Office: Math/Psychology 304
Lab: Sondheim 412
Ph.D. – Applied Psychology, New York University, 2021
Fall 2023 Office Hours:
Area of Study:
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.
Graduate Research and Training Opportunities:
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
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. https://doi.org/10.1007/978-3-031-14728-9_12
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. https://doi.org/10.1111/sode.12531
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. https://doi.org/10.1002/jcop.22425
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. https://doi.org/10.1080/19345747.2018.1496500
Cappella, E. & Hwang, S. H. J. (2015). Peer contexts in schools: Avenues toward behavioral health in early adolescence. Behavioral Medicine, 41(3), 80-89. https://doi.org/10.1080/08964289.2015.1034646