Edward Seidman, PhD
Dr. Seidman's research has examined the nature and course of the positive developmental trajectories of economically at-risk urban adolescents and how these trajectories are affected by the social contexts of family, peers, school, and neighborhood, and their interaction. As part of his work at the William T. Grant Foundation, he is interested in facilitating high quality theory, measurement, and intervention research that can lead to changes in policy and practice to improve youth-serving organizations.
- Senior Vice President, Program, William T. Grant Foundation
- PhD, 1969, University of Kentucky, Clinical Psychology & Medical Behavioral Science
- French, S. E., Seidman, E., Allen, L., & Aber, J. L. (2006). The development of ethnic identity during adolescence. Developmental Psychology, 42, 1-10.
- Pedersen, S., Seidman, E., Yoshikawa, H., Rivera, A. C., Allen, L., & Aber, J. L. (2005). Contextual competence: Multiple manifestations among urban adolescents. American Journal of Community Psychology, 35, 65-82.
- Pedersen, S., Seidman, E. (2005). Contexts and correlates of out-of-school activity participation among low-income urban adolescents. In J. Mahoney, R. Larson, & J. Eccles J. (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 85-109). Mahwah, NJ: Lawrence Erlbaum Associates.
- Seidman, E., & Pedersen, S. (2003). Holistic, contextual perspectives on risk, protection, and competence among low-income urban adolescents. In S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 318-342). New York: Cambridge University Press.