educational involvement and child achievement.
Simpkins, S. D., Weiss, H., McCartney, K., Kreider, H. M., & Dearing, E. (2006).
Parenting: Science and Practice, 6, 49 – 57.
Program Quality
Culturally responsive practices: Insights from a high-quality math afterschool program serving underprivileged Latinx youth.
Yu, M.B., Soto-Lara, S., Liu, Y., Puente, K., Carranza, P.R., Pantano, A., & Simpkins, S.D. (2021).
American Journal of Community Psychology.
“Working together as a team really gets them fired up”: Afterschool program mentoring strategies to promote collaborative learning among adolescent participants.
Yu, M. B., Liu, Y., Hsieh, T., Lee, G., Simpkins, S. D., & Pantano, A. (2020).
Applied Developmental Science.
Culturally responsive organized activity systems: Lessons learned from Latinx adolescents and families.
Ettekal, A., & Simpkins, S. D. (2018).
In P. Witt, & L. Caldwell (Eds.) Youth development principles and practices in out-of-school time settings (2nd ed., pp. 493-516). Urbana, IL: Sagamore-Venture Publishing.
15 Years After “Community Programs to Promote Youth Development”
Simpkins, S. D., Liu, Y., & Dawes, N. P. (2017).
In H. J. Malone, & T. Donahue (Eds.). The growing out-of-school time field: Past, present, and future.
Designing culturally responsive organized after-school activities
Simpkins, S. D., Riggs, N. R., Ngo, B., Ettekal, A. E., & Okamoto, D. (2017).
Journal of Adolescent Research, 32, 11-36. doi: /10.1177/0743558416666169.
Building and Retaining a high-quality professional staff for extended education
Vandell, D., & Lao, J. (2016).
International Journal on Extended Education.
Cultural competence in after-school programs.
Simpkins, S. D., & Riggs, N. R. (2014).
New Directions for Youth Development, 114, 105-117.
Specific features of after-school program quality: Associations with children’s functioning in middle childhood
Pierce, K. M., Bolt, D. M., & Vandell, D. L. (2010).
American Journal of Community Psychology, 45, 381-393.
Yu, M.B., Soto-Lara, S., Liu, Y., Puente, K., Carranza, P.R., Pantano, A., & Simpkins, S.D. (2021).
American Journal of Community Psychology.
“Working together as a team really gets them fired up”: Afterschool program mentoring strategies to promote collaborative learning among adolescent participants.
Yu, M. B., Liu, Y., Hsieh, T., Lee, G., Simpkins, S. D., & Pantano, A. (2020).
Applied Developmental Science.
Culturally responsive organized activity systems: Lessons learned from Latinx adolescents and families.
Ettekal, A., & Simpkins, S. D. (2018).
In P. Witt, & L. Caldwell (Eds.) Youth development principles and practices in out-of-school time settings (2nd ed., pp. 493-516). Urbana, IL: Sagamore-Venture Publishing.
15 Years After “Community Programs to Promote Youth Development”
Simpkins, S. D., Liu, Y., & Dawes, N. P. (2017).
In H. J. Malone, & T. Donahue (Eds.). The growing out-of-school time field: Past, present, and future.
Designing culturally responsive organized after-school activities
Simpkins, S. D., Riggs, N. R., Ngo, B., Ettekal, A. E., & Okamoto, D. (2017).
Journal of Adolescent Research, 32, 11-36. doi: /10.1177/0743558416666169.
Building and Retaining a high-quality professional staff for extended education
Vandell, D., & Lao, J. (2016).
International Journal on Extended Education.
Cultural competence in after-school programs.
Simpkins, S. D., & Riggs, N. R. (2014).
New Directions for Youth Development, 114, 105-117.
Specific features of after-school program quality: Associations with children’s functioning in middle childhood
Pierce, K. M., Bolt, D. M., & Vandell, D. L. (2010).
American Journal of Community Psychology, 45, 381-393.
Access, Equity, and Diversity
Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes.
Peppler, K., Sedas, M., Dahn, M. (2020).
Education Sciences 10(5), 143. (pp. 1-28).
Latinx adolescents’ peer ethnic discrimination in organized after-school activities: Links to activity engagement and experiences.
Ma, T. L., Yu, M.B., Soto-Lara, S., & Simpkins, S.D. (2020).
Journal of Youth Development, 15, 195-221.
Making the decision to participate in organized after-school activities: Perspectives from Mexican-origin adolescents and their parents.
Lin, A., Dawes, N., Simpkins, S.D., & Gaskin, E. (2020).
Journal of Adolescent Research.
Designing for empathy in engineering exhibits.
Peppler, K., Keune, A., Dahn, M., Bennett, D., Letourneau, S. (2020).
In C. Girvan, J. R. Byrne, B. Tangney, & V. Dagiené (Eds.), Exploring, Testing and Extending our Understanding of Constructionism: Constructionism 2020. Dublin, Ireland: ACM.
Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes.
Peppler, K., Sedas, R. M., & Dahn, M. (2020).
Education Sciences, 10(5), 143.
More than just a game: Transforming social interaction and STEM play with Parkopolis.
