I have had the privilege of collaborating with scholars on projects across the United States and internationally. Below is a list of the projects and collaborators that I have worked with in my career.
My involvement with each project is highlighted below in the project description.
Promoting Relationships and Identity Development in Education Study (PRIDE)
The Promoting Relationships and Identity Development in Education study is an intervention study developed by myself and Dr. Hannah Schacter (Wayne State University) that aims to enhance social identities and mitigate the deleterious effects of discrimination among diverse youth entering high school. This study is funded by the SRCD Early Career Grants awarded to PIs Hoffman and Schacter.
The STEM Teens Study (TIDES) led by Drs. Kelly Lynn Mulvey and Adam Hartstone-Rose (North Carolina State University) and Dr. Adam Rutland (University of Exeter, England), is a eight-wave study, multisite, international study that seeks to the efficacy of STEM informal learning settings (e.g., museums, zoos, aquariums) in promoting STEM interest in youth in England and the United States. This study was particularly focused on investigating how youth programming within informal learning settings can foster feelings of inclusion and belonging in youth from underrepresented groups in STEM.
For this project, I served as the primary study coordinator of the United States sites, including preparation of materials, retention of participants, and data manager for the site.
STEM Teens Study
Teen Identity Development and Education Study (TIDES)
The Teen Identity Development and Education Study (TIDES) led by Dr. Debroah Rivas-Drake (University of Michgian) and Dr. Adriana Umaña-Taylor (Harvard University), is a three-wave study, multisite study that seeks to elucidate how ethnic-racial identity and peer relations influence the academic and social adjustment of adolescents in ethnically diverse schools in the United States. This study was particularly focused on investigating the formation of ethnic-racial identity (how youth think and feel about their ethnicity/race and its importance in their lives), how and why it changes, and how it influences academic and social functioning over time.
For this project, I served as primary study coordinator of the Michigan site, including preparation of materials, recruitment of participants, and data manager for the site.
PRomoting Interest in Science and Mathematics (PRISM)
The PRomoting Interest in Science and Mathematics study is an intervention study developed by myself and Dr. Beth Kurtz-Costes (University of North Carolina at Chapel Hill) that aims to increase interest and motivation in STEM domains among American Indian adolescents. The study incorporates aspects of self-affirmation, role model, and social identity theory to shape identities to be congruent with academic success. This study also investigates ethnic-racial identity, parental socialization, and stereotype awareness and how these phenomena relate to academic outcomes and psychosocial well-being.
I conceived and developed the project and study materials. I recruited all of the participants and was the data manager for the study.
Motivation et Identités Sociales chez Étudiants (MISÉ)
The Motivation et Identités Sociales chez Éudiants study is a four-year longitudinal study lead by Dr. Isabelle Régner (Aix-Marseille University, France) sought to investigate the development of ethnic and gender identities among ethnically diverse, low-income French adolescents over the course of école (French middle school). More specifically, this study aims to identify if and how social identities develop differently for girls and boys and among ethnic majority and ethnic minority individuals and how these, potentially different, patterns of development predicted academic outcomes.
I contributed to this study by cleaning the data, developed study codebooks, and developed study syntax across the four waves of the study.
Youth Identity Project (YIP)
The primary goal of the Youth Identity Project is to identify the factors that lead to success in middle school and high school for Black youth. In particular, the study aims to investigate in the influences of parents’ attitudes and beliefs about achievement, ways in which parents talk to their children about stereotypes and discrimination, and how parents foster healthy adjustment and academic success in African American youth. This longitudinal study spanned seven years with four waves of data collection and was lead by Dr. Beth Kurtz-Costes (University of North Carolina at Chapel Hill) and Dr. Stephanie Rowley (University of Michigan).
For this study, I collected, entered, and cleaned data, developed study codebooks and study syntax.