Hyeyoung Bang
Biographic Data
| ID | 153303 |
|---|---|
| NAME | Hyeyoung Bang |
| GIVEN NAMES | Hyeyoung |
| FAMILY NAME | Bang |
| SIGNATURE | BANG H |
| AFFILIATIONS | Bowling Green State University |
| ORCID | 0000-0001-8550-7924 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 40 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Education gives me a voice”: Overcoming patriarchal challenges as Nigerian women through higher education
Exploring the impacts of a South Korean alternative school on North Korean refugees’ educational attitudes, satisfaction, and behavior
Using Q Methodology to Explore American Adolescents’ Self-Images and Images of Their Parents
We explored adolescents’ self-images and their images of their parents and how their views of the present and the future relate to their parents’ support. Forty American adolescents sorted two sets of Q statements. Types for adolescents’ self-images are optimistic go-getter in achievement, pioneer in moratorium, hedonistic fun seeker in diffusion, apprehensive self in moratorium, and other conscious self in foreclosure versus self-confident skept…
I defeat those fears and start a new life”: Iraqi refugee students’ PTSD, wisdom, and resilience
What Teachers Retain From Historic Site-Based Professional Development
Using a broad-based assessment for understanding what teachers learn in historic site-based professional development (HSBPD), this study follows 29 teachers from a HSBPD at Thomas Jefferson's Monticello to see how their work at historic sites affected their practice upon return to their classrooms. Influenced by the Interconnected Model of Teacher Growth and Complexity theory, this study considers the complex outcomes of teachers as individuals, …
Understanding what teachers gain from professional development at historic sites
Despite decades of formal work with teachers, little is known about what they gain from professional development at and with historic sites. This article presents the first data-set from a 3-year Institute for Museum and Library Services National Leadership Grant project designed to develop a broad-based assessment for understanding what teachers learn in historic site-based professional development. The centerpiece of this project is an assessme…
Learning to Belong in the World
The emergence, progress, and impact of sound change in progress in Seoul Korean: Implications for mechanisms of tonogenesis
Iraqi Refugee High School Students’ Academic Adjustment
Many Iraqi refugee students in the United States suffer from posttraumatic stress disorder (PTSD) as well as acculturation stresses. These stresses often create challenges for their integration into U.S. schools. The project explored risk factors such as the length of educational gaps in transit, PTSD, and separation and marginalization acculturation, as well as protective factors such as resilience, self-esteem, and integration and assimilation.…
African American Undergraduate Students' Wisdom and Ego-Identity Development: Effects of Age, Gender, Self-Esteem, and Resilience
The present study provides valuable insight into African American youths' ego-identity and wisdom development. The study examines the relationship between wisdom dimensions (cognitive, affective, and reflective) and ego-identity statuses (achievement, moratorium, foreclosure, and diffusion), and age and gender differences among 198 African American college students (age 18-25 years). The study also examines how self-esteem and resilience are rela…
The securitisation of refugee flows and the schooling of refugees: Examining the cases of North Koreans in South Korea and Iraqis in Jordan
Drawing on data collected in South Korea, Jordan and the USA, this paper examines the degree to which security concerns impact the schooling of North Korean refugees in South Korea and Iraqi refugees in Jordan. Operating from a framework examining the intersection of migration and securitisation, the authors find that accounts of negative images of and identity concealment among North Korean students present the most compelling linkages to a larg…
Wisdom and Ego-Identity for Korean and American Late Adolescents
Overcoming identity crises during adolescence may help adolescents understand the world around them. Although adolescents may have developmental potential for wisdom, little is known about the direct relationship between wisdom and ego-identity or any cross-cultural effects. Wisdom dimensions (cognitive, affective, and reflective) and ego-identity statuses (achievement, moratorium, foreclosure, and diffusion) among 639 Korean and American late ad…
The emergence, progress, and impact of sound change in progress in Seoul Korean: Implications for mechanisms of tonogenesis
What Teachers Retain From Historic Site-Based Professional Development
Using a broad-based assessment for understanding what teachers learn in historic site-based professional development (HSBPD), this study follows 29 teachers from a HSBPD at Thomas Jefferson's Monticello to see how their work at historic sites affected their practice upon return to their classrooms. Influenced by the Interconnected Model of Teacher Growth and Complexity theory, this study considers the complex outcomes of teachers as individuals, …
Understanding what teachers gain from professional development at historic sites
Despite decades of formal work with teachers, little is known about what they gain from professional development at and with historic sites. This article presents the first data-set from a 3-year Institute for Museum and Library Services National Leadership Grant project designed to develop a broad-based assessment for understanding what teachers learn in historic site-based professional development. The centerpiece of this project is an assessme…
Iraqi Refugee High School Students’ Academic Adjustment