Bustamante, A. S., Schlesinger, M., Begolli, K. N., Golinkoff, R. M., Shahidi, N., Zonji, S., ... & Hirsh-Pasek, K. (2020).
Developmental Psychology.
The Complexities of Culturally Responsive Organized Activities: Latino Parents’ and Adolescents’ Perspectives.
Ettekal, A. E., Simpkins. S. D., Menjivar, C., & Delgado, M. Y. D. (2020).
Journal of Adolescent Research, 35, 395-426.
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers.
Kang, H., Calabrese Barton, A., Tan, E., D Simpkins, S., Rhee, H. Y., & Turner, C. (2019).
Science Education, 103(2), 418-439.
Latino and White adolescents’ reasons behind organized activity participation: The connections with cultural orientations, psychological engagement, and activity experiences.
Ma, T., Simpkins, S.D., & Puente, K. (2019).
Applied Developmental Science.
Learning landscapes: Where the science of learning meets architectural design.
Bustamante, A. S., Hassinger‐Das, B., Hirsh‐Pasek, K., & Golinkoff, R. M. (2019).
Child Development Perspectives, 13(1), 34-40.
Obesity and social marginalization: When do organized activities facilitate or hinder peer relationships?
Ettekal, A. E., Simpkins, S. D., & Schaefer, D. R. (2019).
Applied Developmental Science, 23, 132-143.
Recognition in makerspaces: Supporting opportunities for women to “make” a STEM career.
Keune, A., Peppler, K., & Wohlwend, K. (2019).
Computers and Human Behavior, 99, pp. 368-380.
Can extracurricular activities reduce adolescent race/ethnic friendship segregation?
Schaefer, D. R., Simpkins, S. D., & Ettekal, A. (2018).
In D. Alwin, D. Felmlee, & D. Kreager (Eds.). Together through time: Social networks and the life course (pp. 315 – 339). Cham, Switzerland: Springer International Publishing AG.
Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-origin parents’ perspectives in Arizona.
Lin, A. R., Simpkins, S. D., Gaskin, E., & Menjivar, C. (2018).
Applied Developmental Science, 1-21.
Culturally responsive organized activity systems: Lessons learned from Latinx adolescents and families.
Ettekal, A., & Simpkins, S. D. (2018).
In P. Witt, & L. Caldwell (Eds.) Youth development principles and practices in out-of-school time settings (2nd ed., pp. 493-516). Urbana, IL: Sagamore-Venture Publishing.
Ethnic and cultural features in organized activities: Potential implications for parent and adolescent engagement.
Liu, Y., Simpkins, S. D., & Lin, A. R. (2018).
Journal of Youth and Adolescence, 47, 2243-2260
Designing culturally responsive organized after-school activities.
Simpkins, S. D., Riggs, N. R., Ngo, B., Ettekal, A. E., & Okamoto, D. (2017).
Journal of Adolescent Research, 32, 11 - 36.
Sibling behaviors and Mexican-origin adolescents’ after-school activities.
Price, C., Simpkins, S. D., & Menjívar, C. (2017).
Journal of Adolescent Research, 32, 127-154. doi: 10.1177/0743558415603820
“They will post a law about playing soccer” and other ethnic/racial microaggressions in organized activities experienced by Mexican-origin families.
Lin, A. R., Menjivar, C., Ettekal, A. E., Simpkins, S. D., Gaskin, E., & Pesch, A. (2015).
Journal of Adolescent Research, 557-581. doi: 10.1177/0743558415620670.
“You gotta respect” Mexican-origin adolescents’ perspectives on respect in organized activities.
Ettekal, A. E., Gaskin, E., Lin, A. R., & Simpkins, S. D. (2015).
Journal of Youth Development, 10, 74 – 87. doi: 10.1177/ 0743558402171004.
Cultural competence in after-school programs.
Simpkins, S. D., & Riggs, N. R. (2014).
New Directions for Youth Development, 114, 105-117.
Crafting a Future in Science: Tracing Middle School Girls’ Identity Work Over Time and Space.
Calabrese Barton, A., Kang, H., Tan, E., O’Neill, T., Bautista-Guerra, J., &Brecklin, C. (2013).
American Educational Research Journal, 50, 37-75. doi: 10.3102/0002831212458142.
Desiring a Career in STEM-Related Fields: How Middle School Girls Articulate and Negotiate Identities-In-Practice in Science.
Tan, E., Calabrese Barton, A., Kang, H., & O’Neill, T. (2013).
Journal of Research in Science Teaching, 50,1143-1179.
Patterns of out-of-school time around the world: Do the help to explain international differences in mathematics and science achievement?
Vest, A. E., Mahoney, J. L., & Simpkins, S. D. (2013).
International Journal of Research on Extended Education, 2, 88-113.
Socioeconomic status, ethnicity, culture, and immigration: Examining the potential mechanisms underlying Mexican-origin adolescents’ organized activities.
Simpkins, S. D., Delgado, M., Price, C., Quach, A., & Starbuck, E. (2013).
Developmental Psychology, 49, 706 – 721.
Kay's coat of many Colors.
