Current Research Projects 2016-2017

Dr. LaRue Allen

The Child and Family Policy Center

Active projects within each lab are described below, but opportunities within each lab may vary throughout the semester. 

The Civic Engagement Lab: Consists of applied research on the effects of context and attitude on how adolescents in multiple countries work for the greater good of their communities. 

Surveys of Civic Engagement in Adolescence and Emerging Adulthood Project: These projects explore how diverse populations of adolescents and young adults in New York and Paris think of citizenship, voting, and volunteering. All projects explore gender, ethnic, and socioeconomic differences. Topics include the effects of context, the importance of various political issues, the effect of multiethnic identity, and how system justification, evaluation of women's and immigrants' rights, and political orientation affect whether and how civic engagement is expressed. Research in Athens, Greece may be upcoming. Intermediate-level French is a plus if you want to work with the data from France! 

Qualitative Studies of Civic Engagement in Adults Project: One project explores how parents in France socialize their children into civic engagement; the other is an interview study of how Muslim women who teach in New York City think about their family and cultural backgrounds, career choices, religion, and the role of teachers in fostering students' civic engagement. Intermediate-level in French is required to work with the interview data from France. 

Supporting Quality in Early Care and Education Settings Lab: Consists of applied research on promoting children's healthy development and school success through work with early educators. Depending on the project interns will be involved with coaching educators, facilitating workshops, performing interviews, and more hands-on experiences. In addition, there will be opportunities for assisting with the creation of interview protocols, evaluations, surveys, etc. 

Reading Readiness & Authentic Assessment: Through the use of authentic assessments, educators are able to collect and reflect on information about how children perform in routine activities. This project is a means of providing support to prekindergarten teachers throughout the five boroughs of New York City in their (mandatory) use of authentic assessment, especially in the areas of reading readiness, via a coaching-hotline. Additionally, as part of the project, the team holds regular events focusing on using authentic assessment data to inform reading readiness instruction – helping pre-k teachers assess and instruct in domains such as language, literacy, and social-emotional development - which are essential to a child’s future success with reading and school readiness. 

Family Child Care Project: This is a multi-stage project, which is currently in the preliminary process of planning and development. Stage 1 involves supporting the under-served community of Family Child Care (in-home) providers with their use of authentic assessment via workshops, while at the gathering information about the needs of the community through interviews and surveys with participants. 


To apply for these projects or to learn more about new ones taking place, please email If you are interested in a particular lab, specify which one in the subject or body of your email. 

Dr. Joshua Aronson

The Mindful Education Lab looks at the psychological and neurological effects of mindfulness on student learning, teacher effectiveness, and school and classroom climate. We work closely with leading neuroscience laboratories and collaborate with schools to design creative, research-based approaches to suit their unique circumstances and challenges.

You might be a good fit if: 

  • You have a minimum 3.5 GPA
  • You are interested in working with diverse ethnic and cultural communities
  • You can speak Spanish (CEFRL: B1+)
  • You have leadership skills (or an interest in developing them)
  • You want to work with children of all ages
  • Experience with meditation or Yoga is a plus, but not mandatory.

Contact: Dr. Joshua Aronson (

Dr. Rezarta Bilali and Dr. Erin Godfrey

Social Inequality and Intergroup Relations Lab

Watch the video!


  • Psychology of Inequality
  • Beliefs about the American system and youth’s well-being
  • Perspective-taking and attributions for poverty
  • Reducing inequality in settings of care (RISC)
  • Confronting History Project Acknowledging responsibility for past injustices

Description: Our lab has multiple on-going projects that examine how people think about social inequality and navigate intergroup relations, and how these beliefs influence well-being and intergroup attitudes. We study these issues in a variety of settings, including large contexts like the U.S. and other countries as well as smaller contexts like juvenile justice settings and social-worker client interactions. We use multiple methods, including analyzing data from already existing sources, and collecting data ourselves.

