Karlyn R. Adams-Wiggins

Karlyn R. Adams-Wiggins
Portland State University | PSU · Department of Psychology

Doctor of Philosophy in Education (Learning, Cognition, Instruction, & Development/Educational Psychology)

About

12
Publications
2,920
Reads
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250
Citations
Introduction
I'm an Assistant Professor of Applied Developmental Psychology. I apply a sociocultural lens to study marginality during adolescence, which I conceptualize as a relational identity that informs motivation in school. This is the grounding for my current work on African-diasporic identities in sociohistorical context. A secondary strand of my work addresses STEM undergraduates' identities and motivation in collaborative group work. I am particularly interested in first-generation college students and African-American students. I am passionate about educational equity and advocate for a focus on adolescents' social development in school.
Additional affiliations
July 2017 - present
Portland State University
Position
  • Professor
August 2015 - July 2017
University of Texas at Tyler
Position
  • Professor
August 2009 - May 2015
Rutgers, The State University of New Jersey
Position
  • Graduate Fellow and Teaching Assistant
Education
August 2009 - May 2015
August 2005 - May 2009
Lafayette College
Field of study
  • Psychology (Minor: Women's & Gender Studies)

Publications

Publications (12)
Article
Full-text available
Computer-supported collaborative learning environments provide opportunities for students to collaborate in inquiry-based practices to solve authentic problems, using technological tools as a resource. However, we have limited understanding of the quality of engagement fostered in these contexts, in part due to the narrowness of engagement measures...
Article
(Free to download through January 2020): Recent research emphasizing disciplinary identities in the classroom indicates the importance of social interaction and inclusion in the classroom, yet only limited work focuses on how peer-initiated exclusion impacts learners. This study addresses that gap by examining the role of microexclusions, or affron...
Article
Full-text available
While previous classroom studies of status hierarchies tell us who has low status and how to increase those learners' participation in small group contexts via teacher-led interventions , we know little about how one becomes low status, or the role peers play in legitimating or delegitimating inequitable relations. This study used the sociocultural...
Article
Recent research in developmental psychology situates human development in ecological systems. While culturally sensitive variants of ecological systems theory take important strides in identifying how racialization structures the world in which youth develop, limits remain for critical researchers interested in humanity transformation projects. A f...
Chapter
Recent research on the kindergarten transition highlights the importance of alignment across contexts to provide high-quality interactions. Yet, we know less about how families make sense of their experiences in the transition. This chapter explores families' experiences with the kindergarten transition from a funds of knowledge perspective. Result...
Conference Paper
While productive disciplinary engagement has remained a key construct in the learning sciences, there has been limited exploration regarding what motivates learning activities. Accordingly, little is understood about purportedly “disengaged” youth who do not readily take up normative practices in learning environments designed with productive disci...
Conference Paper
Early adolescent learners in inquiry-based science learning environments must grapple with regulating group activity as well as the socioemotional challenges of collaboration. The current study early adolescents’ understandings of the role of peer social relationships and friendships in collaboration in middle school inquiry classrooms. We qualitat...
Article
Full-text available
The current study examines variation in other-regulation, conceptualized as efforts by one student to regulate their group's work. This study extends research which has conceptualized other-regulation as temporarily guiding others' conceptual understanding and skill development by broadening the spectrum of other-regulation to include directive for...
Conference Paper
Full-text available
To succeed, groups need skills to jointly regulate their shared task work. The current study examines variation in other-regulation, or efforts by one student to regulate their group's work. We consider the relationship of directive and facilitative forms of other-regulation with efforts to negotiate competence, given that directive other-regulator...
Conference Paper
Full-text available
Computer-supported inquiry learning has the potential to foster productive engagement with the task and also enhance students' motivation. This may occur because students have the opportunity to collaborate around on authentic problems, often situated in media-rich environments. However, we have limited understanding of the quality of engagement fo...

Network

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Projects

Projects (3)
Project
Pilot repository for publications and resources by AERA Motivation SIG Members, relevant to topics on motivation in education. Only add published work from 2016 to present.
Project
Marginality situates identity within the context of adolescent development by emphasizing how students handle exclusion in groupwork. Three questions were addressed: (1) how do marginal group members exercise agency?, (2) how do the forms of agency exercised by marginal group members relate to identity trajectories over a semester?, and (3) how does the structure of group activity systems contribute to the formation of marginal identities? Qualitative methods were used to analyze videotaped observations of groupwork and student interviews; comparisons were made using case study methods to explore how learners' trajectories of marginality were impacted by the structure of group activity.
Project
This project expands my previous work on marginality in collaborative groups to addresses how race and class figure into early adolescents' negotiated. I employ interview methods in tandem with quantitative measures in informal learning contexts. Special theoretical attention is given to regional sociopolitical context as a contributor to experiences of marginality.