Baustista Guerra, J. Calabrese Barton, A., Brecklin, C., & Kang, H. (2012).
Identity Construction and Science Education Research, 43-60. doi: 10.1007/978-94-6209-043-9_4
Promoting positive youth development through organized after-school activities: Taking a closer look at participation of ethnic minority youth.
Fredricks, J. A., & Simpkins, S. D. (2012).
Child Development Perspectives, 6, 280 – 287.
Intergenerational continuity and discontinuity in Mexican-origin youths’ participation in organized activities: Insights from mixed-methods.
Simpkins, S. D., Vest, A. E., & Price, C. (2011).
Journal of Family Psychology: Special section on mixed-methods, 25, 814 – 824.
Latino adolescents’ participation in extracurricular activities: How important are family resources and cultural orientation?
Simpkins, S. D., O’Donnell, M., Delgado, M., & Becnel, J. N. (2011).
Applied Developmental Science, 15, 37 – 50.
Breadth of Extracurricular Participation and Adolescent Adjustment Among African-American and European-American Youth.
Fredricks, J.A. & Eccles, J.S. (2010).
Journal of Research on Adolescence, 20, 307-333.
Peppler, K., Sedas, M., Dahn, M. (2020).
Education Sciences 10(5), 143. (pp. 1-28).
Latinx adolescents’ peer ethnic discrimination in organized after-school activities: Links to activity engagement and experiences.
Ma, T. L., Yu, M.B., Soto-Lara, S., & Simpkins, S.D. (2020).
Journal of Youth Development, 15, 195-221.
Making the decision to participate in organized after-school activities: Perspectives from Mexican-origin adolescents and their parents.
Lin, A., Dawes, N., Simpkins, S.D., & Gaskin, E. (2020).
Journal of Adolescent Research.
Designing for empathy in engineering exhibits.
Peppler, K., Keune, A., Dahn, M., Bennett, D., Letourneau, S. (2020).
In C. Girvan, J. R. Byrne, B. Tangney, & V. Dagiené (Eds.), Exploring, Testing and Extending our Understanding of Constructionism: Constructionism 2020. Dublin, Ireland: ACM.
Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes.
Peppler, K., Sedas, R. M., & Dahn, M. (2020).
Education Sciences, 10(5), 143.
More than just a game: Transforming social interaction and STEM play with Parkopolis.
Bustamante, A. S., Schlesinger, M., Begolli, K. N., Golinkoff, R. M., Shahidi, N., Zonji, S., ... & Hirsh-Pasek, K. (2020).
Developmental Psychology.
The Complexities of Culturally Responsive Organized Activities: Latino Parents’ and Adolescents’ Perspectives.
Ettekal, A. E., Simpkins. S. D., Menjivar, C., & Delgado, M. Y. D. (2020).
Journal of Adolescent Research, 35, 395-426.
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers.
Kang, H., Calabrese Barton, A., Tan, E., D Simpkins, S., Rhee, H. Y., & Turner, C. (2019).
Science Education, 103(2), 418-439.
Latino and White adolescents’ reasons behind organized activity participation: The connections with cultural orientations, psychological engagement, and activity experiences.
Ma, T., Simpkins, S.D., & Puente, K. (2019).
Applied Developmental Science.
Learning landscapes: Where the science of learning meets architectural design.
Bustamante, A. S., Hassinger‐Das, B., Hirsh‐Pasek, K., & Golinkoff, R. M. (2019).
Child Development Perspectives, 13(1), 34-40.
Obesity and social marginalization: When do organized activities facilitate or hinder peer relationships?
Ettekal, A. E., Simpkins, S. D., & Schaefer, D. R. (2019).
Applied Developmental Science, 23, 132-143.
Recognition in makerspaces: Supporting opportunities for women to “make” a STEM career.
Keune, A., Peppler, K., & Wohlwend, K. (2019).
Computers and Human Behavior, 99, pp. 368-380.
Can extracurricular activities reduce adolescent race/ethnic friendship segregation?
Schaefer, D. R., Simpkins, S. D., & Ettekal, A. (2018).
In D. Alwin, D. Felmlee, & D. Kreager (Eds.). Together through time: Social networks and the life course (pp. 315 – 339). Cham, Switzerland: Springer International Publishing AG.
Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-origin parents’ perspectives in Arizona.
Lin, A. R., Simpkins, S. D., Gaskin, E., & Menjivar, C. (2018).
Applied Developmental Science, 1-21.
Culturally responsive organized activity systems: Lessons learned from Latinx adolescents and families.
Ettekal, A., & Simpkins, S. D. (2018).
In P. Witt, & L. Caldwell (Eds.) Youth development principles and practices in out-of-school time settings (2nd ed., pp. 493-516). Urbana, IL: Sagamore-Venture Publishing.
Ethnic and cultural features in organized activities: Potential implications for parent and adolescent engagement.
Liu, Y., Simpkins, S. D., & Lin, A. R. (2018).
Journal of Youth and Adolescence, 47, 2243-2260
Designing culturally responsive organized after-school activities.
Simpkins, S. D., Riggs, N. R., Ngo, B., Ettekal, A. E., & Okamoto, D. (2017).
