Looking for undergraduate research opportunities? Read on...
Early Steps Lab
The Early Steps Project is a multisite, longitudinal study of 731 ethnically-diverse families from urban (Pittsburgh, PA), suburban (Eugene, OR), and rural (Charlottesville, VA) sites. Families with a child between ages 2.0 years and 2 years, 11 months were recruited from WIC stations at each site on the basis of their ability to meet eligibility criteria for child, family, and sociodemographic risk. As children are now entering into adolescence we propose to test the hypothesis that periodic, tailored, and adaptive interventions delivered to caregivers of children from toddlerhood to school entry: (a) will have long-term preventive effects on alcohol and drug use, high-risk sexual behavior, and other types of problem behavior; (b) will show intervention effects that are mediated by increases in parents’ use of positive behavior support and prosocial peer affiliation; and (c) will test whether intervention effects are moderated by genetic and contextual risk.
Contact: Margarita Caldentey email@example.com
Eligible students should have a cumulative GPA of at least 3.00, be psychology major or intend to be psychology major, completed 9 hours of psychology courses (ideally completed PSYC 3005/3006), be 2nd or 3rd year (4th year students sometimes considered).
Research assistants must be available at least two days a week between 1 PM–8 PM, and being available on weekends is also desirable because they are involved in data collection in participants’ homes. Research Assistants must feel comfortable working with children/youth and to working with a very diverse population. We encourage students to consider working with us for at least 2 consecutive years. Fluent Spanish speakers also are encouraged to apply.
Sexual Orientation, Human Development, and Family Lives Lab
Our research focuses on issues related to sexual orientation, human development, and family lives. How does sexual orientation influence family formation and family lives? How is this affected by the legal and public policy climates in which children, youth, and families live? These are some questions under study in our group. Several studies are underway now. http://people.virginia.edu/~cjp/application.html
Contact: Doyle Tate firstname.lastname@example.org
We welcome the involvement of motivated, organized, efficient, and friendly undergraduate students as part of our research team. Research assistants usually work closely with a graduate student, and their duties may include reading original research studies, preparing materials for new studies, recruiting participants, transcribing and coding data, and assisting in data analysis. There are also opportunities for advanced RAs to develop their own projects.
Promoting Healthy Adolescent Development Lab
We study factors that contribute to the healthy development of disadvantaged adolescents. Foci of the lab include the promotion of mental health, the prevention of healthrisk behaviors, and the encouragement of positive educational outcomes. In addition, we are interested in the development of skills that will help youth to be successful in life, such as leadership and interpersonal skills. One particular area of interest is the relationships that youth form with nonparental adults. Supportive adults in youths’ lives may help them to navigate and overcome challenges they face and encourage adolescents’ healthy development. Understanding how to promote these intergenerational relationships and the mechanisms through which these relationships may facilitate more positive youth outcomes are core areas of this lab’s research.
Responsibilities for undergraduate researchers may include 1) conducting reviews of empirical articles, 2) survey administration both in the lab as well as in youths’ homes or schools, and 3) data management. It is important that RAs feel comfortable working with diverse populations. RAs will work closely with graduate students. In addition, RAs will also have opportunities to develop their own projects and present findings at conferences.
Investigating Diversity in Early Adolescence (IDEA) Race-Ethnicity-Diversity Lab
The Investigating Diversity in Early Adolescence (IDEA) Project is a mixed-methods study of students’ social relationships in racially/ethnically diverse middle schools. The study is focused on understanding the social dynamics of racial/ethnic diversity, equity and inclusion in middle school students’ friendship networks with the goal of identifying bridges between peer social processes and students’ academic and psychosocial outcomes.
Contact: Joanna Williams email@example.com
RA opportunities include the following: 1) participant recruitment and survey administration in middle schools; 2) collecting observational and interview data from IDEA participants; 3) organization and management of project files; 3) assisting with data entry, cleaning, coding, and basic statistical analyses of survey data; 4) assisting with coding of qualitative interview data; 5) researching topics related to the project through literature reviews and contributing to the dissemination of findings as needed (i.e., presentations and papers). RAs will be expected to attend regular (weekly) lab meetings. Students interested in assisting with data collection will need to have some availability during the school day.
Social Cognition and Behavior Lab
In our lab, we study phenomena related to diversity. We are especially interested in how individuals develop competencies for life in diverse spaces. Some current lines of research examine 1) stress and coping responses to interracial contact, 2) prejudice detection, and 3) the social ecology of privilege. The goal of our research is to find ways to improve intergroup contact and intergroup relations so that all members of society may attain positive life outcomes.
Contact: SCABL Lab Manager firstname.lastname@example.org
We are looking for student research assistants to help with: collecting data (e.g., running studies in the lab, distributing surveys, coding nonverbal data), conducting literature searches, and entering data.
UVA Baby Lab
Broadly, the UVA Babylab is interested in brain processes underpinning social interaction and cognition during infancy. Studies are designed to examine a range of situations in which infants glean information from faces, voices, or biological motion, as well as genetic and environmental factors that give rise to individual differences. Recently, our lab has been involved in understanding the developmental and neurological underpinnings of racial bias. More specifically, how the detection and response to social cues may be hampered when interacting with an other-race individual. http://uvababylab.org/
Implicit Social Cognition Lab
We investigate thoughts and feelings that occur outside of conscious awareness or conscious control and how they inform perception, judgment, and action. Areas of application include ideology, morality, reasoning, and social evaluation including investigating biases by agen, race, gender, and other social categories.
VIRGINIA ADOLESCENT RESEARCH GROUP
Our group is currently pursuing two major projects, and we welcome interest in either or both of these.
The Kliff Vida Project : The first is an ongoing longitudinal study examining the influences of social relationships, autonomy, and attachments to parents as they predict development from adolescence into adulthood. We began in adolescence as the Kids, Lives, Families and Friends (KLIFF) project and are continuing 18 years later as the Virginia Institute for Development in Adulthood (VIDA). In our study, we are working to learn how individuals as adolescents are influenced by their parents, interact with their peers, and go on to thrive (or struggle) in their adult relationships with romantic partners, peers, in the work place. We also want to understand what it is in the teenage years that predicts not just a successful adolescence, but a successful adulthood—which we examine not only in terms of mental health and adjustment, but also in terms of physical health (e.g., immune functioning, cardiac risk factors, etc.). This study began with 184 early adolescents, who we have followed since 1998, with 97% still participating as of our most recent round of data collection.
The Connection Project: We are also testing an intervention we developed to change the quality of adolescents’ peer relationships. We start from the recognition that, under the right conditions the adolescent world, rather than being a Darwinian struggle for survival, can be a source of support and encouragement. In groups from well-run summer camps, to theatre troupes, to wilderness experiences to retreats, under the right conditions, adolescents are willing to gradually open up to their peers and let down their guard. When peers can provide support and reciprocate, tight, life-changing bonds are often formed and endure. We have been working to identify and replicate critical ingredients in this process. The result is The Connection Project, a school-based program, based on cutting edge-research in the social sciences to enhance academic and life outcomes for at-risk teens. We are testing this both locally, and with funding from the William T. Grant Foundation, as a means to enhance the social and academic experience of mar