Areas of Expertise
Skills: Youth Participatory Action Research (YPAR) Methodology, School-based Research-Practice Partnerships, Participatory Evaluation, Photovoice, Grounded Theory, Ethnographic Methods, Case Study, Survey Development & Testing, Grant Writing
Areas of Expertise: Youth Sociopolitical Development, Social Media, Social-Emotional Learning, Critical Youth Work/Youth Development, School Climate, YPAR Methodology
Grants, Fellowships, Honors & Awards
NIH Pre-Doctoral Translational Science Training Grant (TL1) - 06/2021- 06/2022
UW Magnuson Scholar - 06/2021- 06/2022
Distinction, General Exam - 07/2020
William P. and Ruth Gerberding Top Scholar Fellowship - 03/2018
Scholarship from the Charles O. Cressey Endowment Fund - 09/2017
CUNY Critical Participatory Action Research, Training Scholarship - 05/2016
Hubert G. Locke Fellowship - 03/2013
Evans School of Public Policy & Governance Top Scholar Award - 09/2012
Dissertation Research
My dissertation explores the research questions of: (1) How can social media facilitate youth SPD? and (2) How can social media limit, or at times can even be counterproductive to, youth SPD? In learning more about this relationship, we can better utilize social media as a tool for youth empowerment, critical thinking, social awareness, and capacity building for social change. We can also better understand the limits of social media as a tool for socio-political development and mitigate negative impacts on youth socio-emotional well-being. Theoretically this work is informed by a critical youth perspective and activity theory. As such, analysis considers individual and collective-level processes, social structures that shape activity and contradictions and tensions that shape development. I used a multi-site case study approach (n=12) young people (ages 14-19) who are engaged in online and offline social justice work in their communities. Youth are diverse in race, ethnicity, gender, sexuality, class and ability. I conducted interviews and direct observation of social media engagement (a social media “ride along”). I also adapted the Youth Participatory Action Research (YPAR) method of photovoice for social media. The youth co-researchers are translating the results into a “for youth, by youth” organizer training and I am highlighting implications for intergenerational organizing and educators who aim to support the development of youth sociopolitical development.
Illustration by Maria Chimishkyan
Publications
Find me on Google Scholar
Peer Reviewed
López, A.P.**, Jones, T., Malorni, A. Diaz, A., & McCowan, K. (2024) Strengthening Student-Teach Relationships: Cultivating Culturally Responsive and Inclusive Learning Environments for Black, Indigenous, and Youth of Color. Psychology in the Schools. (In Press)
Malorni, A., Dolan, S.*, Hong, A.*, Joseph, N*, Mohamed, K.*, Moore, L.*, Phan, L.*, Skoglund, I.*, Too, I.*, & Wittman, S*. (2023) Youth Sociopolitical Development: A conceptual framework by racial and gender minoritized youth organizers. American Journal of Community Psychology. Doi: 10.1002/ajcp.12729
Malorni, A. Lea, C.H., McCowan, K., Jones, T.M. & Crumé, H.J. (2023) Centering Marginalized Positive Youth Development Constructs: Examining perspectives and experiences of racially, ethnically, and gender-minoritized practitioners and youth. Journal of Community Practice. Doi: 10.1080/10705422.2023.2215231
Jones, T.M., Williford, A., Malorni, A., McCowan, K., Becker, K.**, Halac, T.**, Lea, C.H., Spencer, M. (2023). The Role of Colorblind Racism and White Fragility in Maintaining Racist Bullying in Middle School. Psychology in the Schools. DOI: 10.1002/pits.22954
Jones, T.M., Malorni, A., Lea, C.H. & McCowan, K. (2023). University-School Partnerships: Successes and Challenges in Designing and Implementing Strategies to Promote Racial Equity. Children & Schools. In Press.