Journal of Adolescent Research, 32, 11 - 36.
Sibling behaviors and Mexican-origin adolescents’ after-school activities.
Price, C., Simpkins, S. D., & Menjívar, C. (2017).
Journal of Adolescent Research, 32, 127-154. doi: 10.1177/0743558415603820
“They will post a law about playing soccer” and other ethnic/racial microaggressions in organized activities experienced by Mexican-origin families.
Lin, A. R., Menjivar, C., Ettekal, A. E., Simpkins, S. D., Gaskin, E., & Pesch, A. (2015).
Journal of Adolescent Research, 557-581. doi: 10.1177/0743558415620670.
“You gotta respect” Mexican-origin adolescents’ perspectives on respect in organized activities.
Ettekal, A. E., Gaskin, E., Lin, A. R., & Simpkins, S. D. (2015).
Journal of Youth Development, 10, 74 – 87. doi: 10.1177/ 0743558402171004.
Cultural competence in after-school programs.
Simpkins, S. D., & Riggs, N. R. (2014).
New Directions for Youth Development, 114, 105-117.
Crafting a Future in Science: Tracing Middle School Girls’ Identity Work Over Time and Space.
Calabrese Barton, A., Kang, H., Tan, E., O’Neill, T., Bautista-Guerra, J., &Brecklin, C. (2013).
American Educational Research Journal, 50, 37-75. doi: 10.3102/0002831212458142.
Desiring a Career in STEM-Related Fields: How Middle School Girls Articulate and Negotiate Identities-In-Practice in Science.
Tan, E., Calabrese Barton, A., Kang, H., & O’Neill, T. (2013).
Journal of Research in Science Teaching, 50,1143-1179.
Patterns of out-of-school time around the world: Do the help to explain international differences in mathematics and science achievement?
Vest, A. E., Mahoney, J. L., & Simpkins, S. D. (2013).
International Journal of Research on Extended Education, 2, 88-113.
Socioeconomic status, ethnicity, culture, and immigration: Examining the potential mechanisms underlying Mexican-origin adolescents’ organized activities.
Simpkins, S. D., Delgado, M., Price, C., Quach, A., & Starbuck, E. (2013).
Developmental Psychology, 49, 706 – 721.
Kay's coat of many Colors.
Baustista Guerra, J. Calabrese Barton, A., Brecklin, C., & Kang, H. (2012).
Identity Construction and Science Education Research, 43-60. doi: 10.1007/978-94-6209-043-9_4
Promoting positive youth development through organized after-school activities: Taking a closer look at participation of ethnic minority youth.
Fredricks, J. A., & Simpkins, S. D. (2012).
Child Development Perspectives, 6, 280 – 287.
Intergenerational continuity and discontinuity in Mexican-origin youths’ participation in organized activities: Insights from mixed-methods.
Simpkins, S. D., Vest, A. E., & Price, C. (2011).
Journal of Family Psychology: Special section on mixed-methods, 25, 814 – 824.
Latino adolescents’ participation in extracurricular activities: How important are family resources and cultural orientation?
Simpkins, S. D., O’Donnell, M., Delgado, M., & Becnel, J. N. (2011).
Applied Developmental Science, 15, 37 – 50.
Breadth of Extracurricular Participation and Adolescent Adjustment Among African-American and European-American Youth.
Fredricks, J.A. & Eccles, J.S. (2010).
Journal of Research on Adolescence, 20, 307-333.
Family and Peers
Parental involvement in organized after-school activities and adolescent motivational beliefs.
Camacho, D., & Simpkins, S. D. (2020).
Applied Developmental Science.
Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes.
Peppler, K., Sedas, R. M., & Dahn, M. (2020).
Education Sciences, 10(5), 143.
More than just a game: Transforming social interaction and STEM play with Parkopolis.
Bustamante, A. S., Schlesinger, M., Begolli, K. N., Golinkoff, R. M., Shahidi, N., Zonji, S., ... & Hirsh-Pasek, K. (2020).
Developmental Psychology.
The Complexities of Culturally Responsive Organized Activities: Latino Parents’ and Adolescents’ Perspectives.
Ettekal, A. E., Simpkins. S. D., Menjivar, C., & Delgado, M. Y. D. (2020).
Journal of Adolescent Research.
Families and engagement in afterschool programs.
Simpkins, S. D., Fredricks, J. A., & Lin, A. R. (2019).
In B. H. Fiese, M. Celano, K. Deater-Deckard, E. Jouriles, & M. Whisman (Series Ed.). APA Handbook of contemporary family psychology: Vol. 2. Applications of contemporary family psychology (pp. 235 – 248). Washington, DC: American Psychological Association.
Learning landscapes: Where the science of learning meets architectural design.
Bustamante, A. S., Hassinger‐Das, B., Hirsh‐Pasek, K., & Golinkoff, R. M. (2019).
Child Development Perspectives, 13(1), 34-40.
Obesity and social marginalization: When do organized activities facilitate or hinder peer relationships?
Ettekal, A. E., Simpkins, S. D., & Schaefer, D. R. (2019).