Duties: Research activities will take place on campus during regular weekday hours. Some tasks can also be completed off campus on students’ schedules. The doctoral students and faculty investigators will oversee research trainings and tasks. Students will engage in data-related and literature review activities including:

  • Reviewing and summarizing literature
  • Piloting study procedures
  • Learning MTurk, Qualtrics or other online data collection software
  • Collecting data
  • Cleaning data
  • Conducting data analyses
  • Drafting brief summaries of results

Responsibilities: Students will be required to commit to:

  • 8-10 hours/week in research activities
  • Completion of relevant readings and assignments
  • Participation in trainings in MTurk, Qualtrics or other online data collection software
  • Active participation in team/lab meetings

Qualifications: Specific qualifications include

  • Interest in issues of inequality and intergroup relations
  • The ability to work independently and as a team
  • Motivation and perseverance to complete assigned tasks
  • Strong oral and written communication skills
  • Strong attention to detail
  • High level of professionalism (dependable, responsible and appropriate)

Contact: Rezarta Bilali ( and Erin Godfrey (

Dr. Clancy Blair & Dr. Cybele Raver

NYU Neuroscience and Education Lab

The NEL lab focuses on children’s cognitions, emotions, and behavior in early educational settings. We study the ways that home and classroom environments support healthy brain development, so that young children are ready to succeed in preschool programs such as Head Start. 

Interns must be Dependable, reliable, and organized. Communication skills, punctuality, consistency, and commitment are essential. Spanish-proficient interns strongly encouraged to apply. Interns are strongly encouraged to commit for the entire academic year. 

FLP: Family Life Project | This project strives to uncover the developmental mechanisms behind child self-regulation and stress response physiology in rural family, peer, school, and neighborhood contexts. Through an ongoing collaboration with the University of North Carolina at Chapel Hill and Pennsylvania State University, the study focuses on a representative sample of mothers and children who live in rural North Carolina and Pennsylvania.

CSRP: Chicago School Readiness Project |  A federally-funded randomized control-trial intervention aiming to improve low-income, preschool-aged children's chances of success in school. CSRP targets young children's emotional and behavioral adjustment through a comprehensive, classroom-based intervention in Head Start.

New FAMS | An NSF-funded multi-national project examining the prenatal roots of individual differences in self-regulation. The study examines mothers, fathers, and their children and the ways that families develop in the child’s first two years. Researchers are interested in the development of attention and emotion and how early experiences, including the prenatal experiences, carry forward into the childhood years.

ABC Project | Funded by the Administration for Children and Families, a division of the U.S. Department of Health and Human Services, the ABC study collaborates with two Early Had Start partners to study the role that Early Head Start can play in supporting parenting and buffering children from the negative effects of toxic stress.

Tools K | Funded by the Institute of Education Sciences, the Tools K study is an efficacy trial evaluation of the Tools of the Mind curriculum and seeks to understand how children best learn in kindergarten and succeed in school. Research is accomplished through an ongoing collaboration with school districts located in Cape Cod, Lynn, West Massachusetts, Central Massachusetts, and Greater Boston.

PreK EF | Funded by the Institute of Education Sciences, this study is conducted in partnership with the University of North Carolina at Chapel Hill. The study measures learning and executive function in children and will help validate computer tasks that were once paper and pencil.

Tools ELL | The Tools ELL Project focuses on how different teaching practices influence preschool children's early academic development among English language learners

Dr. Anil Chacko

Families and Children Experiencing Success (FACES) Lab

The Families and Children Experiencing Success (FACES) Lab focuses on the development of accessible, engaging, effective, and sustainable prevention, intervention and service delivery models for youth at-risk for or affected with disruptive behavior disorders (e.g., attention-deficit/hyperactivity disorder; oppositional defiant disorder; conduct disorder) and their families. Students have the opportunity to work on the following projects: 

1. Mental Health in Pediatric Care Project: This project aims to support primary care pediatric settings in providing evidence-informed assessment and treatment of disruptive behavior disorders through the use of technology and through utilizing novel personnel to increase service capacity. 

2. My MFG Project: This project aims to develop/evaluate mobile health technology (My MFG) as an adjunctive intervention to a family-focused intervention (i.e., Multiple Family Groups; MFG) for youth with disruptive behavior disorders and their families within outpatient mental health settings. 

3. Improving ADHD System of Care: This project aims to collaborate with mental health clinicians and administrators on improving evidence-based systems of care to improve engagement in and maintain longer-term benefits of treatment for youth with ADHD in outpatient mental health settings. 

4. Novel ADHD Treatment Project: This project aims to develop novel neurocognitive and skills-based interventions for the treatment of academic, social, and emotional deficits in youth with ADHD in specialized ADHD clinics at NYU School of Medicine and at the Icahn School of Medicine at Mount Sinai. 