Malorni, A., Diaz, A., Spencer, M. & Jones, T. (2022) Autoethnography as a Tool for Research-Practice Partnerships: Facilitating self and school transformation. Qualitative Social Work. DOI: 10.1177/14733250221088211
Malorni, A., Lea, C.H., Richards-Schuster, K. & Spencer, M. (2022) Facilitating Youth Participatory Action Research: A scoping review of youth-adult relationship practices. Children and Youth Services Review. DOI: 10.1016/j.childyouth.2022.106399
Lea, C.H., Jones, T.M., Malorni, A., Beaver, J.* & Herrenkohl, T. (2022). Centering racial equity in measures of school climate: Perspectives of racial and ethnic minoritized students. Journal of the Society for Social Work Research. Doi.org/10.1086/713474
Jones, T.M., Diaz, A., Bruick, S.**, McCowan, K., Wong, D.W**., Chatterji, A**., Malorni, A., & Spencer, M. (2021) Experiences and perceptions of school staff regarding the COVID-19 pandemic and racial equity: The role of colorblindness. School Psychology. DOI: 10.1037/spq0000464
Lea, C.H., McCowan, K., Jones, T.M., Malorni, A. (2021) Embedding Racial Equity: Adult and Student Perspectives on School-Based Racial and Ethnic Equity-Informed SEL Strategies. Psychology in Schools. DOI: 10.1002/pits.225757
Lea, C.H., Jones, T.M., Malorni, A., Beaver, J.* & Herrenkohl, T. (2020) Beyond the Numbers: Exploring Students’ Perceptions of the Factors Associated with Equity in School Climate. Journal of the Society for Social Work Research. Doi.org/10.1086/713474
Herrenkohl, T., Jones, T., Lea, C., & Malorni, A. (2019) Leading with Data: Using an Impact-Driven Research Consortium Model for the Advancement of Racial Equity in Social Emotional Learning. American Journal of Orthopsychiatry (AJO): Social Innovations. Doi.org/10.1037/ort0000435
Lea, C., Malorni, A., & Jones, T. (2019). Everybody is an Artist: Arts-Based Education and Formerly Incarcerated Young Black Men’s Academic and Social-Emotional Development in an Alternative School. American Journal of Community Psychology, Special Issue on Applied and Translational Research on Trauma-Responsive Programs and Policy. Doi 10.1002/ajcp.12378
Under Review
Jones, T.M., Lea, C.H., Lopez, A.P.,** Becker, K.,** Malorni, A. School Attendance and Engagement: Linguistically Diverse Caregiver Perspectives on Barriers and Facilitators During the COVID-19 Pandemic. (In Review, March, 2023)
Storer, H.L., Bloomer, R., Malorni, A., Nyerges, E. & Borja, S. “A Pipeline for Youth Voice:” An exploratory analysis of empowerment-focused youth development programming at organizations serving survivors of intimate partner violence. Journal of Community Practice. (In Review, June 2023)
Malorni, A. Linking YPAR and Youth Sociopolitical Development: Reflections on a photovoice study with youth organizers. Invited Manuscript, Michigan Journal of Community Service Learning, Special Issue on YPAR. (Invited Manuscript, Due March 2024)
Community & Practice Publications
Jones, T., Lea, C., & Malorni, A. (2021). Best Starts for Kids Youth Development Measurement Project: 2018-2019 Report. Prepared for King County Public Health.
Malorni, A., Jones, T., McCowan, K. & Lea, C. (2019). Using Data and Youth Perspectives to Improve School Climate and Racial Equity Practice. Prepared for the Renton Public School District.
Jones, T., Lea, C., Malorni, A., Crumé, H.J. & McCowan, K. (2019). Best Starts for Kids Youth Development Measurement Project: 2018-2019 Report. Prepared for King County Public Health.
Research Experience
Liberatory Consciousness Framework in Action: A Collaborative Autoethnography Project with Social Work Faculty
06/2023 - Present
Principal Investigator, Rutgers University School of Social Work
Facilitating a collaborative autoethnography with fellow Rutgers University School of Social Work faculty. We are critically examining the implementation of the Liberatory Consciousness Framework in the clinical social work MSW courses.
Digital Resilience Strategies Across the Lifespan 04/2023 - Present
Co-Principal Investigator, Rutgers University School of Social Work
A scoping review launched from the Resilience Portfolio Consortium. Lead a multi-disciplinary, multi-sector group of people in investigating the research question: What are the key factors and current strategies that contribute to the development of digital resilience across the lifespan? We analyze the literature paying particular attention to factors and strategies used by and with marginalized populations.
Social Media and Youth Sociopolitical Development
07/2020 – 06/2022
Principal Investigator, University of Washington School of Social Work
Aims to address the questions: (1) In what ways does social media facilitate youth sociopolitical development (SPD)? And (2) What are the limitations of social media as an effective tool for youth SPD? A multi-site case study with participatory analysis and youth-led photovoice project. Principal investigator for all research activities. NIH Award Number TL1 TR002318.
