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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 an Adjunct Instructor in the Department of Applied Psychology. She is a developmental and educational psychologist who studies the role of proximal social processes in both the classroom and home settings, as well as testing impacts of transformative school-based intervention programs promoting positive development of children and youth, with a particular focus on social and emotional development and socialization skills.

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

She is 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 goal of the Listening Project is to re-ignite curiosity, listening, and connection among students, teachers, and parents, and in order to counteract dehumanizing stereotypes that often permeate middle and high school cultures (Way, Ali, Gilligan, & Noguera, 2018). Her current work mainly involves the evaluation of the Listening Project. She also conducts research on interpersonal curiosity that is arguably the basic foundation for students' social and emotional development. 

Selected Publications

  • 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