The 3E Study: Economic and Educational Contributors to Emerging Adults’ Cardiometabolic Health
Hispanic-Serving Institutions are institutions of higher education that prioritize supporting low-socioeconomic position students of color through their educational experiences; these institutions’ efforts may also promote health among diverse young adult populations. The design of this study allows us to longitudinally examine the economic and educational determinants of cardiometabolic health among diverse emerging adults, which are not yet comprehensively understood. Our study will help identify modifiable risk and protective factors from the economic and education sectors that could be targets for interventions to promote positive health behaviors and reduce risk of negative cardiometabolic health outcomes among emerging adults. This study is funded by NHLBI (R01 HL160703-01A1; Co-PI Dr. Alison Cohen).
Visit our website 3e.ucsf.edu and follow our Instagram @3E_Study!
New BRICS Project: Stop Hate New York State
This new project is being created to listen, learn, and create change across NY state. By designing and distributing a "No Hate NYS" Survey, New Yorkers will help us identify patterns, provide needed support, and shape community-driven solutions to stop hate and bias where it starts. We aim to use the data collected to partner with state agencies, regional councils, and local organizations to inform policies and further educate communities on the impact of hate and bias. Participants will also be connected to resources in their area when support is needed. Whether you’ve been directly impacted, witnessed harm, or want to be part of the change, your input makes a difference. This project will multi-pronged approach with (a) a short intro survey with wide distribution, (b) a longer survey to understand nuances people's experience, and (c) a youth survey, integrating YPAR methods into the design.
Election Studies
Sociopolitical contexts can influence individuals’ daily experiences, but we know little about how particular issues salient to elections (e.g., immigration, religious freedom, marriage) are experienced physiologically. We hope to understand how individuals’ political affiliations, beliefs, thoughts, and attitudes relate to key election issues, and in turn, predict differential psychological and physiological responses. We completed two sets of studies during the 2016 U.S. presidential election, including a two-site study of college students (Hoyt et al., 2018; Hoyt et al., 2021; Grzanka et al., 2020) and a pilot study of Latinx youth and parents (Zeiders et al., 2020). Our most recent election project examined feelings, behaviors, and attitudes of college students across 10 universities during the 2020 U.S. presidential election (Ballard et al., 2022; Kornbluh et al., 2022).
We are now analyzing data from the 2024 U.S. presidential election.
Youth Participatory Action Research
Dr. Hoyt is a founding steering committee member of the YPAR Network and works on many projects that integrate a YPAR perspective with a developmental lens (Suleiman et al., 2018). Dr. Hoyt also teaches a YPAR class where Fordham students partner with local high school students on a year-long YPAR project. Interested students should apply to register for PSYC 4855: Participatory Action Research!
Learn more at the YPAR page of our website!
3D Doctoral Student, Angelica Vega, is recruiting 2-3 undergraduate RAs for Spring 2026
Transfer students comprise a significant portion of city college campuses, but many face challenges when transitioning from a community college to a four-year university. These challenges can include confusing advising systems, financial aid issues, and feeling unsupported or overlooked. This project examines how transfer students experience support or the lack thereof during their time at a four-year university. Using secondary interview data from transfer students and university staff, this study aims to gain a deeper understanding of what factors contribute to transfer students feeling supported and what aspects of college make it more challenging to navigate. Topics include balancing school with work or family responsibilities, adjusting to academic expectations, accessing campus resources, and understanding how transfer-specific programs support students. The goal of this research is to help colleges enhance their support for transfer students and streamline their campus systems to make them clearer and more equitable. I am seeking 2-3 undergraduate research assistants to assist with coding and analyzing interview data. This work involves reading interview transcripts, helping organize what participants say into themes, and discussing patterns that emerge across different interviews. The project will span the Spring 2026 semester and requires a commitment of approximately 10 hours per week. Most of the work will be completed asynchronously, with virtual meetings for training and check-ins, and very limited in-person meetings if schedules allow. No prior research experience is required; students will be trained step-by-step in qualitative thematic analysis and will receive ongoing guidance and support throughout the semester.
Please contact Angelica directly with any questions or to learn more!
avega50@fordham.edu