Best Starts for Kids Youth Development Measurement Project 01/2020 – 12/2021
Research Analyst, University of Washington School of Social Work
A continuation of the 2018-2019 community-based youth development measurement project (see below). I facilitated the development of participatory advisory board to oversee the refinement of the tool, conducted qualitative research into the structure and content of the survey, conducted second round of psychometric testing. Also participated in all stages/tasks of survey development and testing. Contract funded by King County Public Health. PI: Mike Spencer
COVID-19, BLM and Teacher Racial Consciousness in a Puget Sound Middle School: An autoethnographic case study 03/2020 – 11/2020
Principal Investigator, University of Washington School of Social Work
A teacher-participatory autoethnographic project exploring the impact of the COVID-19 pandemic and BLM movement of 2020 on racial equity improvement efforts in a Puget Sound middle school. I designed the research study, recruited participants, trained participants in autoethnographic methods and managed the logistics of data collection. I will be analyzing the data alongside teachers, and the data will be integrated into a larger school improvement project in the Summer of 2020.
Pro-Justice Student Union Research & Action: School Climate and Social Justice
12/2019 – 05/2020
Co-PI, UW & CSU School of Social Work
A participatory research-practice partnership with a high school student group in Renton Public Schools called the Pro-Justice Union (PJU). Supported Youth Participatory Action Research efforts led by PJU, and launched a complimentary research project with teachers and administrators, guided by the PJU’s research results and school-based action. Managed all local aspects of the project, and was a principal investigator. Tiffany Jones (CSU) is co-PI and funder of project.
Examining Culture of Compliance and School Discipline
12/2019 – 08/2020
Project Manager & Research Analyst, Co-PI, UW & CSU School of Social Work
A research-practice partnership with a middle school in Renton Public Schools. I worked with teachers, staff and administrators on the school’s racial equity team to identify pressing issues relating to school climate. We designed a research-practice project focusing on the school’s culture of compliance and racial disproportionality in school discipline. It is a mixed-methods study. The racial equity team was involved in methodological design and all teachers were involved in data analysis and action-planning. Tiffany Jones (CSU) is co-PI and funder of project.
VOYCE Whakarongo Mai Youth Participation Project
06/2019 – 11/2019
Research Assistant, University of Washington School of Social Work
In partnership with the University of Auckland. Project aims to answer the question: ‘What constitutes good practice in relation to ethical, culturally sound engagement and participation of children and young people involved with child protection services in programme governance, policy making, service design and research?’ I contributed to a scoping review. PI: Susan Kemp
SEL Consortium Documentation Project
06/2019 – 10/2019
Research Analyst, University of Washington School of Social Work
A study of the development, process and outcomes of a 2-year research-practice partnership called the SEL Consortium. The SEL Consortium has regular participation from: 6 regional school district officials, King County Public Health, Out-of-School-Time (OST) providers, intermediary organizations and non-academic research partners. I participated in all stages/tasks of project, and of the consortium. PI: Tiffany Jones
Federal Way Public Schools: Exploring the role of Community-based Organizations in school climate and positive racial identity development
01/2019 – 12/2019
Research Assistant, University of Washington School of Social Work
A research-practice partnership with Federal Way Public Schools. Focuses on the role of community-based organizations in schools as it relates to school climate. Conducted focus groups and completed analysis. PI: Charles Lea III
Bullying, School Climate and Racial Equity: Using Data and Youth Perspectives to Improve School Climate 01/2019 – 12/2019
Research Analyst, University of Washington School of Social Work
A research-practice partnership with Renton Public Schools. The purpose of the study is to better understand students’ experiences as school, especially school culture and climate, experiences of bullying and experiences related to racial and social equity. I participated in all stages/tasks of project and design/facilitated interactive data analysis and improvement planning workshops with teachers. PI: Tiffany Jones & Charles Lea III
Best Starts for Kids: Youth Development Measurement Project
05/2018 – 12/2019
Research Analyst, University of Washington, School of Social Work
Develop and validate a community-based protective and promotive youth development measurement tool that is responsive to: racial, ethnic and social identity development, social and emotional development and enabling program environments. Completed literature review, landscape assessment, lead focus groups, organized and conducted cognitive interviews, helped develop methodological plan, created survey, administered pilot, psychometric testing of survey items, worked with community partners on construct and survey development. Contract funded by King County Public Health. PI: Charles Lea III
Enhancing Data-Driven Decision Making for School Improvement at the Seattle Public Schools 9/2017 – 4/2018
Research Assistant, University of Washington, School of Social Work,
Funded by Seattle Public Schools. Partnered with district to make recommendations for student school climate survey design based on youth input. Organized and facilitated cognitive interviews with children and youth (grades K-12) across the school district. Coded qualitative data & contributed to final recommendations. PI: Todd Herrenkohl