5. Improving Family Engagement and Child Competencies in Head Start Project: This project aims to help support family service providers in engaging families in preventive and treatment-focused care for their preschool child in the context of Head Start. Additionally, the project will explore the preliminary efficacy of novel neurocognitive trainings to improve academic readiness in preschool children. 


Research activities will take place on and off campus, primarily during regular weekday hours and occasionally weekends. Dr. Chacko and doctoral students will oversee research trainings and tasks. Students will engage in research and intervention activities including: 

  • Data entry and basic data analysis 
  • Assisting in the recruitment of youth and parents 
  • Developing interview/survey protocols 
  • Assisting in the delivery of training of professional staff in various service settings 
  • Potential involvement in delivering services to youth and families 


  • Two consecutive semesters
  • 8-10 hours a week
  • Active participation in weekly meetings
  • Completion of readings and assignments
  • Completion of trainings


  • Interest in prevention and treatment of youth mental health difficulties
  • Working independently and as a team
  • Motivation and perseverance to complete assigned tasks
  • Professionals (dependability, detail to orientation, responsibility)
  • Ability to communicate clearly in oral and written languages
  • Flexibility and commitment to work on a variety of tasks

Contact: Dr. Anil Chacko --

Dr. Arnold Grossman

Description: Dr. Grossman’s research project for the longitudinal study is focused on the risk and protective factors of suicide ideation and suicide attempts among lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth aged 15-21. The research takes place on and around the Washington Square campus. 

Opportunities: Students will learn about valid and reliable measures to assess youth on various topics, e.g., resilience, cyber bullying, romantic and other network relationships. Students will be trained and supported in conducting reviews of previous research studies using current measures. Additionally, students will be able to conduct online searches and develop literature reviews in an area of study related to their interests. These reviews could lead to a co-author on a poster presentation. Students selected to write an "honors thesis" will be able to use data from the study, if approval of the proposal is granted by Dr. Grossman (in accordance with established policies of the grant). 

Responsibilities: Students will be required to commit to a minimum of 8 hours per week. Students must attend all training sessions and will be required to take the University Committee on Activities Involving Human Subjects tutorial certification before engaging in the aforementioned tasks. 


  • Strong interest in the life experiences and psychologies of LGBTQ youth 
  • A preferred commitment of a full academic year of fieldwork (with potential opportunities to continue working on the project after finished with fieldwork) 
  • Ability to work both independently and cooperatively
  • Strong oral and written communication skills


Emily Green--

Dr. Arnold H. Grossman --

Dr. Perry Halkitis & Dr. Farzana Kapadia

Center for Health, Identity, Behavior, and Prevention Studies (CHIBPS)

Lab Description: The Center for Health, Identity, Behavior and Prevention Studies (CHIBPS) at the Steinhardt School of Culture, Education, and Human Development at New York University is a leading HIV, substance abuse, mental health, and behavior research center that is focused on the well-being of all people, including sexual, racial, ethnic and cultural minorities and other marginalized populations.  We train the future generation of behavioral and public health researchers and work with community partners to conduct research that resides on the hyphen between theory and practice.

Project 18 (P18) is a longitudinal developmental study of risk and resiliencies in a sample of 18 and 19-year-old gay, bisexual and other men who have sex with men, focusing on sexual behavior, substance use, HIV risk factors, and mental health.

Project Gold II, a study being conducted in partnership with the Spencer Cox Center for Health, is aimed at assessing the long-term neurocognitive and mental health effects of HIV in HIV-positive men and women over the age of 50.

Geospatial Methods in YMSM is a pilot study that will provide an assessment of the feasibility of using real-time geospatial methods to explore spatial contexts of substance use and HIV risk in young men who have sex with men.


Dr. Diane Hughes

The Center for Research on Culture, Development, and Education (CRCDE)

Lab Description: The mission of the CRCDE is to examine the influences of home and school experiences on the cognitive, social, and emotional development of children from diverse ethnic backgrounds. The CRCDE focuses on examining the intersection between culture and developmental processes as they influence children’s transitions to school (preschool and high school) in children and youth from diverse ethnic, racial, and socioeconomic backgrounds.

