2025
Vossoughi, N., & Pinedo, A. (2025). Adolescents’ co-development of critical consciousness and social dominance in ethnic studies courses. Cultural Diversity and Ethnic Minority Psychology. http://doi.org/10.1037/cdp0000779
Pinedo, A., & Kruger, N. (2025). When opportunity structures matter for unfolding the sociopolitical development of adolescents and young adults. Journal of Research on Adolescence. https://doi.org/10.1111/jora.70058
Pinedo, A., Kubi, G., Espinoza, A., Gonzalez, J., & Diemer, M. A. (2025). Ethnic studies and student development: Cultivating racially marginalized adolescents’ critical consciousness. Developmental Psychology, 61(1), 113-133. https://doi.org/10.1037/dev0001850
2024
Pinedo, A., Frisby, M., Kubi, G., Vezaldenos, V., Diemer, M. A., McAlister, S., & Harris, E. (2024). Charting the longitudinal trajectories and interplay of critical consciousness among youth activists. Child Development, 95(1), 296-312. https://doi.org/10.1111/cdev.13977
Pinedo, A., Diemer, M. A., & Frisby M. B. (2024). Critical consciousness and youth political activism. Annual Review of Developmental Psychology, 6, 351-372. https://doi.org/10.1146/annurev-devpsych-010923-113449
Lopez, J., Yellowtail, J. Pinedo, A., Smith, T., Chamberlin, K. G., Fryberg, S., & Eason, A. (2024). Understanding the lack of advocacy for Missing and Murdered Indigenous Women and Girls. Personality and Social Psychology Bulletin. https://doi.org/10.1177/01461672241265993
2023
Pinedo, A., Kubi, G., & Diemer, A. (2023). Synthesizing critical consciousness and identity-based motivation to clarify how economically marginalized youth of color navigate and challenge racial capitalism. Book chapter in Critical Consciousness: Expanding Theory, Methods, and Measurement. (L. J. Rapa & E. B. Godfrey, Eds.). Cambridge University Press.
2022
Diemer, M. A., Frisby, M. B., Pinedo, A., Bardelli, E., Elliot, E., Harris, E. McAlister, S., & Voight, A. M. (2022). Validation of the short critical consciousness scale (ShoCCS). Applied Developmental Science, 26(3), 409–425. https://doi.org/10.1080/10888691.2020.1834394
Bañales, J., Pech, A., Piñetta, B., Pinedo, A., Diemer, M. A., & Romero, A. J. (2022). Critiquing inequality in society and on campus: Peers and faculty facilitate civic and academic outcomes of college students. Research in Higher Education, 63, 589-609, https://doi.org/10.1007/s11162-021-09663-7
2021
Pinedo, A., Vossoughi, N., & Lewis, N. A., Jr. (2021). Critical pedagogy and children’s beneficial development. Policy Insights from the Behavioral and Brain Sciences, 8(2), 183-191. https://doi.org/10.1177/23727322211033000
Walton, G. M., Okonofua, J. A., Remington, K. S., Hurst, D., Pinedo, A., Weitz, E., Ospina, J. P., Tate, H., & Eberhardt, J. L. (2021). Lifting the Bar: A relationship-orienting intervention prevents recidivism among children reentering school from juvenile detention. Psychological Science, 32(11), 1747-1767. https://doi.org/10.1177/09567976211013801
Pinedo, A., Diemer, M. A., Durkee, M. I., & Hope E. C. (2021). Disentangling longitudinal trajectories of racial discrimination and critical action among Black and Latinx college students: What role do peers play? Cultural Diversity and Ethnic Minority Psychology, 27(3), 546-557. https://doi.org/10.1037/cdp0000434
Diemer, M. A., Pinedo, A., Bañales, J., Mathews, C. J., Frisby, M. B., Harris, E., & McAlister, S. (2021). (Re)centering action in critical consciousness. Child Development Perspectives. 15(1), 12-17. https://doi.org/10.1111/cdep.12393