My research curiosities lie at the intersection of psychology, human development and education. I am interested in social and educational inequities and the mechanisms through which macro-level disparities are both perpetuated and disrupted at the micro-level of identities and relationships. I ask how our social groups, and the cultural stereotypes that accompany them, shape how we see ourselves and interact with others. My specific area of research investigates identity development among racially diverse youth in urban contexts. I examine how children and adolescents make sense of their racial, ethnic and gender identities; how cultural stereotypes and expectations shape the development and intersectionality of these identities; and the ways in which multiple identities influence adolescents’ social-emotional and academic outcomes.
Rogers, L. O., Yang, R., Way, N., Weinberg, S. L., & Bennet, A. (2019). “We’re supposed to look like girls, but act like boys”: Adolescent girls’ adherence to masculinity norms. Journal of Research on Adolescence. https://doi-org.turing.library.northwestern.edu/10.1111/jora.12475
Rogers, L. O., & Way, N. (2018). Reimagining Social and Emotional Development: Accommodation and Resistance to Dominant Ideologies in the Identities and Friendships of Boys of Color. Human Development, 61:311–331. https://doi-org.turing.library.northwestern.edu/10.1159/000493378
Rogers, L. O. (2018). “i’m kind of a feminist”: Using master narratives to analyze gender identity in middle childhood. Child Development. https://doi-org.turing.library.northwestern.edu/10.1111/cdev.13142
Rogers, L. O. (2018). Who am i, who are we? Erikson and a transactional approach to identity research. Identity: An International Journal of Theory and Research. https://doi-org.turing.library.northwestern.edu/10.1080/15283488.2018.1523728
Rogers, L. O., & Meltzoff, A. N. (2017). Is gender more important and meaningful than race? An analysis of racial and gender identity among Black, White, and Mixed-Race children. Cultural Diversity and Ethnic Minority Psychology, 23, 323-334. http://dx.doi.org/10.1037/cdp0000125