Under the instruction of principal investigators Diane Hughes and Niobe Way, this lab looks at mother and child interviews for signs of racial and gender socialization and the types of messages (if any) that are picked up by the child from the mother. In this group, we read interviews for both subtle and direct messages at the intersections of race/ethnicity and gender that are demonstrated by mother or child. We also look at this over time, to see if there is an increase or decrease in socialization. Each week we come together as a group to discuss a family and the summary analysis done by a member of the team and discuss the different types of socialization and ways to interpret socialization. From this, we discuss the meaningful ways children learn about race and gender simultaneously.

In addition, in another lab, we took adolescents’ grades and engagement levels to think about how their grades relate to their own and their parents’ perceptions of school. In this lab, we look at the academic outcomes of diverse youth throughout middle school, especially in terms of how they and their parents talk about school and academics in their in-depth interviews.

Contact: Dr. Diane Hughes --

Dr. Shabnam Javdani

The Community and Oppression Research Engagement Lab 

Description: Our team focuses on examining and taking social action to address health disparities in youth, including violence, substance use, and sexual risk-taking. We have a variety of projects that focus on intervention research. Specifically, students have opportunities to provide direct services to youth involved in the juvenile justice system, collect data by interviewing youth and families who are at risk for juvenile justice system involvement, and learn about and develop ideas for how to better serve families living in urban poverty

Fieldwork students will have the opportunity to work on one or several related projects, depending on interest and availability. The overall fieldwork experience will center upon learning applied research and intervention science skills and applying them directly to implement and evaluate programs for youth involved in the justice system 


Research activities will take place on and off campus, primarily during regular weekday hours. Doctoral students and the faculty investigator will oversee research training and tasks. Students will engage in research and intervention activities including: 

  • Data entry 
  • Recruitment of youth and parents 
  • Developing interview/survey protocols 
  • Transcribing qualitative interviews 
  • Rating mental health assessments 
  • Engaging in literature searches 
  • Preparing and presenting reports to collaborators 


  • Two consecutive semesters 
  • 8 - 10 hours per week 
  • Active participation in weekly meetings 
  • Completion of trainings 


  • Interest in youth and social justice 
  • Working independently and as a team 
  • Motivation and perseverance to complete assigned tasks 
  • Professionalism (dependability, detail orientation, responsibility) 
  • Willingness to learn and work on a variety of tasks 
  • Ability to communicate clearly in oral and written language 
  • Flexibility and commitment to work on a variety of tasks 

Contact: Dr. Shabnam Javdani --

Dr. Gigliana Melzi & Dr. Adina Schick

Latino Family Engagement and Language Development (NYU-L-FELD)

Watch the video!


Broadly speaking, all of our projects address the socio-cultural context of Latino child development. Specifically, our research explores the ways culture, as transmitted in daily adult-child interactions both at home and school, shapes Latino preschoolers’ development of school readiness skills, as well as the relation between Latino family engagement in children’s development. Currently, our work is focused on scaling-up, implementing, and testing the efficacy of a classroom-based oral storytelling intervention for preschool classrooms serving low-income Latino children. 

Research Duties

Students will engage in various activities related to developmental research and testing the efficacy of a quasi-experimental intervention to which they will be blind. Duties include data collection in home and preschool classrooms that include direct child assessments, language data transcription and verification, coding of narrative data, as well as assisting in other research-related tasks, such as data entry and data management. Students also will have the opportunity to interact directly with preschoolers, volunteering for a minimum of 3 hours a day, once a week, at preschool sites in New York City. 


All students will be required to commit to 10 hours per week, must complete training sessions, and attend monthly research & supervision meetings. In addition, volunteering at a local preschool requires one free morning or afternoon a week (a minimum of 3 hours), background checks, medical clearance, and fingerprinting. 


We welcome students who are motivated, detail-oriented, and committed to participating in multiple aspects of research and developing partnerships with the Latino community. Specific qualifications include: 

  • A strong interest in early childhood, language, and education 
  • The ability to work both collaboratively and independently 
  • The willingness to make at least a full year commitment 
  • The highest level of professionalism (getting to meetings on time, being detail-oriented, competent, reliable, kind, and mature) 
  • We are particularly interested in students who are fluent speakers of Spanish, and can write in Spanish, as much of our work is conducted in Spanish (but this is not required).  

Independent Projects: Undergraduate students on our team are encouraged to develop independent research ideas and are allowed to use some of our data for their independent or honors’ projects. 

