Hannah H. Kim

Assistant Professor of Psychology

Education                      

  • PhD in Psychology, The Graduate Center, CUNY (2017)
    • Dissertation: “Identity in Sociocultural Context: Life stories of Korean Youth in New York City”
  • M.Phil. in Psychology, The Graduate Center, CUNY (2013)
  • M.A. in Child and Family Studies, Yonsei University, Seoul, South Korea (1997)
  • B.S. in Child and Family Studies, Yonsei University, Seoul, South Korea (1992)

Courses Taught

  • Senior Seminar
  • Adolescence & Emerging Adulthood
  • Developmental Psychology
  • Introduction to Child Psychology
  • Cognitive Development
  • General Psychology/Introduction to Psychology

Professional Memberships

  • Co-founder, BIGTOGETHER Foundation, a non-profit organization for Koreans and Korean Americans in New York
  • Asian American Psychological Association (AAPA)
  • Society for the Psychological Study of Social Issues (SPSSI)

Professional Experience

  • Adjunct Assistant Professor, Brooklyn College CUNY, LaGuardia Community College CUNY (2016-2019)
    Courses taught: General Psychology, Developmental Psychology I & II, and Introduction to Child Psychology.
  • Assistant Lecturer, Brooklyn College CUNY, LaGuardia Community College CUNY, College of Staten Island CUNY (2009-2015)
    Courses taught: Introduction to Child Psychology, Cognitive Development, General Psychology/Introduction to Psychology, Developmental Psychology I.
  • Assistant Teacher, Child Development and Learning Center, Graduate School and University Center CUNY (2008-2009)

Research Interests

  • How to study self-constructs from Christian perspectives: how to measure identity, self-concept, and self-worth to better understand who we are and, in turn, to know God better and to grow deeper into our understanding of His love for us
  • Underrepresented, minority students’ school adjustment and academic success through college education
  • Identity and social identity development of Asian American youth such as ethnic, racial, and national identity while being born and raised in the U.S. multicultural contexts

Recent Conference Presentations

  • Kim, H. H. (2018, July). Identity in sociocultural context: Life stories of Korean youth in New York City. Paper presented at the Symposium on Biculturalism and Bicultural Identity Development in Emerging Adults/College Student Populations at the 5th biennial APA Division 45 Research Conference, University of Texas at Austin, TX.
  • Kim, H. H. (2018, May). Studying identity development of Korean American youth in New York City through life story analysis. Paper presented at the 4th Biannual Language, Society, and Culture Conference, LaGuardia Community College of the City University of New York, NY.

  • Berger, S. E. & Kim, H. H. (2010, March). New walkers’ strategies for descending stairs. Poster session presented at the 17th Biennial International Conference on Infant Studies (ICIS), Baltimore, MD.

Teaching Statement

My faith in God and Christian beliefs is at the center of my life. I am devoted to relating my faith in God and Christ Jesus with my teaching and working with students. To this end, I endeavor to seek for ways to combine the principles of psychological science and the theological doctrines of Christianity in my courses. In specific, I am much interested in designing and teaching my developmental courses from Christian perspectives, such as, the creation of human life (we are fearfully and wonderfully created in God’s image), moving across the different life stages, the old ages until death, and for each life stage, how we can better understand and achieve a variety of developmental outcomes for ourselves to become the persons God created us to be.

In agreement with the Vygotskian approach to learning and development, I believe my job as a psychology teacher is to provide scaffolding that is essential for students to achieve best learning outcomes. In so doing, I also learn through a collaboration with my students, which I really like about teaching. In a classroom, I am a teacher and a learner at the same time. I aim to be a good teacher, a good communicator, and a good source of encouragement to my students.

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