Publications

Schutz, P. A., Hong, J., & Cross Francis, D. (2020). Teachers’, goals, emotions, and developing professional identities. Routledge.

Schutz, P. A., Hong, J., & Cross Francis, D. (Eds.) (2018). Research on teacher identity and motivation: Mapping challenges and innovations.  New York, NY: Springer.

Hong, J. & Perez, T., (2024). Identity and Learning: Student and teacher identity development. In P. A. Schutz & K. R. Muis (Eds), Handbook of educational psychology (4thed.) (pp. 269-290). Routledge.

Hong, J., Cross Francis, D., Chong, K., Lewis, L., Parsons, A., Recknagel, C., & Wang, Q. (2023). Agency, resilience, and attribution: Examining the disparate challenges of two schools interfacing with neoliberal-based policies. In G. Zhu (Ed.), Understanding the dynamics of teacher agency, resilience, and identity in the neoliberal age (pp. 17-46). Rowman & Littlefield.

Hong, J., & Looney, K. (2019). Building and sustaining social capital: First year teachers’ sense of agency. In C. R. Rinke & L. Mawhinney (Eds.), Opportunities and challenges in teacher recruitment and retention (pp. 3-23). Charlotte, NC: Information Age Publishing

Hong, J., Cross Francis, D., & Schutz, P. (2024). Reconceptualizing teacher identity development. Educational Psychologist. https://doi.org/10.1080/00461520.2023.2292713

Hong, J., Cross Francis, D., Haskins, C., Chong, K., Habib, K., Ataide Pinheiro, W., Noon, S., & Dickinson, J. (2024). Wellbeing under threat: Multiply marginalized and underrepresented teachers' intersecting identities. Teachers and Teaching: Theory and Practice. https://doi.org/10.1080/13540602.2023.2263739 

Recknagel, C., Hong, J., Cross Francis, D., Wang, Q., Parsons, A., & Lewis, L. (2022). The wrong tools for the job: Teachers’ voices on cultural capital mismatch. International Journal of Multicultural Education, 24(2), 57–79. https://doi.org/10.18251/ijme.v24i2.2533

Robbins, R., Hong, J., Chancey, J., & Robbins, S. (2020). Integrative fourfold teaching approach for multicultural subjects. Journal of Educational Foundations, 33 (1-4), 1-16.

Hong, J., & Cross Francis, D. (2020). Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research. Educational Psychologist, 55 (4), 208-219. https://doi.org/10.1080/00461520.2020.1783265

Cross Francis, D., Hong, J., Liu, J., Eker, A., Lloyd, K., Bharaj, P., & Jeon, M. (2020). The dominance of blended emotions in elementary mathematics teaching. Frontiers in Psychology, 11, 1-20. https://doi.org/10.3389/fpsyg.2020.01865

Hong, J., Cross Francis, D., Wang, Q., Lewis, L., Parsons, A., Neill, C, & Meek, D. (2020). The role of trust: Teacher capacity during school leadership transition. Frontiers in Education, 5, 1-9. https://doi.org/10.3389/feduc.2020.00108