Sophia Hwang, Ph.D.

Assistant Professor

Contact Information:


Office:      Math/Psychology 304

Phone:      410.455.2370

Lab:          Sondheim 412



Ph.D. – Applied Psychology, New York University, 2021

Fall 2023 Office Hours:

12:00 PM – 1:00 PM

Area of Study:

Community Psychology

Research Interests:

Dr. Hwang’s research interests lie at the intersection of psychology, education, and human development. She conducts community-based research that aims to improve: (1) academic, social, and emotional outcomes especially for Black and Latine youth and English learners, (2) learning contexts, and (3) educator professional development. Dr. Hwang leverages quantitative and qualitative approaches to examine supportive relationships, systems change, and improvement efforts in schools.

Courses Taught:

Primary Prevention (PSYC 636)
Program Evaluation (PSYC 695)
Introduction to Community Psychology (PSYC 387)

Graduate Research and Training Opportunities:

See HSP Faculty Page 

Undergraduate Research and Training Opportunities:

Yes: Limited research opportunities available. Interested students should contact Dr. Hwang directly via email.

Graduate Program Affiliation(s):

Human Services Psychology

Selected Publications:

Hwang, S. H. J.Shapiro, V. B., Eldeeb, N., Lee., J., Robitaille, J.L., & Naglieri, J. A. (2023). Assessing social and emotional competencies in educational settings: Supporting resilience in young people. In S. Goldstein & R. B. Brooks (Eds.), Handbook of Resilience in Children (3rd ed.). New York: Springer. 

Hwang, S. H. J., Cappella, E., Kieffer, M. J., & Yates, M. (2021). “Let’s hang out!”: Understanding social ties among linguistically diverse youth in urban afterschool programs. Social Development, 1-17.

Hwang, S. H. J., Watford, J. A., Cappella, E., Mui, S., Nix, J., & Yates, M. (2020). Fostering positive youth and staff development: Understanding the roles and experiences of the afterschool workforce. Journal of Community Psychology, 48(8), 2457-2473.

Hwang, S. H. J., & Cappella, E. (2018). Rethinking early elementary grade retention: Examining long-term academic and psychosocial outcomes. Journal of Research on Educational Effectiveness, 11(4), 559-587.

Cappella, E. & Hwang, S. H. J. (2015). Peer contexts in schools: Avenues toward behavioral health in early adolescence. Behavioral Medicine, 41(3), 80-89.