Applied Developmental Science, 23, 132-143.
Parenting and children’s activities.
Vandell, D., Simpkins, S. D., & Wegemer, C. (2019).
In M. H. Bornstein (Ed.) Handbook on parenting: Vol. 5. The practice of parenting (3rd ed., pp. 347-379). New York, NY: Routledge.
Can extracurricular activities reduce adolescent race/ethnic friendship segregation?
Schaefer, D. R., Simpkins, S. D., & Ettekal, A. (2018).
In D. Alwin, D. Felmlee, & D. Kreager (Eds.). Together through time: Social networks and the life course (pp. 315 – 339). Cham, Switzerland: Springer International Publishing AG.
Culturally responsive organized activity systems: Lessons learned from Latinx adolescents and families.
Ettekal, A., & Simpkins, S. D. (2018).
In P. Witt, & L. Caldwell (Eds.) Youth development principles and practices in out-of-school time settings (2nd ed., pp. 493-516). Urbana, IL: Sagamore-Venture Publishing.
Ethnic and cultural features in organized activities: Potential implications for parent and adolescent engagement.
Liu, Y., Simpkins, S. D., & Lin, A. R. (2018).
Journal of Youth and Adolescence, 47, 2243-2260
Responsibility development transfers across contexts: Reciprocal pathways between home and afterschool programs.
Raffaelli, M., Simpkins, S. D., Tran, S. P., & Larson, R. W. (2018).
Developmental Psychology, 54(3), 559-570.
Parental participation in the process of youth joining a program: Perspectives from adolescents and parents.
Kang, H., Bowers, J., Munoz, L., Raffaelli, M., & Simpkins, S. D. (2017).
Family Relations, 66, 258-272.
Sibling behaviors and Mexican-origin adolescents’ after-school activities
Price, C., Simpkins, S. D., & Menjívar, C. (2017).
Journal of Adolescent Research, 32, 127-154. doi: 10.1177/0743558415603820
Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-origin parents’ perspectives in Arizona
Lin, A. R., Simpkins, S. D., Gaskin, E., & Menjivar, C. (2016).
Applied Developmental Science, 1-21.
Families, schools, and developing achievement-related motivations and engagement.
Simpkins, S. D., Fredricks, J. A., & Eccles, J. S. (2015).
In J. E., Grusec, & P.H. Hasting (Eds.). Handbook of socialization: Theory and research (2nd ed., pp. 614-636). New York: Guilford Press.
The role of parents in the ontogeny of achievement‐related motivation and behavioral choices.
Simpkins, S. D., Fredricks, J., & Eccles, J. S. (2015).
Monographs of the Society for Research in Child Development, 80(2), 1 – 151.
“They will post a law about playing soccer” and other ethnic/racial microaggressions in organized activities experienced by Mexican-origin families
Lin, A. R., Menjivar, C., Ettekal, A. E., Simpkins, S. D., Gaskin, E., & Pesch, A. (2015).
Journal of Adolescent Research, 557-581. doi: 10.1177/0743558415620670.
Adolescent friendships, BMI, and physical activity: Untangling selection and influence through longitudinal social network analysis.
Simpkins, S. D., Schaefer, D., Price, C., & Vest, A. E. (2013).
Journal for Research on Adolescence: Special issue on social network analysis. 23, 537 – 549.
Organized out-of-school activities: Settings for peer relationships, peer influence, and adolescent development.
Fredricks, J. A., & Simpkins, S. D. (Eds.) (2013).
New Directions for Child and Adolescent Development, 140.
Organized out-of-school activities and peer relationships: Theoretical perspectives and previous research.
Fredricks, J. A. &Simpkins, S. D. (2013).
New Directions for Child and Adolescent Development, 140, 1 – 17.
When Is Sport Participation Risky or Protective for Alcohol Use? The Role of Teammates, Friendships, and Popularity.
Vest, A. E. & Simpkins, S. D. (2013).
New Directions for Child and Adolescent Development, 140, 37 – 55.
Charting the Eccles’ Expectancy-Value Model from parents’ beliefs in childhood to youths’ activities in adolescence.
Simpkins, S. D., Fredricks, J., & Eccles, J. S. (2012).
Developmental Psychology, 48, 1019-1032.
Do friends participate in similar extracurricular activities?: Examining the moderating role of age and race
Simpkins, S. D., Vest, A. E., Delgado, M. Y., & Price, C. (2012).
Journal of Leisure Research, 44, 332 – 352.
Intergenerational continuity and discontinuity in Mexican-origin youths’ participation in organized activities: Insights from mixed-methods.
Simpkins, S. D., Vest, A. E., & Price, C. (2011).
Journal of Family Psychology: Special section on mixed-methods, 25, 814 – 824.
Latino adolescents’ participation in extracurricular activities: How important are family resources and cultural orientation?
Simpkins, S. D., O’Donnell, M., Delgado, M., & Becnel, J. N. (2011).
Applied Developmental Science, 15, 37 – 50.
The contribution of extracurricular activities in adolescent friendships: New insights through social network analysis.
Schaefer, D., Simpkins, S. D., Vest, A. E., & Price, C. (2011).
