MPRC Seminar Series: Oscar Barbarin, UMD African American Studies
The Emergence of Externalizing Problems in Boys of Color
About the Presentation
African American boys begin life on rather typical developmental course. However, by the time they become young men they exhibit higher rates of conduct and school adjustment problems than their peers. This talk reviews the developmental data on trajectories of externalizing problems and discusses several possible explanations for the atypical development. In particular the talk will focus on stigma, trauma, and early maturation as contributors to these outcomes.
About the Speaker
Oscar A. Barbarin, Ph.D. is Chair and Professor of African American Studies and Professor of Psychology at the University of Maryland, College Park. He earned BA from St. Joseph’s Seminary and an MS and Ph.D. in Clinical Psychology from Rutgers University and was a post-doctoral fellow in psychology at Stanford University. He has been a principal investigator on several national studies of young children at risk of behavioral, emotional and academic difficulties. His current work aims to illuminate biopsychosocial influences on children’s development especially externalizing problems in boys of color. He is the recipient of the Distinguished Contributions to Understanding International, Cultural and Contextual Diversity in Child Development from SRCD. He was appointed chair of the US National Committee for Psychology by the National Academies of Science and elected to the executive board of the International Union of Psychological Sciences and the SRCD Governing Board. His current research activities center around the development of boys of color; evaluation of universal mental health screening in school settings; and early childhood interventions. He initiated and helps to co-ordinate the Research Collaborative on Young Boys and Men of Color. His most recent projects focus on children’s mental health particularly the effects of trauma on the emergence of behavior problems; black-white achievement gaps and effectiveness of early childhood (pre-k- 3rd grade) programs.
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