Karlyn Adams-Wiggins, PhD
Portland State University
Accepting New Scholars
Across all projects in the Identity in Sociohistorical Context (ISC@PDX) RLC, you will gain experience with sociocultural and sociohistorical psychology theory and methods. This RLC is best equipped to prepare scholars for developmental psychology, human development, educational psychology, and learning sciences doctoral research training, as well as careers related to education and human development. Typical activities for scholars include but are not limited to: qualitative data analysis (interviews, focus groups, videos, open-ended surveys), literature reviews, transcription and/or translation of audio or video recordings, reading key texts to ensure background on sociocultural theory. During data collection phases, activities also include liaising with prospective participants by phone, attending community partner meetings with the PI, conducting interviews face-to-face or via Zoom, and helping facilitate focus groups. Scholars will receive training in each task before being expected to be fully responsible for it.
Project 1: How do experiences with exclusion in small group collaborative learning inform early adolescent learners' identity in science? Dr. Adams-Wiggins examines small group interactions as a catalyst for identity processes in 7th grade science classrooms where inquiry-based science curricula are being implemented. This project involves qualitative analysis of classroom video and interviews, but may also include contributions to related research on motivation using achievement goal theory in similar 7th grade science classrooms. See Adams-Wiggins, 2020 or Adams-Wiggins, Myers, and Dancis, 2020 for example.
Project 2: How do sociohistorical and sociopolitical contexts inform how Black/African diaspora adolescents and early adults come to understand themselves and their relationship with the world? Dr. Adams-Wiggins conceptualizes identity as socially constructed and rooted in interpersonal interactions; regional history, regional politics, and the broader historical and political context of the USA are expected to play important roles.This project involves primarily qualitative analysis of interview and focus group data, but may also involve field work conducting interviews, facilitating focus groups, or developing participatory action research (PAR) projects. Perspectives from critical psychology and cultural-historical psychology are central to this project. See Adams-Wiggins and Taylor-Garcia, 2020 or request Adams-Wiggins, in press for example.
Project 3: What cultural resources and developmental assets do families use to prepare their pre-K children for kindergarten? Dr. Adams-Wiggins examines families’ navigation of the public education system and interactions with school professionals as a contributor to the positive development of Black and Latinx children. This project involves primarily qualitative analysis of interview and focus group data, but may also involve field work conducting interviews, facilitating focus groups, or developing participatory action research (PAR) projects. See Adams-Wiggins and El-Moslimany, 2020 for example.