Skip to content. | Skip to navigation

Personal tools

Children's Understanding of Economic and Social Inequality


You are here: Home / Publications
This is UNI Plone Theme

Representative Publications



  • Diemer, M. Marchand, A., & Mistry, R. S. (2020, online first). Charting how wealth shapes educational pathways from childhood to early adulthood: A process model. Journal of Youth and Adolescence.
  • Gilbert, L. R., Brown, C. S., & Mistry, R. S. (2017). Latino immigrant parents’ financial stress, depression, and academic involvement predicting child academic success. Psychology in the Schools , 54(9), 1202-1215. 
  • Coddington, C., Mistry, R. S., & Bailey, A. L. (2014). Socioeconomic status and early childhood development: A test of the parental investment pathway in a Chilean sample. Early Childhood Research Quarterly, 29, 538-549.
  • Chien, N. C., & Mistry, R. S. (2013). Geographic variations in cost of living: Associations with family and child well-being. Child Development, 84, 209-225.
  • Mistry, R. S., Benner, A. D., Tan, C. S., & Kim, S. (2009). Family economic pressure and academic well-being among Chinese-American youth: The influence of adolescents’ perceptions of economic strain. Journal of Family Psychology, Special Issue: On New Shores: Family Dynamics and Relationships Among Immigrant Families, 23, 279-290.
  • Mistry, R. S., Lowe, E., Benner, A. D., & Chien, N. (2008) Expanding the family economic stress model: Insights from a mixed methods approach. Journal of Marriage and Family, 70, 196-209.
  • Mistry, R. S., Biesanz, J. C., Taylor, L. C, Burchinal, M., & Cox, M. J. (2004). Family income and its relation to preschool children’s adjustment for families in the NICHD-Study of Early Child Care. Developmental Psychology, 40, 727-745.
  • Mistry, R. S., Vandewater, E. A., Huston, A. C., & McLoyd, V. C. (2002). Economic well-being and children's social adjustment: The role of family process in an ethnically diverse low-income sample. Child Development, 73, 935-951.
  • Huston, A. C., Duncan, G. J., Granger, R., Bos, J., McLoyd, V. C., Mistry, R., Crosby, D., Gibson, C., Magnuson, K., Romich, J., & Ventura, A. (2001). Work-based anti-poverty programs for parents can enhance the school performance and social behavior of children. Child Development, 72,  318-336.


  • Rodriguez-Operana, V. C., Mistry, R. S., & Chen, Y. C. (2017). Model minority or minority at risk? Examining the achievement-adjustment paradox among Filipino-American adolescents of diverse socioeconomic backgrounds. Asian American Journal of Psychology, Special Issue: Moving Beyond the Model Minority, 8, 56-71. 
  • Tseng, V., Kiang, L.*, Mistry, J.*, Mistry, R. S.*, Wang, Y.*, & Yoshikawa, H* (2016). Taking stock and moving forward: Research on Asian American child development (An Introduction). Child Development, Special Section: Asian American Child & Youth Development, 87, 989-994. *Authorship is alphabetical
  • Mistry, J., Li, J., Yoshikawa, H, Tseng, V., Tirrell, J., Kiang, L.*, Mistry, R. S.*, & Wang, Y.* (2016). An Integrated Conceptual Framework for Developmental Research on Asian American Children and Youth. Child Development, Special Section: Asian American Child & Youth Development, 87, 1014-1032 *Authorship is alphabetical
  • Rodriguez, V., Gillen-O'Neel, C., Mistry, R. S., Brown, C. S., Chow, K. A., & White, E. S. (2016). Racial-ethnic and national identification: What it means to be American among early adolescents. Journal of Early Adolescence, 36, 807–839.
  • Gillen-O'Neel, C., Mistry, R. S., Brown, C. S., Rodriguez, V., White, E. S., & Chow, K. A. (2015). Not excluded from analyses: Racial meanings and identification among multiracial early adolescents. Journal of Adolescent Research, 30, 143-179.
  • Yoshikawa, H., Mistry, R. S., & Wang, Y. (2016). Advancing methods in research on Asian American children and youth. Invited submission to Child Development, Special Section: Asian American Child & Youth Development, 87, 1033-1050.


    • Ruck, M. D., Mistry, R. S., & Flanagan, C. A. (2019). Children’s and adolescents’ understanding and experiences of economic inequality: An introduction to the special section. Developmental Psychology55(3), 449. 
    • Ghavami, N., & Mistry, R. S. (2019). Urban ethnically diverse adolescents’ perceptions of social class at the intersection of race, gender, and sexual orientation. Developmental Psychology55(3), 457. 
    • Quint, J., Griffin, K. M., Kaufman, J., Landers, P. & Utterback, A. (2018). Experiences of Parents and Children Living in Poverty: A Review of the Qualitative Literature. Office of Planning, Research, and Evaluation, US Department of Health and Human Services. Washington, D.C. 
    • Bullock, H. E., Griffin, K. M., Kent, A. H., & Toolis, E. E. (2018). Translating Psychological Research on Social Class and Socioeconomic Status. Translational Issues in Psychological Science, 4, 119-121. 
    • Hazelbaker, T., Griffin, K. M., Nenadal, L., & Mistry, R. S. (2018). Early elementary school children’s conceptions of neighborhood social stratification and fairness. Translational Issues in Psychological Science, 4(2), 153-164.