Supplemental Hours Option: Students who are not interested in pursuing honors or completing an independent research project, and would simply like to supplement their fieldwork hours can apply to be a classroom volunteer, without any other research responsibilities. Students choosing this option are required to volunteer for a minimum for 4-5 hours a week for a full year. 


Dr. Gigliana Melzi --

Dr. Adina Schick --

Lauren Scarola --

Dr. Pamela Morris

SMART Beginnings: PIs Dr. Pamela Morris – NYU, Dr. Alan Mendelsohn – NYU School of Medicine, & Dr. Danny Shaw – University of Pittsburgh -- tests the novel integration of two strategies previously shown to enhance early development and school readiness of children in poverty through support of positive parenting practices and reduction of the impact of psychosocial stressors: 1) a universal primary prevention strategy (Video Interaction Project [VIP]) provided for all low-income families; and 2) a targeted secondary/tertiary prevention strategy (Family Check-up [FCU]) for families identified as having additional risks.

You might be a great fit if:

  • You speak Spanish
  • You are comfortable connecting with families and newborns
  • You are looking for experience in data management: data cleaning, organization, & running reports of longitudinal data from a large, randomized control trial intervention?
  • You are interested in coordinating and scheduling intervention visits and supporting the completion of assessments

Applicants must speak fluent Spanish & be willing to commit 8-10 hours per week. 

Contact: Elise Mauren --

Dr. Pamela Morris & Dr. Cybele Raver

Research Project: Pre-K For All: Strengthening the research architecture for NYC 

In the fall of 2014, New York City’s Department of Education began the roll out of Pre-K For All, an education initiative spearheaded by Mayor Bill de Blasio. In AY 2015-2016, nearly 69,000 children were registered to attend free, full-day, high-quality pre-K. This project aims to provide city leaders involved in the roll-out with data that facilitates decision-making regarding the expansion of new pre-K seats and the quality of instruction in pre-K. Using existing data sources as well as newly collected data, we inform city leaders on topics such as children’s academic achievement at pre-K entry and pre-K exit, classroom quality, and teacher’s professional development. We are looking for students interested in child development and educational policy! 

Duties: Research activities will take place on NYU’s campus as well as at NYC schools during regular weekday hours. Graduate students and the faculty investigators will oversee research trainings and activities. Undergraduate students could engage in data-related activities (tablet-based data collection, entry, cleaning, and management) and writing activities including: 

  • Entering quantitative data into a database 
  • Site visits to NYC schools 
  • Cleaning and managing datasets 
  • Helping in the production of memos 

Responsibilities: Undergraduate students will be required to commit to: 

  • Completion of relevant readings, assignments, and trainings 
  • Active participation in weekly team meetings 
  • 8-10 hours/week in the research lab and in NYC schools, as needed 

Qualifications: Specific qualifications include: 

  • Experience and interest in children and education policy 
  • Ability to work independently and as part of a team 
  • Motivation and perseverance to complete assigned tasks 
  • Ability to communicate clearly in oral and written language 
  • High levels of professionalism (detail-oriented, dependable, flexible, and responsible) 
  • Minimum 3.5 GPA 

Contact information: Elise Mauren, Project Coordinator ( Please send a note indicating your interest and your resume or CV. 

Dr. Selcuk Sirin

Dr. Selcuk Sirin's Lab

The New York City Academic and Social Engagement Study (NYCASES) 


The goal of this mixed methods longitudinal study is to understand adolescents' academic engagement and psychological well-being. The study is designed to identify the degree to which individual, family, and school characteristics predict the changes in psychological and educational outcomes of youth throughout their high school years, from 10th grade to 12th grade. We have already completed data gathering phase of this project. This year we will be focusing on qualitative and quantitative data analysis, so we are looking for advanced undergraduate students for this study. 


Preliminary data analysis using both qualitative interview data and quantitative survey data. Preparing and presenting short reports to the research team. 

Meta-Analysis of the Paradox (MAP): 


Why do new immigrants tend to have more positive developmental and educational outcomes than those who are more acculturated to the United States? We have designed a meta-analysis to answer this much-debated question of immigrant paradox. 


Coding peer-reviewed research articles, data entry using SPSS, and important administrative tasks such as filing, copying. Additional opportunities can also be discussed, based on the RA's individual interests. 

