Assistant Professor
Department of Psychology

Office: 1046D BSB
Phone: 312-355-2504
Email: sefrench@uic.edu
Mailing Address:
1007 W. Harrison St. (MC 285)
Chicago, IL 60607-7137

Education:
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Ph.D., New York University 2002

Statement of Research Interests:
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My primary research interest is studying ethnic identity development in adolescents. Identity development is a crucial facet of adolescent development. Adolescence is the time when individuals have the cognitive abilities, the social influences, and the opportunities to examine and explore various identities. Living in such a diverse society, ethnic identity may become particularly important for adolescents of color. Most theories of ethnic identity development suggest a developmental stage model where individuals move from an unexamined identity through a period of exploration and then finally to an achieved identity where an individual is secure in what it means to be a member of his/her ethnic group.

In order to explore the process of this developmental model, I have examined the ethnic identity of racially and ethnically diverse adolescents and college students longitudinally over multiple years in two separate projects. My research has supported the theorized developmental models.

I am also examining the factors that promote or hinder the positive development of ethnic identity, as well as the association of ethnic identity with psychological well being, healthy behaviors and academic achievement - with a particular focus on understanding the differing pattern of findings in the different racial/ethnic groups. Thus far, I have found that different racial and ethnic groups exhibit some different patterns of relationships with predictor and outcome variables; thus affirming that there are some aspects of ethnic identity that are unique to individual ethnic groups.

My second line of research focuses on factors that promote or hinder academic achievement among ethnically diverse adolescents.

Selected Publications:
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French, S. E., Kim, T. & Pillado, O. (in press). Ethnic identity and violence. In N.G. Guerra & E. S. Phillips (Eds.) (in press) Ethnicity, Culture, and Youth Violence Prevention. Washington, DC: APA Books.

Seidman, E. & French, S. E. (in press). The confluence of individual development and ecological transitions: A two-step procedure to aid in the choice of prevention and promotion interventions. Developmental Psychopathology.

Seidman, E. Aber, J. L, & French, S. F. (2004). School transitions during adolescence: Risky situations in need of restructuring. In C. Schellenbach, K. Maton, B. Leadbeater, & A. Solarz (Eds.), Investing in children, families and communities: Strengths based research and policy.

French, S. E. & D' Augelli, A. (2002). Diversity in community psychology. In T.A. Revenson, A. L D' Augelli, S. E. French, D. Hughes, D. Livert, E. Seidman, M. Shinn, H. Yoshikawa (Eds.). Community psychology: A quarter century of theory, research and action in social and historical context. New York, NY: Plenum.

French. S. E., Seidman, E., Allen, L. & Aber, J. L. (2000). Racial/Ethnic Identity, Congruence with the Social Context and the Transition to High School. Journal of Adolescent Research, 15, 587 - 602.

Seidman, E. & French, S. E. (1997). Normative school transitions among urban adolescents: When, where, and how to intervene. In H. J. Walberg, R. P. Weissberg, and 0. Reyes (Eds.) Urban children and youth: Interdisciplinary perspectives (pp. 166 -189). Newbury Park, CA: Sage.