Developmental Psychology, 4, 1141 – 1152.
Dynamic relations between parents’ behaviors and children’s motivational beliefs in sports and music.
Simpkins, S. D., Vest, A. E., Dawes, N. P., & Neuman, K. I. (2010).
Parenting: Science and Practice, 10, 97 – 118.
Do neighborhood and home contexts help explain why low-income children miss opportunities to participate in activities outside of school?
Dearing, E., Wimer, C.,Simpkins, S. D., Lund, T., Bouffard, S., Caronongan, P.,Kreider, H., & Weiss, H. B. (2009).
Developmental Psychology, 45, 1545 – 1562.
Predicting youth out-of-school time participation: Multiple risks and developmental differences.
Wimer, C.,Simpkins, S. D., Dearing, E., Caronongan, P., Bouffard, S., & Weiss, H. B. (2008).
Merrill-Palmer Quarterly, 54, 179 – 207.
The mediational role of adolescents’ friends in relations between activity breadth and adjustment.
Simpkins, S. D., Eccles, J. S., & Becnel, J. N. (2008).
Developmental Psychology, 44, 1081 – 1094.
Family socialization, gender, and participation in sports and instrumental music.
Fredricks, J. A., Simpkins, S. D., & Eccles, J. S. (2005).
In C. R. Cooper, C. T. Garcia Coll, W. T. Bartko, H. Davis, and C. Chatman (Eds.), Developmental pathways through middle childhood: Rethinking contexts and diversity as resources (pp. 41 – 62). Mahwah, NJ: Lawrence Erlbaum Associates.
Parents’ socializing behavior and children’s participation in math, science, and computer out-of-school activities
Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2005).
Applied Developmental Science, 9, 14 – 30.
Managing the external environment: The parent as active agent in the system.
Parke, R. D., Killian, C., Dennis, J., Flyr, M. L., McDowell, D. J., Simpkins, S. D., Kim, M., & Wild, M. (2003).
In L. Kuczynski (Ed.), Handbook of dynamics in parent-child relations (pp. 247 – 270). Thousand Oaks, CA: Sage.
Camacho, D., & Simpkins, S. D. (2020).
Applied Developmental Science.
Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes.
Peppler, K., Sedas, R. M., & Dahn, M. (2020).
Education Sciences, 10(5), 143.
More than just a game: Transforming social interaction and STEM play with Parkopolis.
Bustamante, A. S., Schlesinger, M., Begolli, K. N., Golinkoff, R. M., Shahidi, N., Zonji, S., ... & Hirsh-Pasek, K. (2020).
Developmental Psychology.
The Complexities of Culturally Responsive Organized Activities: Latino Parents’ and Adolescents’ Perspectives.
Ettekal, A. E., Simpkins. S. D., Menjivar, C., & Delgado, M. Y. D. (2020).
Journal of Adolescent Research.
Families and engagement in afterschool programs.
Simpkins, S. D., Fredricks, J. A., & Lin, A. R. (2019).
In B. H. Fiese, M. Celano, K. Deater-Deckard, E. Jouriles, & M. Whisman (Series Ed.). APA Handbook of contemporary family psychology: Vol. 2. Applications of contemporary family psychology (pp. 235 – 248). Washington, DC: American Psychological Association.
Learning landscapes: Where the science of learning meets architectural design.
Bustamante, A. S., Hassinger‐Das, B., Hirsh‐Pasek, K., & Golinkoff, R. M. (2019).
Child Development Perspectives, 13(1), 34-40.
Obesity and social marginalization: When do organized activities facilitate or hinder peer relationships?
Ettekal, A. E., Simpkins, S. D., & Schaefer, D. R. (2019).
Applied Developmental Science, 23, 132-143.
Parenting and children’s activities.
Vandell, D., Simpkins, S. D., & Wegemer, C. (2019).
In M. H. Bornstein (Ed.) Handbook on parenting: Vol. 5. The practice of parenting (3rd ed., pp. 347-379). New York, NY: Routledge.
Can extracurricular activities reduce adolescent race/ethnic friendship segregation?
Schaefer, D. R., Simpkins, S. D., & Ettekal, A. (2018).
In D. Alwin, D. Felmlee, & D. Kreager (Eds.). Together through time: Social networks and the life course (pp. 315 – 339). Cham, Switzerland: Springer International Publishing AG.
Culturally responsive organized activity systems: Lessons learned from Latinx adolescents and families.
Ettekal, A., & Simpkins, S. D. (2018).
In P. Witt, & L. Caldwell (Eds.) Youth development principles and practices in out-of-school time settings (2nd ed., pp. 493-516). Urbana, IL: Sagamore-Venture Publishing.
Ethnic and cultural features in organized activities: Potential implications for parent and adolescent engagement.
Liu, Y., Simpkins, S. D., & Lin, A. R. (2018).
Journal of Youth and Adolescence, 47, 2243-2260
Responsibility development transfers across contexts: Reciprocal pathways between home and afterschool programs.
Raffaelli, M., Simpkins, S. D., Tran, S. P., & Larson, R. W. (2018).