NYU-Bahcesehir Collaborative Project 


This is an international collaboration to build research capacity and to create an opportunity for Turkish and American students and faculty to better understand each other’s cultures through research and scholarship. This year we gathered data from Syrian refugee children. We are also in the field for a new cultural validation study on moral reasoning in Turkey. 


Literature review. Data analysis using SPSS. Preparing and presenting brief research reports to the team. 

Lab Opportunities: 

Structured training for data analysis. Opportunity to co-author empirical manuscripts and presentations (especially important for those applying graduate school). Develop an expertise on immigrant minority youth development. 

Minimum time commitment: 

We request a minimum of an 8-hour commitment a week for at least one academic year. This level of involvement will help students gain the most from this experience. 


Dr. Selcuk Sirin --

Dr. Catherine Tamis-LeMonda

The Center for Research on Culture, Development, and Education

Watch the Video!

Description: The mission of the CRCDE is to examine the influences of home and school experiences on the cognitive, social, and emotional development of children from diverse ethnic backgrounds. The CRCDE focuses on examining the intersection between culture and developmental processes as they influence children’s transitions to school (preschool and high school) in children and youth from diverse ethnic, racial, and socioeconomic backgrounds. The CRCDE consists of two longitudinal projects that have been on-going since 2004. The Metrobaby Project (Early Childhood Cohort, ECC), looks at parents’ childrearing practices and children’s academic performance in low-income African-American, Mexican, Dominican, and Chinese families in NYC. Families have been seen annually, and visits have consisted of interviews, child assessments, and videotaped parent-child interactions. 


Dr. Catherine Tamis-LeMonda --

Yana Kuchirko --

Dr. Niobe Way

We Are Human (WAH) 

The We Are Human project is an offshoot of the Project for the Advancement of our Common Humanity (PACH), a think and do take founded at NYU. Led by Niobe Way, Carol Gilligan, and Pedro Noguera, PACH aims to bring together the science and practice that underscore our common humanity in order to create a more just and humane society. We Are Human hopes to expand on these principles to promote PACH’s values in communities across the world, and to develop research projects that provide empirical evidence to support our mission. 

We are currently in the process of developing a research study in which participants view video self-portraits of a diverse group of people. .In these videos, individuals answer five empathic questions: what do you fear the most, what do you desire the most, who do you trust the most, what it the best thing that has ever happened to you, and what is your most meaningful childhood memory? We hope to show that individuals who view these videos show greater amounts of empathy, disclosure, and trust and decreases on various measures of implicit bias and prejudice. Currently, we are collecting and editing these videos. We will begin running subjects and collecting data in April 2016. We will be looking for undergraduates to assist in data collection. 

In addition to our research, we spent the month of January 2016 in California collecting WAH interviews to create a similar video compilation to promote trust and empathy between law enforcement and communities. Current lab members and parsing through the videos to pull out key parts to be integrated into films and a web series. We are also working to expand our social media presence to help promote online conversations surrounding our message (#wearehuman). 

Chinese Families 

The Chinese Families Research team does longitudinal mix-method studies with Chinese children and parents’ in both China and U.S. We are interested in how the changing social, economic and cultural context is influencing Chinese children’s development and parenting practices. Current ongoing projects include examining Chinese mothers’ gender socialization, Chinese fathers’ parenting style and children’s friendship quality, work climate and families mental health, etc. We will be returning to Nanjing, China this summer to begin collecting data on adolescents whom we previously collected data from when they were infants. We are in need of volunteers who can transcribe and translate Chinese interviews, as well as those interested in becoming a part of this new wave of data collection and interpretation. 

Resistance Among Youth (RAY) 

The Resistance Among Youth project is a longitudinal study looking at examples of accommodation and resistance to stereotypes across friendships, race, and gender. Currently we are examining 6th, 8th, and 11th-grade interviews collected from adolescent girls in New York City schools. Two other projects stemming from this research are ongoing as well. One focuses on resistance to racial stereotypes, and the other examines socialization and relationships between participants and their mothers, pulling from both the girls and boys interviews. 

Mothers' Group 

This group examines the longitudinal mixed-methods study of mothers and adolescent children from the U.S. and China, with a focus on (a) how mothers socialize gender with their children throughout adolescence, and (b) the variation in socialization processes by ethnicity. Research assistants will learn how to code the narrative data to reveal patterns in socialization processes. They will be responsible for transcribing and coding a subset of the interviews. They will also assist in literature searches. 

Contact: Dr. Niobe Way --