Current and Recent Research Projects

Foundations and Bridges: In this Institute of Museum and Library Services Funded project, ley by the Center of Science and Industry and in partnership with Lawrence Hall of Science and Dr. Adam Hartstone-Rose from NCSU, we are conducting a needs assessment for informal learning sites offering teen programming around STEM.

World Smarts STEM Challenge: In this National Science Foundation funded project led by IREX and in collaboration with Dr. Adam Hartstone-Rose from NCSU, we are studying adolescents in the US and Ghana as they engage in virtual STEM problem-solving in intercultural teams. Project website: https://www.irex.org/project/world-smarts-stem-challenge

Inclusive STEM classrooms: In this National Science Foundation funded project we are studying high school classroom climates in order to understand what factors explain resilience and persistence in STEM classes, as well as promote bystander intervention if exclusion, microaggressions or bias occurs in school settings. Project website (http://cadrek12.org/projects/career-promoting-equitable-and-inclusive-stem-contexts-high-school )

Youth Violence and Victimization:  In this National Institute of Justice funded project, we surveyed over 900 6th and 9th graders to learn more about their experiences with and thinking about bullying, victimization, and ways to respond to bullying. In collaboration with colleagues at the University of South Carolina. 

STEM Teens: In this National Science Foundation and Wellcome Trust funded project, we are studying youth educators in informal science learning sites (museums, zoos and aquariums) in the US and the UK. We are interested in the impact of participating in youth programming has on adolescents' interest, science identity, stereotypes, engagement and academic trajectories. We are also interested in how youth educators impact the visitors they interact with. In collaboration with colleagues at NCSU, Goldsmiths University of London, Queen Mary University of London, the University of South Carolina, Cambridge University, Riverbanks Zoo and Gardens, Virginia Aquarium and Marine Science Center, EdVenture, Center of the Cell, ThinkTank, and the Florence Nightengale Museum. 

Social-Emotional Outcomes of SKIP (a gross motor skill intervention) in Young Children: This research, in collaboration with Dr. Ali Brian and Dr. Sally Taunton at the University of South Carolina, examines whether an evidence-based gross motor skill intervention also leads to improvements in children's executive function and social competence and a reduction in stereotypes about who can and should have strong motor skills. Funded as part of a COBRE Center Grant at the University of South Carolina. 

Understanding Forgiveness: This project, in collaboration with Dr. Peter Streland at the University of Adelaide, examines the development of forgiveness in children. 

Social-cognitive skills and gender based exclusion:  This project examines the role of social-cognitive skills, such as theory of mind, in explaining adults' evaluations of gender-based academic exclusion. 

Bias-based bullying: This project, led by Dr. Seçil Gönültaş examines social-cognitive correlates of evaluations of bias-based bullying as compared to interpersonal bullying among adolescents. 

Perceptions of scientists: This project, led by fomer doctoral student Dr. Angelina Joy, explores children's perceptions of the diversity of scientists and includes a brief intervention involving scientist spotlights.

Adolescent Well-Being and School Diversity: This project, led by doctoral student Jackie Cerda-Smith and Dr. Paula Yust, focuses on examining virtual learning and anti-racism interventions in Light of COVID-19 in high school students. Funded by an AERA grant and in collaboration with Dr. Steve Asher and Dr. Molly Weeks at Duke.

Trans-Forming the Narrative: This project, led by former doctoral student Dr. Emily Herry, focuses on examining how transgender and gender nonconforming people use the internet to engage with, learn about, and share information about their identities online and how those experiences are related to better or worse health outcomes.

Understanding Children's Evaluations of Rule-Breaking: This project, led by doctoral student Christina Marlow, examines children's emerging understanding of rule violations in games, with attention to how children balance information about intentions and potential outcomes as well as the role of social-cognitive skills in shaping these evaluations. 

Best Practices for Culturally Relevant Social Emotional Learning in Schools: This project, funded by APA's Divsion 15 (Ed Psych) and led by doctoral student Jackie Cerda-Smith and postdoctoral scholar Dr. Emine Ozturk, involves interviewing teachers, students and administrators to identify best practices for implementing social emotional learning programs that attend to students' cultures and backgrounds. 

Understanding How Paticipatory Science Experiences Promote Science Identity and Belonging: This project, funded by NCSU's Data Science Acadmy, and in collaboration with Dr. Caren Cooper and Dr. Adam Hartstone-Rose, will explore participatory science observations during the 2024 Eclipse and examine how engaging in paticipatory science promotes science identity and belonging.