Many Iraqi refugee students in the United States suffer from posttraumatic stress disorder (PTSD) as well as acculturation stresses. These stresses often create challenges for their integration into U.S. schools. The project explored risk factors such as the length of educational gaps in transit, PTSD, and separation and marginalization acculturation, as well as protective factors such as resilience, self-esteem, and integration and assimilation.…
African American Undergraduate Students' Wisdom and Ego-Identity Development: Effects of Age, Gender, Self-Esteem, and Resilience
The present study provides valuable insight into African American youths' ego-identity and wisdom development. The study examines the relationship between wisdom dimensions (cognitive, affective, and reflective) and ego-identity statuses (achievement, moratorium, foreclosure, and diffusion), and age and gender differences among 198 African American college students (age 18-25 years). The study also examines how self-esteem and resilience are rela…
Wisdom and Ego-Identity for Korean and American Late Adolescents
Overcoming identity crises during adolescence may help adolescents understand the world around them. Although adolescents may have developmental potential for wisdom, little is known about the direct relationship between wisdom and ego-identity or any cross-cultural effects. Wisdom dimensions (cognitive, affective, and reflective) and ego-identity statuses (achievement, moratorium, foreclosure, and diffusion) among 639 Korean and American late ad…
Wisdom and Ego-Identity for Korean and American Late Adolescents
Overcoming identity crises during adolescence may help adolescents understand the world around them. Although adolescents may have developmental potential for wisdom, little is known about the direct relationship between wisdom and ego-identity or any cross-cultural effects. Wisdom dimensions (cognitive, affective, and reflective) and ego-identity statuses (achievement, moratorium, foreclosure, and diffusion) among 639 Korean and American late ad…
The securitisation of refugee flows and the schooling of refugees: Examining the cases of North Koreans in South Korea and Iraqis in Jordan
Drawing on data collected in South Korea, Jordan and the USA, this paper examines the degree to which security concerns impact the schooling of North Korean refugees in South Korea and Iraqi refugees in Jordan. Operating from a framework examining the intersection of migration and securitisation, the authors find that accounts of negative images of and identity concealment among North Korean students present the most compelling linkages to a larg…
African American Undergraduate Students' Wisdom and Ego-Identity Development: Effects of Age, Gender, Self-Esteem, and Resilience
The present study provides valuable insight into African American youths' ego-identity and wisdom development. The study examines the relationship between wisdom dimensions (cognitive, affective, and reflective) and ego-identity statuses (achievement, moratorium, foreclosure, and diffusion), and age and gender differences among 198 African American college students (age 18-25 years). The study also examines how self-esteem and resilience are rela…
Iraqi Refugee High School Students’ Academic Adjustment
Many Iraqi refugee students in the United States suffer from posttraumatic stress disorder (PTSD) as well as acculturation stresses. These stresses often create challenges for their integration into U.S. schools. The project explored risk factors such as the length of educational gaps in transit, PTSD, and separation and marginalization acculturation, as well as protective factors such as resilience, self-esteem, and integration and assimilation.…
Learning to Belong in the World
The emergence, progress, and impact of sound change in progress in Seoul Korean: Implications for mechanisms of tonogenesis
Understanding what teachers gain from professional development at historic sites
Despite decades of formal work with teachers, little is known about what they gain from professional development at and with historic sites. This article presents the first data-set from a 3-year Institute for Museum and Library Services National Leadership Grant project designed to develop a broad-based assessment for understanding what teachers learn in historic site-based professional development. The centerpiece of this project is an assessme…
I defeat those fears and start a new life”: Iraqi refugee students’ PTSD, wisdom, and resilience
What Teachers Retain From Historic Site-Based Professional Development
Using a broad-based assessment for understanding what teachers learn in historic site-based professional development (HSBPD), this study follows 29 teachers from a HSBPD at Thomas Jefferson's Monticello to see how their work at historic sites affected their practice upon return to their classrooms. Influenced by the Interconnected Model of Teacher Growth and Complexity theory, this study considers the complex outcomes of teachers as individuals, …
Using Q Methodology to Explore American Adolescents’ Self-Images and Images of Their Parents
We explored adolescents’ self-images and their images of their parents and how their views of the present and the future relate to their parents’ support. Forty American adolescents sorted two sets of Q statements. Types for adolescents’ self-images are optimistic go-getter in achievement, pioneer in moratorium, hedonistic fun seeker in diffusion, apprehensive self in moratorium, and other conscious self in foreclosure versus self-confident skept…
Exploring the impacts of a South Korean alternative school on North Korean refugees’ educational attitudes, satisfaction, and behavior
Education gives me a voice”: Overcoming patriarchal challenges as Nigerian women through higher education
Psychology (9 works) · Political science (6 works) · Social Psychology (6 works) · Refugee (4 works) · Social Psychology (4 works) · Sociology (4 works) · Developmental psychology (3 works) · Education and experiences of immigrants and refugees (3 works) · Geography (3 works) · Identity (music (3 works)