Peer-Reviewed Publications and Papers (ORCID)
Fortuna, L., Falgas-Bague, I., Ramos, Z., Porche, M. V., & Alegría, M. (2020). Development of a cognitive behavioral therapy with integrated mindfulness for Latinx immigrants with co-occurring disorders: Analysis of intermediary outcomes. Psychological Trauma: Theory, Research, Practice, and Policy. [published online ahead of print, Aug 6 2020;10.1037/tra0000949. doi:10.1037/tra0000949
Fortuna, L. R., Tolou-Shams, M., Robles-Ramamurthy, B., & Porche, M. V. (2020). Inequity and the disproportionate impact of COVID-19 on communities of color in the United States: The need for a trauma-informed social justice response. Psychological Trauma: Theory, Research, Practice, and Policy. Advance online publication. http://dx.doi.org/10.1037/tra0000889
Mendoza, N. S., Moreno, F.A., Hishaw, G. A., Gaw, A. C., Fortuna, L. R., Skubel, A., Porche, M. V., Roessel, M. H., Shore, J., Gallegos, A. (2020). Affirmative care across cultures: Broadening application. Focus 18(1):31-39. PMID: 32047395. PMCID: PMC7011227
Pan, J., Jonathan F. Zaff, J. F. & Porche, M. V. (2019). Social support, childhood adversities, and academic outcomes: A Latent Class Analysis, Journal of Education for Students Placed at Risk (JESPAR), DOI: 10.1080/10824669.2019.1708744
Fortuna, L. R., Norona, C. R., Porche, M. V., Tillman, C., Patil, P. A., Wang, Y., Markle, S. L., & Alegria, M. (2019). Trauma, immigration and sexual health among Latina women: Implications for maternal-child well-being and reproductive justice. Infant Mental Health Journal, 40, 640-658. doi: 10.1002/imhj.21805
Patil, P. A., Porche, M. V., Shippen, N. A., Dallenbach, N. T., Fortuna, L. R. (2018). Which girls, which boys? The intersectional risk for depression by race and ethnicity, and gender in the U.S. Clinical Psychology Review, 66, 51-68. https://doi.org/10.1016/j.cpr.2017.12.003
Fortuna, L. R., Cook, B., Porche, M. V., Wang, Y., Amaris, A. M., Alegria, M. (2018). Sleep disturbance as predictor of time to drug and alcohol treatment in primary care. Sleep Medicine, 42, 31-37. https://doi.org/10.1016/j.sleep.2017.12.009
Fortuna, L. R., Porche, M. V., & Padilla, A. (2017). The treatment development study of a cognitive and mindfulness-based therapy for adolescents with co-occurring post –traumatic stress and substance use disorder. Psychology and Psychotherapy—Therapy Research and Practice, 91, 42-62. doi: 10.1111/papt.12143
Ramos, Z., Fortuna, L. R., Porche, M. V., Wang, Y., Shrout, P. E., Loder, S., McPeck, S., Noyola, N., Toro, M., Carmona, R., & Alegria, M. (2016). Posttraumatic stress symptoms and their relationship to drug and alcohol use in an international sample of Latino immigrants. Journal of Immigrant and Minority Health, 1-10. DOI: 10.1007/s10903-016-0426-y
Porche, M. V., Grossman, J. M., & Dupaya, K. C. (2016). New American scientists: First generation immigrant status and college STEM aspirations, Journal of Women and Minorities in Science and Engineering, 22, 1-21. doi:10.1615/JWomenMinorScienEng.2016015227
Rosen-Reynoso, M., Porche, M. V., Kwan, N., Bethell, C., Thomas, V., Robertson, J., Hawes, E., Foley, S., & Palfrey, J. (2016). Disparities in access to easy-to-use services for children with special health care needs. Maternal and Child Health Journal, 5, 1041-1053. doi:10.1007/s10995-015-1890-z
Porche, M. V., Costello, D., & Rosen-Reynoso, M. (2016). Adverse family experiences, child mental health, and educational outcomes for a national sample of students. School Mental Health, 8, 44-60. DOI: 10.1007/s12310-016-9174-3.
