People

Face perception and recognition
Modeling cognitive and neural mechanisms of high level visual representation

Applied Evolutionary Ecology; Plant Diseases; Fungal Ecology; Temperate and Tropical Forest Ecology; Inquiry-based and experiential learning

The application of scholarly knowledge to policy change and solidarity work; Gender; Social Justice; Sexual objectification; Transnational Feminism

Courses taught include: Women’s Lives in Context; Women’s Bodies and Psychological Well-Being; and Transnational Feminism and Psychology.

Professor Langhout’s commitment to and interest in a variety of social justice-oriented issues and concerns has led her to the study of empowerment in educational settings and neighborhoods. Her research addresses the following questions: (1) What characteristics within settings inhibit or promote – either intentionally or unintentionally – thriving? (2) How do race, ethnicity, social class, and gender influence experience, and how do these experiences influence subjectivity? (3) How do individuals and groups experience, cope with, and resist negative stereotypes? (4) What conditions are necessary for individuals to change their ideological perspectives and become inspired to work toward social justice? How can researchers facilitate systemic, sustainable change that increases individual and group thriving, and support people identifying as agents of social change?

Professor Langhout’s primary research takes place in elementary schools and neighborhoods that serve working class and working poor African American, Latina/o, and white students. She uses a paradigm called participatory action research (PAR) to critically examine schools and neighborhoods. With PAR, stakeholder groups collaborate to determine the problem being researched and the intervention. Professor Langhout’s research might include playground observations, focus groups, and a recess intervention project, or survey research to assess teacher, parent, and student perceptions of school context. Additionally, she might work with children to develop and paint a mural on school grounds in order to create a more welcoming atmosphere for students and their families.

My research quantitatively examines the relationship between the English proficiency of Ethnically and Linguistically minoritized students, their access to rigorous mathematics courses and their performance on standardized secondary school mathematics assessments. This research has implications for minoritized students’ readiness and academic preparedness for college. Another area of my research examines mathematics teaching and learning in dual language education contexts to examine how students can develop mathematical proficiency across languages. I am the Co-Principal Investigator of the Mathematics And Language, Literacy Integration (MALLI) project, a U.S. Department of Education funded grant to support research in math teaching and learning in dual language immersion classrooms. I have authored or co-authored articles in Equity and Excellence in Education, the Journal of Urban Mathematics Education, the Journal of Science Teacher Education and in Review of Research in Education.

Topics: Second Language and Bilingual Education, Issues of Equity in Schools, Multicultural Education, Teacher Education and Policy, Assessment of Teaching, Literacy Development

Methodologies: Quantitative Analyses, Interview Methods and the Analysis of Interview Data, and Mixed Methodologies

• Information retrieval
• Recommendation systems
• Natural language processing
• Data mining
• Machine learning

Connections between power and sex, sexual aggression and abuse, trauma. Sexual decision-making, sexuality and media, the sexualization and objectification of girls and women. Authoritarianism, feminist political psychology. Motivation, especially power and affiliation-intimacy motives.