Developmental Psychology, 54(3), 559-570.
Parental participation in the process of youth joining a program: Perspectives from adolescents and parents.
Kang, H., Bowers, J., Munoz, L., Raffaelli, M., & Simpkins, S. D. (2017).
Family Relations, 66, 258-272.
Sibling behaviors and Mexican-origin adolescents’ after-school activities
Price, C., Simpkins, S. D., & Menjívar, C. (2017).
Journal of Adolescent Research, 32, 127-154. doi: 10.1177/0743558415603820
Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-origin parents’ perspectives in Arizona
Lin, A. R., Simpkins, S. D., Gaskin, E., & Menjivar, C. (2016).
Applied Developmental Science, 1-21.
Families, schools, and developing achievement-related motivations and engagement.
Simpkins, S. D., Fredricks, J. A., & Eccles, J. S. (2015).
In J. E., Grusec, & P.H. Hasting (Eds.). Handbook of socialization: Theory and research (2nd ed., pp. 614-636). New York: Guilford Press.
The role of parents in the ontogeny of achievement‐related motivation and behavioral choices.
Simpkins, S. D., Fredricks, J., & Eccles, J. S. (2015).
Monographs of the Society for Research in Child Development, 80(2), 1 – 151.
“They will post a law about playing soccer” and other ethnic/racial microaggressions in organized activities experienced by Mexican-origin families
Lin, A. R., Menjivar, C., Ettekal, A. E., Simpkins, S. D., Gaskin, E., & Pesch, A. (2015).
Journal of Adolescent Research, 557-581. doi: 10.1177/0743558415620670.
Adolescent friendships, BMI, and physical activity: Untangling selection and influence through longitudinal social network analysis.
Simpkins, S. D., Schaefer, D., Price, C., & Vest, A. E. (2013).
Journal for Research on Adolescence: Special issue on social network analysis. 23, 537 – 549.
Organized out-of-school activities: Settings for peer relationships, peer influence, and adolescent development.
Fredricks, J. A., & Simpkins, S. D. (Eds.) (2013).
New Directions for Child and Adolescent Development, 140.
Organized out-of-school activities and peer relationships: Theoretical perspectives and previous research.
Fredricks, J. A. &Simpkins, S. D. (2013).
New Directions for Child and Adolescent Development, 140, 1 – 17.
When Is Sport Participation Risky or Protective for Alcohol Use? The Role of Teammates, Friendships, and Popularity.
Vest, A. E. & Simpkins, S. D. (2013).
New Directions for Child and Adolescent Development, 140, 37 – 55.
Charting the Eccles’ Expectancy-Value Model from parents’ beliefs in childhood to youths’ activities in adolescence.
Simpkins, S. D., Fredricks, J., & Eccles, J. S. (2012).
Developmental Psychology, 48, 1019-1032.
Do friends participate in similar extracurricular activities?: Examining the moderating role of age and race
Simpkins, S. D., Vest, A. E., Delgado, M. Y., & Price, C. (2012).
Journal of Leisure Research, 44, 332 – 352.
Intergenerational continuity and discontinuity in Mexican-origin youths’ participation in organized activities: Insights from mixed-methods.
Simpkins, S. D., Vest, A. E., & Price, C. (2011).
Journal of Family Psychology: Special section on mixed-methods, 25, 814 – 824.
Latino adolescents’ participation in extracurricular activities: How important are family resources and cultural orientation?
Simpkins, S. D., O’Donnell, M., Delgado, M., & Becnel, J. N. (2011).
Applied Developmental Science, 15, 37 – 50.
The contribution of extracurricular activities in adolescent friendships: New insights through social network analysis.
Schaefer, D., Simpkins, S. D., Vest, A. E., & Price, C. (2011).
Developmental Psychology, 4, 1141 – 1152.
Dynamic relations between parents’ behaviors and children’s motivational beliefs in sports and music.
Simpkins, S. D., Vest, A. E., Dawes, N. P., & Neuman, K. I. (2010).
Parenting: Science and Practice, 10, 97 – 118.
Do neighborhood and home contexts help explain why low-income children miss opportunities to participate in activities outside of school?
Dearing, E., Wimer, C.,Simpkins, S. D., Lund, T., Bouffard, S., Caronongan, P.,Kreider, H., & Weiss, H. B. (2009).
Developmental Psychology, 45, 1545 – 1562.
Predicting youth out-of-school time participation: Multiple risks and developmental differences.
Wimer, C.,Simpkins, S. D., Dearing, E., Caronongan, P., Bouffard, S., & Weiss, H. B. (2008).
Merrill-Palmer Quarterly, 54, 179 – 207.
The mediational role of adolescents’ friends in relations between activity breadth and adjustment.
Simpkins, S. D., Eccles, J. S., & Becnel, J. N. (2008).
Developmental Psychology, 44, 1081 – 1094.
Family socialization, gender, and participation in sports and instrumental music.
Fredricks, J. A., Simpkins, S. D., & Eccles, J. S. (2005).
