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Aprile D Benner
Associate Professor
Department of Human Development and Family Sciencesabenner@prc.utexas.edu
Phone: 512-232-1964
Office Location
SEA 2.442
Postal Address
108 E DEAN KEETON ST
AUSTIN, TX 78712-
Ph.D., University of California, Los Angeles (2007)
M.S., Purdue University (1999)
B.S., Vanderbilt University (1997)Research Interests
Aprile Benner’s substantive research interests center on the development of low-income and race/ethnic minority youth, investigating how social contexts influence experiences of marginalization and discrimination, school transitions, and developmental outcomes during adolescence. As a developmental psychologist, the core of her research program is a fundamental developmental question—what are the continuities and changes in the social, emotional, and cognitive growth and maturation of young people? Reflecting her training in educational demography, she works to answer this question with an awareness of how such developmental patterns are embedded in the groups, contexts, and social structures of society.Specifically, her research falls into two primary streams: race/ethnicity and social class as developmental contexts and the influence of multiple and shifting ecological contexts in young people’s lives. Her studies have examined adolescents’ perceptions of discrimination, their experiences of numeric marginalization tied to both race/ethnicity and socioeconomic status, experiences of school transitions across the early life course, and how schools, families, and peers independently and conjointly influence young people’s well-being. Her current research focuses on discrimination tied to race/ethnicity, social class, sexual minority status, and weight and linkages to disparities in mental and physical health and academic achievement.
Aprile Benner is accepting graduate students to start in Fall 2021.
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Current Grant Funding
Principal Investigator, Biopsychosocial Pathways Linking Discrimination and Adolescent Health. National Institute of Child Health and Human Development (2017-2022).
Principal Investigator, Discrimination and Achievement Disparities in Adolescence. National Science Foundation (2016 - 2019).
Co-Investigator, IBSS: Identifying the Optimal Levels and Timing of Family and School Influences. National Science Foundation (2015 - 2020, PI: Elizabeth Gershoff).
Prior Grant Funding
Principal Investigator, Adolescents and the Social Contexts of American Schools. William T. Grant Scholars Program (2013 - 2018).
Principal Investigator, eRACE: Examining Race, Academics, Contexts, and Equality. William T. Grant Foundation (2015 - 2017).
Co-Investigator, Parent-child Processes Affecting Long-term Post-disaster Psychosocial Adjustment. National Institute of Child Health and Human Development. (R03HD077164, 2015 - 2017, PI: Erika Felix).
Principal Investigator, School Demographics, Marginalization, and Adolescent Substance Use. National Institute on Drug Abuse (R03DA032018, 2011-2014).
Principal Investigator, Marginalization and Educational Performance during Adolescence. National Academy of Education & Spencer Foundation (2012 - 2013)
Principal Investigator, Selection into Pre-K-3. Foundation for Child Development (2010 - 2012)
Principal Investigator, The Transition to High School and Later School Dropout. The Spencer Foundation (2010 - 2011)
Principal Investigator, Race, School Transitions, and Child and Adolescent Well-being. National Institute of Child Health and Human Development (F32HD056732, 2008 - 2011)
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Select Publications (* denotes undergraduate or graduate student or postdoctoral fellow)
Benner, A.D., *Hou, Y., & Jackson, K. (2020). The consequences of friend-related stress across early adolescence. Journal of Early Adolescence, 40, 249-272.
Martin-Storey, A. & Benner, A.D. (2019). Externalizing behaviors exacerbate the link between discrimination and adolescent health risk behaviors. Journal of Youth and Adolescence, 48, 1724-1735.
Benner, A.D., Wang, Y., Shen, Y. Boyle, A.E., Polk, R. & Cheng, Y-P. (2018). Racial discrimination and well-being during adolescence: A meta-analytic review. American Psychologist, 73, 855-883.
Benner, A.D. (2017). The consequences of racial/ethnic discrimination for adolescent adjustment. Child Development Perspectives, 11, 251-256.
Benner, A.D., *Boyle, A.E, & *Bakhtiari, F. (2017). Understanding students’ transition to high school: Demographic variation and the role of supportive relationships. Journal of Youth and Adolescence, 46, 2129-2142.
Benner, A.D. & *Wang, Y. (2017). Racial/ethnic discrimination and adolescents’ well-being: The role of cross-ethnic friendships and friends’ experiences of discrimination. Child Development, 88, 493-504.
Benner, A.D., *Boyle, A.E., & *Sadler, S. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of Youth and Adolescence, 45, 1053-1064.
Benner, A.D. & *Wang, Y. (2015). Adolescent substance use: The role of demographic marginalization and socioemotional distress. Developmental Psychology, 51, 1086-1097.
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2020 Mid-career Award for Research Excellence, Society for Research on Adolescence
2019 Outstanding Graduate Teacher Award, Graduate School, UT Austin
2019 Faculty Research Award, School of Human Ecology, UT Austin
2013 Award for Early Career Research Contributions to Child Development, Society for Research in Child Development
2013 William T. Grant Foundation Scholar
2013 Monitoring the Future Visiting Scholar Program
2011 National Academy of Education/Spencer Foundation Postdoctoral Fellow
2010 Hershel D. Thornburg Dissertation Award, Society for Research on Adolescence
2010 Outstanding Dissertation Award, American Educational Research Society, Division E Human Development
2009 Exemplary Dissertation Award, Spencer Foundation
2008 Ruth L. Kirchstein National Research Service Award, NICHD
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Courses Recently Taught
Undergraduate
HDF 371 – Adolescent DevelopmentUGS 303 - Modern Family (University Signature Course)
Graduate
HDF 380k.2 – Foundational StatisticsHDF 380k.4 – Advanced Regression and Structural Models (SEM)
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In Summer 2020, we will be conducting interviews with approximately 40 local high school students. Pairs of research assistants will meet individually with students (likely via zoom) for hour-long interviews. Efforts will be made to match the race/ethnicity and gender of our study participants with the primary interviewer. Undergraduate and graduate research assistants will be scheduling and conducting interviews, transcribing interviews, and assisting with qualitative data analysis.
In Fall 2020, we will be collecting daily diaries, surveys, and biomarker and health data from approximately 200 adolescent participants. For daily diaries, research assistants will recruit adolescent participants, monitor daily diary participation, and ensure daily diary compliance. For surveys, research assistants will conduct follow-ups to encourage participation and enter and clean survey data as needed. Research assistants will receive comprehensive training to build their skills and competencies in collection of biomarker and health data, which will be collected during home visits. Once trained, during home visits, pairs of research assistants will collect participants blood pressure, height, weight, waist circumference, and blood spots. At these home visits, research assistants also will train participants to collect their saliva and use the ecological momentary assessment wearable device (likely a Fitbit, E4, or Oura ring).
Research assistants will also participate in other lab-related research tasks, including data cleaning and coding, data management organization, data analysis, Google streetview coding, and other tasks as needed. Research assistants for the project need to be comfortable speaking with students and their parents.
Spanish language proficiency is definitely a plus!
See: http://sites.utexas.edu/projectlibra/
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