Marginalia Science
October 24, 2025, 10am - 6pm| The Heights Room, Corcoran Commons, Boston College |听
View the latest announcement for this event here
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Marginalia Science x Boston College:听
Amplifying Diverse Scholarship in the Psychological and Social Sciences
Social sciences, like many disciplines, have often centered their research on dominant populations and perspectives, leaving critical gaps in our understanding of human behavior across diverse cultural, social, and political contexts. The goal of this one-day conference is to amplify scholarship from underrepresented voices and diverse perspectives, thereby providing a dedicated space for research that is often marginalized within mainstream academic discourse. This conference will bring together researchers from the psychological and social sciences, broadly defined, and offer them a platform to share their work, engage with cutting-edge research, connect with like-minded scholars, and receive professional development support.
The conference will feature three early-career keynote speakers, a data blitz, poster sessions, and conversational roundtables focused on professional development topics. Registration is FREE, thanks to a generous grant from the Boston College Institute for Liberal Arts .
We welcome participation from faculty, researchers, and students in psychology, sociology, education, political science, philosophy, neuroscience, biology, and related areas. The conference will highlight research from individuals with underrepresented identities, research topics, or perspectives, and/or research interests in diversity or equity-related issues in social, behavioral, and brain sciences or philosophy. We hope that this Marginalia Science x Boston College event will serve as a catalyst for change within psychological and social science research, fostering a more inclusive and supportive academic environment and expanding the boundaries of knowledge in meaningful ways.
Conference Objectives:
- Showcase research that challenges mainstream psychological and social science perspectives.
- Provide a forum for researchers, particularly those from marginalized identities or working on underrepresented topics, to share their work.
- Facilitate mentorship and professional development through workshops and networking opportunities, empowering students through shared knowledge and opportunities for collaborations.
- Build and strengthen the Marginalia Science community by fostering discussions on the future of equity and inclusion in psychological science.
- Visibly and formally committing to a mission of inclusivity in scholarship and scholars.
This event is being conducted in partnership with and the Department of Psychology and Neuroscience at Boston College, with support from the Institute for Liberal Arts. For questions, please email marginaliaconference@gmail.com.
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Friday - Oct 24th听|听Corcoran Commons听| to Attend | |
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| 听10:00 AM | Convening听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 听 |
| 10:30 AM | Opening Remarks |
| 10:35 AM | Data Blitz Talks -听Featuring 6 rapidfire presentations with Q&A
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| 11:20 AM | Break |
| 11:30 AM | Data Blitz Talks -听Featuring 6 rapidfire presentations with Q&A
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| 12:15 PM | Lunch and Conversation |
| 1:30 PM | Poster Session |
| 2:45 PM | Coffee Break & Transition |
| 3:00 PM | Keynote Speakers -听Featuring talks from 3 invited early career keynote speakers, plus Q&A
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| 5:00 PM | Reception & Closing Remarks |
Posters Information
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| Poster No. & Presenter Name | University / Affiliation | Poster Title |
|---|---|---|
| 听1) Ashley Sheehan听 | 听Tufts University听 | 听Investigating somatostatin subpopulations recruited by opposing听 听valence states听 |
| 听2) Diana Nguyen听 | 听Clark University听 | 听Identity Asymmetry Hypothesis: Critical and Legitimizing Affordances听 听for Immigration Attitudes among Asian Americans听 |
| 听3) Sholei Croom听 | 听 Johns Hopkins听 听University听 | 听Learning looks different from doing |
| 听4) Avia Gray | 听University of Merced, CA听 | 听Perceived Healthcare Discrimination in Populations with Diabetes: A听 听Conceptual Review |
| 听5) Destiny Williams-听 听Dobosz | 听Boston College | 听Harnessing the Power of Storytelling for Transformative Research and听 听Practice |
| 听6) Seoyeon Bae | 听Boston College | 听Exploring the Role for a Chatbot in Bystander Intervention Training |
| 听7) Sarah Al Mozani | 听Clark University | 听Men and Machismo: Latino鈥檚 Experiences in Therapy |
| 听8) Kamila Redd听 | 听University of Wisconsin-听 听Madison | 听Racial group differences in a multisite university climate survey |
| 听9) Arushi Devgun | 听Johns Hopkins University | 听Autistic-Like Traits and Social and Physical Force Representations in听 听the Brain |
| 听10) Kelshall听 听Alexander | 听Northeastern University | 听Building Competence, Fostering Engagement: A Theoretical听 听Framework for Adaptive Sports Development |
| 听11) Jiayi Song and听 听Jinming Chen | 听Harvard Graduate听 听School of Education | 听Examining cross-cultural differences in normative language uses听 听during caregiver-child interactions |
| 听12) Ambria Jones | 听Brandeis University | 听No Silver Spoon: Analyzing Student Hunger in Private Schools |
| 听13) Di Wang | 听Brandeis University | 听Silence as Memory: Haunting the Third Front in China |
| 听14) Charlotte听 听Moriarty | 听Clark University | 听Dealing with Disconnect: Latine Clients鈥� Interpersonal Coping听 听Strategies After Experiencing Ruptures |
| 听15) Yolore Airewele | 听Tufts University | 听Revealing Invisibility: Tracking Current Perceptions of Black Women in听 听Society |
| 听16) Thalia Ramirez | 听Northeastern University | 听School Psychology Trainee Perspectives on Social Justice Training |
| 听17) Lucinda Garcia | 听Tufts University | 听鈥淚'm autistic out loud鈥�: Catalyzing Self-Understanding in Autistic听 听Women |