Porche, M. V., Fortuna, L. R., Wachholtz, A., & Torres Stone, R. (2015). Distal and proximal religiosity as protective factors for adolescent and emerging adult alcohol use, Religions. 6, 365–384; doi:10.3390/rel6020365.
Hall, G., Porche, M. V., Grossman, J. M., & Smashnaya, S. (2015). Practices and approaches of out-of-school time programs serving immigrant and refugee youth. Journal of Youth Development. 10, 72-87.
Fortuna, L. R. & Porche, M. V. (2014). Clinical issues and challenges in treating undocumented immigrants. Psychiatric Times, 31, 24G-25H).
Grossman, J. M. & Porche, M. V. (2014). Perceived gender and racial/ethnic barriers to STEM success. Urban Education, 49, 698-727.
Porche, M. V., Pallante, D. H., & Snow, C. E. (2012). Professional development for reading achievement: Results from the Collaborative Language and Literacy Instruction Project (CLLIP). The Elementary School Journal, 112, 649-671.
Fortuna, L. R., Porche, M. V., Alam, N., Douglass, K. M., & Kim, S. S. (2012). Smoking and co-occurring disorders: Implications for smoking cessation interventions for adolescents in residential addiction treatment. Journal of Dual Diagnosis, 2, 133-139.
Porche, M. V., Fortuna, L. R., Lin, J., & Alegria, M. (2011). Childhood trauma events and psychiatric disorders as correlates of school dropout in a national sample of young adults. Child Development, 82, 982-998. PMCID: PMC3089672
Dickinson, D. K., & Porche, M. V. (2011). The relationship between classroom experiences of low-income children in preschool and kindergarten and fourth grade language and literacy abilities. Child Development, 82, 870-886. DOI: 10.1111/j.1467-8624.2011.01576.x.
Tracy, A. J., Erkut, S., Porche, M. V., Kim, J., Charmaraman, L., Grossman, J. M., Ceder, I., & Vázquez García , H. (2010). Measurement uncertainty in racial and ethnic identification among adolescents of mixed-ancestry: A latent variable approach. Structural Equation Modeling, 17, 110-133. NIHMSID 277208. DOI: 10.1080/10705510903439094.
Fortuna, L. R., Porche, M. V., & Alegria, M. (2009). A qualitative study of clinicians’ use of the Cultural Formulation Model in assessing posttraumatic stress disorder. Transcultural Psychiatry, 46, 429-450. PMCID: PMC2879977
Fortuna, L. R., Porche, M. V., & Alegria, M. (2008). Political violence, psychosocial trauma, and the context of mental health services use among immigrant Latinos in the United States. Ethnicity and Health, 13(5), 435-463. PMCID: PMC2771411 DOI: 10.1080/13557850701837286.
Porche, M. V. & Purvin, D. M. (2008). Never in our lifetime: Legal marriage for same-sex couples in long-term relationships. Family Relations, 57, 144-159. DOI: 10.1111/j.1741-3729.2008.00490.x.
Tenenbaum, H. R., Porche, M. V., Snow, C. E., Tabors, P., & Ross, S. (2007). Maternal and child predictors of low-income children’s educational attainment. Journal of Applied Developmental Psychology, 28 (3), 227-238. DOI:10.1016.j.appdev.2007.02.002.
Chu, J. Y., Porche, M. V., & Tolman, D. L. (2005). The Adolescent Masculinity Ideology in Relationships Scale: Development and validation of a new measure for boys. Men and Masculinities, 8(1), 93-115. DOI:10.1177/1097184X03257453.
Porche, M. V., Purvin, D. M., & Waddell, J. M. (2005). Tying the knot: The context of social change in Massachusetts. Wellesley, MA: Wellesley Centers for Women Working Paper No. 423.
Porche, M. V., Fhagen-Smith, P., Kim, J. H., Garcia, H. A. V., Tracy, A., & Erkut, S. (2004). Complexities in researching mixed ancestry adolescents: A preliminary study. Wellesley, MA: Wellesley Centers for Women Working Paper No. 418.
