Sophia H J Hwang

Biographic Data

ID4466932
NAMESophia H J Hwang
GIVEN NAMESSophia H J
FAMILY NAMEHwang
SIGNATUREHWANG S H J
AFFILIATIONSUniversity of Maryland, Baltimore County
ORCID0000-0002-2341-6303
VERIFIEDYes
TOTAL WORKS5
TOTAL CITATIONS2
AUTHOR COUNT5
EDITOR COUNT0
FIRST PUBLICATION YEAR2015
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Exploring variations in educator perceptions of coursetaking ecologies for students classified as English learners

    Open AccessLindsay E Romano, Kristin E Black et al.ARTICLEInternational Multilingual…2026

    This mixed methods study explores educators’ perceptions of the challenges that students who are classified as English learners (ELs) in the U.S. face in accessing core academic content in middle and high school. Based on a survey with educators (N = 156) recruited from a language education listserv and website who had experience working with students receiving EL services across 39 states, we explored variation in the ways that educators attribu…

  • Capturing the Prevalence, Patterns, and Predictors of Supportive Relationships in Early Adolescence

    Open AccessSophia H J Hwang, Elise Cappella et al.ARTICLEThe Journal of Early Adolescence2024References: 5

    Guided by self-determination theory and the bioecological model, this latent class analysis explores the patterns and predictors of supportive relationships in a national sample of early adolescents ( N = 6,469). A six-class solution emerged: youth with (1) emotional, informational, and academic support from various adults and peers across home, school, and community settings; (2) emotional and informational support from school friends; (3) low s…

  • Let's hang out!”: Understanding social ties among linguistically diverse youth in urban afterschool programs

    Open AccessSophia H J Hwang, Elise Cappella et al.ARTICLESocial Development2021Cited by: 1References: 19

    This study examines the associations among cross‐linguistic social ties, individual‐level social network and demographic characteristics, and academic and social‐emotional outcomes in a sample of third to eighth grade Latine and Black youth attending urban afterschool programs. Guided by social capital and social learning perspectives, this study is one of the first to explore the associations of social ties among Spanish‐speaking bilingual youth…

  • Fostering positive youth and staff development: Understanding the roles and experiences of the afterschool workforce

    Open AccessSophia H J Hwang, Jon Alexander Watford et al.ARTICLEJournal of Community Psychology2020Cited by: 1References: 46

    Informed by strengths‐based perspectives and systems theory of social settings, this mixed‐methods study focuses on the experiences of the afterschool workforce employed by a large, urban community‐based organization. Through directed content analysis of semi‐structured individual and small‐group interviews with afterschool instructors (ASI), this study sheds light on the roles, experiences, challenges, and supports of ASIs. Results demonstrate t…

  • Peer Contexts in Schools: Avenues Toward Behavioral Health in Early Adolescence

    Elise Cappella, Sophia H J Hwang et al.ARTICLEBehavioral Medicine2015

    Peer contexts play an important role in the behavioral health of early adolescents in schools. Behavioral health involves the observable academic and social behaviors that relate to and influence youths' subsequent health and development. Setting-level research on peer networks and social norms indicates these aspects of peer contexts vary by peer group, classroom, and school and dynamically relate to individual students' academic and social beha…