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Jinjoo Han

Jinjoo Han

Applied Psychology Adjunct Faculty, Research Scientist of the Project for the Advancement of Our Common Humanity (PACH)

Applied Psychology

Jinjoo Han is a Senior Research Scientist of the Project for the Advancement of Our Common Humanity (PACH) and a Co-Principal Investigator of The Listening Project: Fostering Curiosity and Connection in Middle Schools with Drs. Niobe Way, Hirokazu Yoshikawa, and Joseph Nelson. The overarching goal of the Listening Project is to re-ignite curiosity, enhance listening skills, and foster connections among students, teachers, and parents, countering the pervasive influence of dehumanizing stereotypes often found in middle and high school environments (Way, Ali, Gilligan, & Noguera, 2018). 

As a developmental and educational psychologist, her research focuses on examining the impact of proximal social processes in classroom and home settings on students' academic and social-emotional development. Specifically, she investigates the effectiveness of school-based intervention programs aimed at improving educational outcomes for children and youth. Currently, she is exploring the significance of listening with interpersonal curiosity on students' social-emotional skills and well-being, as well as evaluating the efficacy of the Listening Project.  

She received her Ph.D. in Early Childhood Education with a focus on quantitative research methods from New York University. For her dissertation, she utilized large-scale data from the NICHD Study of Early Child Care and Youth Development to investigate how proximal social processes in both school and home settings contribute to the sustained effects of pre-kindergarten process quality (i.e., the quality of teacher-child interactions) on children's academic trajectories during middle childhood.

Selected Publications

  • Han, J., Way, N., Yoshikawa, H., & Clarke, C. (2023). Interpersonal curiosity and its association with social and emotional skills and well-being during adolescence. Journal of Adolescent Research,
  • Han, J., O'Connor, E. E., & McCormick, M. P. (2020). The role of elementary school and home quality in supporting sustained effects of pre-K. Journal of Educational Psychology, 112(5), 956–972.
  • Han, J., O’Connor, E. E., McCormick, M. P., & McClowry, S. G. (2017). Child temperament and home-based parent involvement at kindergarten entry: Evidence from a low-income, urban sample. Early Education and Development, 28(5), 590- 606. doi: 10.1080/10409289.2017.1279531