    • White, E. S., & Mistry, R.S. (2017; online first). Teachers’ civic socialization practices and upper-elementary school-age children’s civic engagement. Applied Developmental Science.
    • Nenadal, L., & Mistry, R.S. (2017; online first).  In their own words: Teachers’ reflections on using an inquiry-based approach to talk with young children about wealth and poverty. Early Childhood Research Quarterly.
    • Mistry, R.S., Nenadal, L., Hazelbaker, T., & Griffin, K. (2017). Promoting elementary school-age children’s understanding of wealth, poverty, and civic engagement. PS: Political Science and Politics, Teacher Symposium: The Politics and Pedagogy of Economic Inequality. 50, 1068-1073. 
    • Mistry, R. S., Nenadal, L., Griffin, K. M., Zimmerman, F. J., Cochran, H. A., Thomas, C.-A. & Wilson, C. (2016). Children's reasoning about poverty, economic mobility, and helping behavior: Results of a curriculum intervention in the early school years. Journal of Social Issues, 72, 760–788.
    • White, E. S., & Mistry, R. S. (2016). Parent civic beliefs, civic participation, socialization practices, and child civic outcomes. Applied Developmental Science, 20, 44-60.
    • Mistry, R. S., Brown, C. S., White, E. S., Chow, K. A., & Gillen-O'Neel, C. (2015). Elementary school children’s reasoning about social class: A mixed-methods study. Child Development, 86, 1653-1671. (Note: Awarded Distinguished Research Award (Human Development) from the American Educational Research Association (AERA) Division E, 2016.)
    • Chow, K. A., Mistry, R. S., & Melchor, V. L. (2015). Homelessness in the elementary school classroom: Social and emotional consequences. International Journal of Qualitative Studies in Education, Special Issues: Homeless Youth and Educational Institutions, 28, 641-662.
    • White, E. S., Mistry, R. S., & Chow, K. A. (2013). How do teachers talk about economic inequality? The complexity of teaching  at a socioeconomically integrated elementary school. Analyses of Social Issues and Public Policy, 13, 370-394.
    • Brown, C. S., Mistry, R. S., & Bigler, R. S. (2007). Hurricane Katrina: Children’s perceptions of racial bias, poverty, and government involvement amid a national crisis. Analyses of Social Issues and Public Policy, 7, 191-208.


    • Brown, C. S., Mistry, R. S., & Yip, T. (2019). Moving from the Margins to the Mainstream: Equity and Justice as Key Considerations for Developmental Science. Child Development Perspectives. 

    • Edwards, E.C., Tunstall, J., Blackmon, S., Beasley, M., Smith, M., & Howard, T (2019). "Sister to Sister: A model for creating academic counter-spaces for Black women at HWIs." Los Angeles, CA, UCLA Black Male Institute.

    • Griffin, K. M., Bailey, A. L., & Mistry, R. S. (2019). What educators of young dual language immersion students learn from a bilingual approach to assessing development. In Zein, M. S. & Garton, S. (Eds.). Early Language Learning and Teacher Education. Bristol, U.K.: Multilingual Matters, Channel View Publications. 

    • Hazelbaker, T., & Mistry, R. S. (2018). “Discrimination in Childhood and Adolescence”: Forging ahead on a road well-traveled. Social Justice Research, 31(3), 311-322.

    • Mistry, R. S., White, E. S., Chow, K. A.,  Nenadal, L., & Griffin, K. (2016). A Mixed methods approach to equity and justice research: Insights from research on children's reasoning about economic inequality. In S. Horn, M. Ruck, & L. Liben (Editors), Equity and Justice in Developmental Science: Theoretical and Methodological IssuesVol 50 (pp. 209-236), Advances in Child Development and Behavior Series. United Kingdom: Elsevier, Academic Press.

    • Gershoff, E. T., Mistry, R.S., & Crosby, D. C., Co-Editors. (2014). Societal Contexts of Child Development: Pathways of Influence and Implication for Practice and Policy.  Oxford University Press. (Note: Awarded Social Policy Award for Best Edited Book from the Society for Research on Adolescence (SRA), 2014.)
    • *Diemer, M., *Mistry, R. S., Wadsworth, M. E. Lopez, I., & Reimers, F. (2013). Best Practices in Conceptualizing and Measuring Social Class in Psychological Research. ASAP: Analyses of Social Issues and Public Policy, 13, 77-113. *Authorship is alphabetical and reflects equal contribution.