In C. R. Cooper, C. T. Garcia Coll, W. T. Bartko, H. Davis, and C. Chatman (Eds.), Developmental pathways through middle childhood: Rethinking contexts and diversity as resources (pp. 41 – 62). Mahwah, NJ: Lawrence Erlbaum Associates.
Parents’ socializing behavior and children’s participation in math, science, and computer out-of-school activities
Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2005).
Applied Developmental Science, 9, 14 – 30.
Managing the external environment: The parent as active agent in the system.
Parke, R. D., Killian, C., Dennis, J., Flyr, M. L., McDowell, D. J., Simpkins, S. D., Kim, M., & Wild, M. (2003).
In L. Kuczynski (Ed.), Handbook of dynamics in parent-child relations (pp. 247 – 270). Thousand Oaks, CA: Sage.
STEAM
How youth-staff relationships and program activities promote Latinx adolescent outcomes in a university-community afterschool math enrichment activity.
Soto-Lara, S. Yu, M. V. B., Pantano, A., & Simpkins, S. D. (2021).
Applied Developmental Science.
Translating Cognitive Science in the Public Square.
Hassinger-Das, B., Zosh, J., Bustamante, A. S., Golinkoff, R. M., & Hirsh-Pasek, K. (2021).
Trends in Cognitive Science.
Understanding pedagogical frameworks, relationships, and learning opportunities in community-based participatory design.
Chew, P., Lin, Y, Bermudez, V., Bustamante, A.S., & Ahn, J. (2021).
Proceedings of International Society of the Learning Sciences (ISLS), 541-544.
The S.P.A.C.E hypothesis: physical activity as medium—not medicine—for public health impact.
Bustamante, E.E., Ramer, J.D., Santiago-Rodriguez, M.E., Mehta, T.G., Bustamante, A.S., Marquez, D.X., Frazier, S.L. (2021).
Exercise and Sports Sciences Reviews, 49(2), 133–145.
Questions in a life-sized board game: Comparing caregivers’ and children’s question-asking across STEM museum exhibits.
Gaudreau, C., Bustamante, A. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2021).
Mind, Brain, and Education, 15(2), 199-210.
Civic engagement with visualizing data in science museums.
Peppler, K., Keune, A., Han, A. J., (2020).
In M. Gresalfi & I. Horn (Eds.), The interdisciplinarity of the learning sciences: International conference of the learning sciences (ICLS) 2020. Nashville, TN: International Society of the Learning Sciences.
Reclaiming traditionally feminine practices and materials for STEM learning through the modern maker movement.
Peppler, K., Keune, A., & Thompson, N. (2020).
In Y. Kafai (Eds.), Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. Cambridge, MA: MIT Press.
Designing for empathy in engineering exhibits.
Peppler, K., Keune, A., Dahn, M., Bennett, D., Letourneau, S. (2020).
In C. Girvan, J. R. Byrne, B. Tangney, & V. Dagiené (Eds.), Exploring, Testing and Extending our Understanding of Constructionism: Constructionism 2020. Dublin, Ireland: ACM.
More than just a game: Transforming social interaction and STEM play with Parkopolis.
Bustamante, A. S., Schlesinger, M., Begolli, K. N., Golinkoff, R. M., Shahidi, N., Zonji, S., ... & Hirsh-Pasek, K. (2020).
Developmental Psychology.
Supporting Latino high school students’ science motivational beliefs and engagement: Examining the unique and collective contributions of family, teachers, and friends.
Simpkins, S. D., Liu, Y., Hsieh, T., & Estrella, G. (2020).
Educational Psychology.
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers.
Kang, H., Calabrese Barton, A., Tan, E., D Simpkins, S., Rhee, H. Y., & Turner, C. (2019).
Science Education, 103(2), 418-439.
Learning landscapes: Where the science of learning meets architectural design.
Bustamante, A. S., Hassinger‐Das, B., Hirsh‐Pasek, K., & Golinkoff, R. M. (2019).
Child Development Perspectives, 13(1), 34-40.
Recognition in makerspaces: Supporting opportunities for women to “make” a STEM career.
Keune, A., Peppler, K., & Wohlwend, K. (2019).
Computers and Human Behavior, 99, pp. 368-380.
Building worlds: A connective ethnography of play in Minecraft.
Pellicone, A., & Ahn, J. (2018).
Games and Culture, 13(5), 440-458.
Seeing the unseen learner: Designing and using social media to recognize children’s science
dispositions in action.
Ahn, J., Clegg, T., Yip, J., Bonsignore, E., Pauw, D., & Gubbels, M. (2016).
Learning, Media, and Technology, 41(2), 252-282.
Crafting a Future in Science: Tracing Middle School Girls’ Identity Work Over Time and Space.
Calabrese Barton, A., Kang, H., Tan, E., O’Neill, T., Bautista-Guerra, J., &Brecklin, C. (2013).
American Educational Research Journal, 50, 37-75. doi: 10.3102/0002831212458142.
Desiring a Career in STEM-Related Fields: How Middle School Girls Articulate and Negotiate Identities-In-Practice in Science.
Tan, E., Calabrese Barton, A., Kang, H., & O’Neill, T. (2013).
Journal of Research in Science Teaching, 50,1143-1179.
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