Gladys Aguilar

All Publications

• Ethnic-racial discrimination, identity, and out-group contact in context: A systematic review of daily process studies. Cultural diversity & ethnic minority psychology Sladek, M. R., Martinez-Fuentes, S., Wantchekon, K. A., Aguilar, G., Umaña-Taylor, A. J. 2025

  Abstract

  Understanding how ethnicity and race shape individuals' everyday experiences in context is critical for advancing scientific rigor and addressing ethnic-racial inequities. Daily process studies (e.g., experience-sampling method, ecological momentary assessment, daily diary methods) offer unique utility for studying ethnic-racial discrimination (ERD), ethnic-racial identity, and ethnic-racial out-group contact. The goals of this systematic review were to (a) summarize novel contributions of research using daily process designs to understand these ethnic-racial-related processes in everyday life, and (b) inform avenues for future research directions using daily process approaches to understand everyday ethnic-racial experiences and their implications for health and well-being.We identified a total of 97 studies from 77 unique study samples that used daily process approaches to measure ERD (52 studies), ethnic-racial identity (33 studies), and ethnic-racial out-group contact (22 studies).Novel contributions of daily process studies include enhancing external validity by centering individuals' everyday experiences as they go about typical life routines; using time-lagged approaches to test directionality of effects; and identifying within-person variability as a function of social context, individual differences, and time interval.Our recommendations for advancing integrative daily process studies of ethnic-racial experiences and identity are to include measures of multiple ethnic-racial-related constructs to understand their interrelations and interactions and broaden the representation of study samples in this research (e.g., ethnic-racial backgrounds, developmental periods, regional contexts). Despite limitations (e.g., missing data), daily process approaches offer considerable promise for advancing research on the dynamics and consequences of ERD, identity, and out-group contact in context. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

  View details for DOI 10.1037/cdp0000735

  View details for PubMedID 39836147

• Ethnic-Racial Identity, Discrimination Experiences, and Academic Adjustment among Colombian Adolescents COMPARATIVE EDUCATION REVIEW Aguilar, G., Wantchekon, K. A., Sladek, M. R., Mcdermott, E. R., Castrillon, S., Tirado, L., Vega, L., Safa, M., Umana-Taylor, A. J. 2024

  View details for DOI 10.1086/733483

  View details for Web of Science ID 001393561900001

• The Challenges of Engaging in Conversations and Activities Focused on Race, Ethnicity, and Identity in the Classroom: Learning from U.S. Based Teachers IDENTITY-AN INTERNATIONAL JOURNAL OF THEORY AND RESEARCH Satterthwaite-Freiman, M., Wantchekon, K. A., Aguilar, G., Sladek, M. R., Ison, A., Mason, P., Soto-Shed, E., Umana-Taylor, A. J. 2024

  View details for DOI 10.1080/15283488.2024.2340489

  View details for Web of Science ID 001229064700001