PhD University of California, Irvine
NaYoung Hwang holds a PhD in Education from the University of California, Irvine. Her research focus includes inequality in education and educational policy. NaYoung has worked on school discipline, growth mindset, curriculum policy, and youth employment. NaYoung's work has been published in Educational Researcher, American Education Research Journal, Youth & Society, and Journal of Research on Adolescence.
As an English as a Second Language (ESL) teacher in her native South Korea, NaYoung was able to witness firsthand the influence of socioeconomic background on a child’s English language achievement and, ultimately, educational prospects. In addition, by teaching English to adult professionals, she observed the crucial influence of one’s childhood access to language education on her/his future employment opportunities in English-obsessed Korea. These experiences, combined with her work as a volunteer teacher in Korean orphanages, spurred NaYoung’s interest in the impact of education on social stratification.
NaYoung is now a postdoctoral fellow at Truman School of Public Affairs, where she explores policies and methods that can improve the abilities and prospects of children from underprivileged backgrounds. Her current project centers on student-teacher demographic matching, student-teacher familiarity, and Indiana’s third-grade retention policy.
Economics of Education (undergraduate and graduate)
Research Methods (MPA)
NaYoung Hwang and Brian Fitzpatrick. “Teacher Gender and Student Achievement” AERA Open. (Forthcoming)
NaYoung Hwang and Thurston Domina. (2021) “Peer Disruption and Learning: Links between Suspensions and the Educational Achievement of Non-Suspended Students” Education Finance and Policy. 16(3), 443-463.
Paul Hanselman, Thurston Domina, and NaYoung Hwang (2021). Educational Inequality Regimes amid Algebra-for-All: The Provision and Allocation of Expanding Educational Opportunities. Social Forces. (Forthcoming).
NaYoung Hwang, Marcela Reyes, and Jacquelynne S. Eccles. (2019) “Who Holds a Fixed Mindset and Whom does it Harm in Mathematics?” Youth & Society 51(2), 247-267.
Marcela Reyes and NaYoung Hwang. (2019) “Middle School Language Classification Effects on High School Achievement and Behavioral Outcomes” Educational Policy 35(4), 590-620.
Thurston Domina, Andrew McEachin, Paul Hanselman, Priyanka Agarwal, NaYoung Hwang, and Ryan Lewis. (2019) “Beyond Tracking and Detracking: The Dimensions of Organizational Differentiation in Schools” Sociology of Education 92(3), 293-322.
NaYoung Hwang. (2018) “Suspensions and Achievement: Varying Links by Type, Frequency, and Subgroup” Educational Researcher 47(6), 363-374.
NaYoung Hwang and Thurston Domina. (2017) “Adolescent Work Intensity and Youth Development: Link Vary by Race/Ethnicity” Journal of Research on Adolescence 27(2), 312-327.
Thurston Domina, Paul Hanselman, NaYoung Hwang, and Andrew McEachin. (2016) “Detracking and Tracking Up Mathematics Course Placements in California Middle Schools, 2003–2013” American Educational Research Journal 53(4), 1229-1266.
NaYoung Hwang, Jahyeong Lee, and Kihye Yi. (2012) “The Determinants of Working Hours of Adolescents in South Korea: Focusing on Family Background, Educational Aspirations and School Engagement” Studies on Korean Youth 23(1), 223-250.
NaYoung Hwang, and Jahyeong Lee. (2011) “The Meaning of Part-time Job Experience for Vocational High School Students in South Korea'' Anthropology of Education 14(3), 233-260.
NaYoung Hwang, Yeo-jung Hwang, and Kyung-keun Kim. (2011) “Could English Program in Korea (EPIK) Be an Effective Policy?” Korean Journal of Sociology of Education 21(4), 235-262.