Spencer, R., Porche, M. V., & Tolman, D. (2003). You’ve come a long way… maybe: New challenges for gender equity in education. Teachers College Record, 105 (9), 1774-1807. DOI: 10.1046/j.1467-9620.2003.00309.x.
Porche, M. V. & Ross, S. J. (2003). Academic success and struggle: A study of motivation and literacy in a sample of low-income 7th graders. Wellesley, MA: Wellesley Centers for Women Working Paper No. 410.
Tolman, D. L., Spencer, R., Rosen-Reynoso, M. & Porche, M. V. (2003). Sowing the seeds of violence in heterosexual relationships: Early adolescents narrate compulsory heterosexuality. Journal of Social Issues, 89(1), 159-178. DOI: 10.1111/1540-4560.t01-1-00010.
Michaels, A., Porche, M. V., Tolman, D. L., Spencer, R., Rosen-Reynoso, M. (2003) To do it or not to do it is not the only question: Early adolescent girls’ and boys’ experiences with dating and sexuality. Wellesley, MA: Wellesley Centers for Women Working Paper No. 407.
Stein, N., Tolman, D. L., Porche, M. V., & Spencer, R. (2002). Gender safety: A new concept for safer and more equitable schools, Journal of School Violence, 1(2), 35-50.
Porche, M. V. (2000). Parent involvement as a predictor of student achievement for low-income children. Wellesley, MA: Wellesley Centers for Women Working Paper Series, WP 303.
Tolman, D. L. & Porche, M. V. (2000). The Adolescent Femininity Ideology Scale: Development and validation of a new measure for girls, Psychology of Women Quarterly, 24, 365-376. DOI: 10.1111/j.1471-6402.2000.tb00219.x.
Jordan, G. E., Snow, C. E. & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students’ early literacy skills, Reading Research Quarterly, 35(4), 524-46. DOI: 10.1598/RRQ.35.4.5.
Nyamathi, A., Shuler, P. & Porche, M. (1990). AIDS educational program for minority women at risk. Family and Community Health, 13(2):54-64.
Books and Book Chapters
Fortuna, L. R., Jimenez, A., & Porche, M. V. (2015). Understanding and responding to the mental health needs of Latino youth in a cultural framework. In R. Parekh (Ed.), Cultural sensitivity in child and adolescent mental health. Boston: MGH Psychiatry Academy Press, p. 155-178.
Snow, C. E., Porche, M. V., Tabors, P. O., & Harris, S. R. (2007). Is literacy enough? Pathways to academic success for adolescents. Baltimore, MD: Brookes Publishing.
Porche, M. V. (2007). Reading. In B. Bank (Ed.) Gender and Education: An Encyclopedia. New York: Greenwood Press, p. 443-448.
Sorsoli, C. L., Porche, M. V., & Tolman, D. L., (2005). “He left her for the alien”: Girls, television, and sex. In E. Cole & J. H. Daniel (Eds.), Featuring females: Feminist analyses of media. Washington, DC: APA Publications, p. 25-39.
Porche, M. V., Ross, S. J., & Snow, C. E. (2004). From preschool to middle-school: The role of masculinity in low-income urban adolescent boys’ literacy skills and academic achievement. In N. Way & J. Chu (Eds.), Adolescent boys in context (pp. 338-360). New York: New York University Press.
Porche, M. V. (2001). Parent involvement as a link between the home and school, in Dickinson, D.K., & Tabors, P.O., (Eds.), Beginning literacy with language: Young children learning at home and in school. Baltimore, MD: Brookes Publishing.
Porche, M. V., Fortuna, L. R., Rosenberg, S. (2009). Community Dialogue and Needs Assessment for Trauma Informed Systems of Care for Resettled African Refugee Youth in New Hampshire, Wellesley Centers for Women, Wellesley College, Wellesley, MA http://www.wcwonline.org/proj/RefugeeNeedsAssessmentReport.pdf