| 听18) Emma Ortman | 听Brandeis University | 听Fractured Gender: An Analysis of Identifying Transwomen in Forensic听 听Osteology |
| 听19) Sad茅 Greenidge | 听Boston College | 听The Black Model Minority Myth: Conversations Across the Diaspora |
| 听20) Gustavo听 听Nascimento | 听Brandeis University | 听Decolonizing Time: Ancestry and Futurity in Anticolonial Thought |
| 听21) Camryn O'Conner | 听Syracuse University | 听Divergent Definitions: How U.S. Adults Interpret Race-Related听 听Concepts |
| 听22) Kaviya听 听Vijayakumar | 听Northeastern University | 听Expanding the ACE Model: Immigrant Youth |
| 听23) Katerina听 听von Helms | 听Boston College | 听Pride or Prejudice? Consumer Responses to Corporate Activism |
| 听24) Catherine Le | 听Brandeis University | 听From Exodus to Legacy: How Vietnamese American Refugees Shape听 听Culture |
| 听25) Marlene Cardoza | 听Clark University | 听Familismo and Academia: First-Generation Latine Student Experiences |
| 听26) William Meese | 听Boston College | 听Managing Medical Providers鈥� Weight Stigma: Malleability Mindsets,听 听Confrontation Effectiveness Beliefs, and Willingness to Confront |
Sirada Rochanavibhata
San Francisco State University
A cross-cultural and cross-linguistic comparison of language development in Thailand and the United States
This talk will discuss the influence of cultural background and linguistic experience on language development. The first study found cross-cultural differences in mothers鈥� scaffolding strategies and children鈥檚 narrative skills. When jointly recalling memories, Thai monolingual mothers and children exhibited a low-elaborative style鈥攃haracterized by more concise narratives and greater repetition鈥攚hereas American-English monolingual mothers and children exhibited a high-elaborative style鈥攃haracterized by longer narratives and more questions. The second study examined reminiscing styles of Thai-English bilingual mother-child dyads across their two languages. Bilinguals exhibited two distinct conversation styles that resembled each of their two monolingual counterparts: low-elaborative when speaking Thai and high-elaborative when speaking English. These findings suggest that cultural and linguistic norms influence parent-child interactions and language socialization. By interacting with adults, children acquire linguistic competence and learn to converse in socially appropriate ways. This research underscores the importance of studying diverse and underrepresented populations in order to build representative theories of child development.
Riana Brown
The Ohio State University
Investigating Inequality: Psychological Drivers of Action
Group-based inequality persists across a striking number of social identities (e.g., race, social class, sexuality, gender identity) and in many important life domains, such as pernicious disparities in access to healthcare and wealth. For example, the COVID-19 pandemic exacerbated global income and health disparities, where the richest 10% of the world population now owns 76% of all wealth, and Black U.S. Americans now live five fewer years on average than White U.S. Americans. The present research investigates how people react to such information about social inequality and bias, specifically when it spurs them to action to reduce social inequality in different areas (e.g., race and sexuality/gender identity). These studies investigate which domains of disparities (e.g., in health or economics) spark the most engagement on social media and support for inequality-reduction efforts (and why). In sum, this work provides insight into people鈥檚 complex reactions to social inequalities. As social inequalities continue to persist, the need to understand what psychological underpinnings may drive or impede efforts to pursue greater equity and justice is as urgent as ever.
Wicia Fang
Cornell University
How Stable are Evaluations of Status Across Social Interactions?
A person鈥檚 status is consequential across life domains. Yet, it remains unclear whether one鈥檚 status is a stable, trait-like characteristic鈥攔elatively unaffected by social context鈥攐r whether it is socially constructed in-the-moment鈥攙arying depending on one鈥檚 interaction partner. To examine this, we analyzed 1519 naturalistic, dyadic conversations (each at least 25 minutes), after which participants (N=753) evaluated themselves and their partner on status and personality traits. Using the Social Relations Model, we estimated that evaluations of one鈥檚 own status was highly stable across partners (~90% variance explained by self; <0.01% by partner), more so than other traits. Evaluation of one鈥檚 partner鈥檚 status was also highly attributable to the self (almost 40% of variance), more so than other traits, but also had 18% of variance attributed to the partner. Results suggest one's own status is highly internalized and stable across conversations鈥攏ot varying much by partner. Evaluation of an interaction partner鈥檚 status is shaped by a mix of projection from the evaluator and social inference. This work offers novel insight into the stability and social construction of status.
Diane-Jo Bart-Plange, Ph.D
Faculty, Psychology & Neuroscience
Kengthsagn Louis, Ph.D.听
Faculty, Psychology & Neuroscience
Maura Stoehr
Graduate Student, Psychology & Neuroscience
Maureen Ritchey, Ph.D.
Psychology & Neuroscience
Trystan Loustau
Graduate Student, Psychology & Neuroscience
Marcus Trenfiel
Graduate Student, Psychology & Neuroscience Dept
Regan Bernhard, Ph.D.
Faculty, Psychology & Neuroscience
Oluwatobi Abubakare
Graduate Student, Psychology & Neuroscience
Jordan Wylie, Ph.D.听
Faculty, Cornell University Psychology
Fazli Salim
Graduate Student, Psychology & Neuroscience
Helen Zheng
Graduate Student, Psychology & Neuroscience
Lauren Voso听
Research Associate/Lab Manager, Psychology & Neuroscience
Marie Diagne
Graduate Student, Psychology & Neuroscience
Sara Haman
Research Associate/Lab Manager, Psychology & Neuroscience
Kelly Kane, Ph.D.
Visiting Assistant Professor, Psychology & Neuroscience
Campus Map and Parking
Campus Map and Parking:
Parking is available at the nearby Beacon Street and Commonwealth Avenue Garages.
Boston College is also accessible via public transportation (MBTA B Line - Boston College).