Annamaria Csizmadia is a scholar-teacher of cultural diversity. She has spent the past two decades studying how culturally relevant and group-specific factors shape developmental processes among monoracial and Multiracial (including immigrant) youth of color. She investigates how youth of color develop a positive ethnic-racial identity and the role that families play in helping youth navigate life in a racialized society where access to resources and opportunities is determined based on one’s race (as well as class and gender). She has a special interest in Multiracial youth development (in part because she is the proud mother of a wonderfully brilliant Multiracial daughter).

Her work is informed by cultural ecological and critical race theories. In this research she highlights the important role of family ethnic-racial socialization, such as how parents teach children pride in their race, ethnicity, and culture, and help them cope with bias and discrimination. Her research demonstrates that these socialization practices along with other culture-specific parenting behaviors contribute to social-emotional adjustment among youth of color in important ways. Furthermore, she found that how parents identify their child’s race is a highly salient form of ethnic-racial socialization in families of Multiracial youth. Her theoretical and empirical work emphasizes the dynamic interaction of family socialization, Multiracial youth’s social cognition, and their social environment that shapes Multiracial youth development.

Alongside family practices and youth’s identity-related social cognition, Annamaria seeks to understand how influences outside the family shape development in monoracial and Multiracial youth. To this end, she has done some work on racial microaggressions. In 2019-2020, as part of the UConn Racial Microaggression Study research team, she surveyed over 1,200 UConn students of color to learn about their experiences with racial microaggressions in and outside the classroom. The study revealed that students who reported more interpersonal experiences that communicated to them invalidation, insult, or derogatory messages due to their racial group also reported lower levels of psychological well-being and more discrimination-related trauma symptoms. The team presented their research to the University administration and disseminated it through campus news and the Hartford Courant to inform policy change and the community.

Annamaria began developing a keen interest in cultural diversity when she started taking Russian and German languages as an elementary-school student in Hungary where she was born and raised. Speaking other languages besides her native tongue exposed her to all kinds of cross-cultural experiences. She learned about life in different cultural settings from pen pals from Eastern and Western Europe (prior to the fall of the Iron Curtain!), summer camps that hosted students from Austria to Korea, and school trips abroad. Her informal learning through travel and cross-cultural exchange in time shifted to formalized learning about linguistics, culture, literature, and, in the end, diversity issues in human development. She did not only traverse cultures and national borders, but eventually also disciplinary boundaries. After studying “Germanistik” and “Anglistik (German for German and English literature and linguistics) at the University of Trier, followed by a master’s degree in German Literature, in 2008 she completed her Ph.D. in Human Development and Family Studies at the University of Missouri.

In addition to her research, Annamaria feels privileged to learn about cultural diversity through daily interactions with her students at the UConn Stamford campus where she teaches courses on diversity

issues, intergroup relations, research methods, and other HDFS topics. As a scholar-teacher, she regularly engages students in her research. Over the years, she has published numerous journal articles, book chapters, and encyclopedia entries with her students and taken them to national conferences to present their work. Her most recent student-led papers utilized symbolic interactionism to propose mid-range models explaining the role of different types of socialization in White and Chinese youth development.

For her teaching excellence and commitment to student success, Annamaria has received several honors and awards, including the 2013-2014 Honors Mentor of the Year Award, 2019-2020 Center for Excellence in Teaching and Learning Teaching Fellow Award, the 2020 College of Liberal Arts and Sciences Faculty Excellence in Teaching Award, and most recently, the 2023-2024 Alumni Faculty Excellence Award in Undergraduate Teaching. Although these recognitions mean a lot to Annamaria, she is most proud of her students who secured competitive funding to do their research under her mentorship and went on to pursue graduate training at UConn, Harvard, and many other prestigious universities. As a first-generation college student and immigrant herself, providing access to opportunities and resources for her students, many of whom are also first-generation college students and of immigrant backgrounds, is the most fulfilling part of her job!

Annamaria also serves her professional community as an editorial board member of the Journal of Marriage and Family, Journal of Adolescent Health, and Journal of Research on Adolescence, and as a peer reviewer for two dozen journals, ad hoc conferences, and funding agencies. She is actively engaged in committee work related to diversity, equity, and inclusion in the department and at the Stamford campus.

Outside work, Annamaria loves traveling, reading, HITT workouts, dancing, home renovation, gardening, and spending time with her daughter, family, and friends. She lives in Stamford, CT where she feels right at home given that over 35% of the city’s population is foreign born.

Dr. Ryan Watson studies the health and well-being of sexual and gender diverse (SGD) youth and young adults. Coming from a family with no college graduates, he began his research career when he spotted a flyer that advertised a research opportunity. The flyer hung outside his classroom at UCLA, mostly covered over by spring break and fraternity advertisements. He figured research was important if he wanted to go to graduate school someday, and he might first pursue a chance to get involved in research before signing up to party for spring break.

After two years collecting data from children in intercity Los Angeles schools, Ryan found some preliminary evidence of health disparities among SGD young people. Specifically, it appeared that some SGD students had reported much more cyberbullying compared to their heterosexual and cisgender counterparts, but there were too few SGD students in the study to draw any meaningful conclusions. This observation inspired him to further study SGD young people. One of his research mentors gave him the business card of a professor she had met in Europe while at a conference—and said to go study with him. Ryan put the card in his dorm room desk, re-discovered it a year later, and found himself completing his PhD in Human Development and Family Sciences with that same professor at the University of Arizona.

Ryan’s work has taken place in several countries: the US, Norway, Canada, Taiwan, and Australia. His dissertation, in part, compared Norwegian youth to U.S. youth. He was interested in whether or not SGD young people living in a country like Norway (where same-sex rights and marriage had been granted for many years) were better off than youth living in the US, where many of these rights did not exist. In Canada, Ryan completed his postdoctoral training, where he examined trends and disparities in health for both Canadian and US young SGD individuals.

Ryan continues to focus his scholarship on SGD youth and young adults, their relationships within family and school contexts, and their health experiences. For the past decade, he has employed quantitative techniques using large non-probability and representative datasets to better understand the mechanisms that drive well-documented injustices in health, school, and community experiences for SGD individuals. He has served as principal investigator on two NIH grants that totaled more than $1M, both of which fund him to intervene in the health disparities facing young sexual and gender diverse young people.

Since beginning at UConn, Ryan has collected data from more than 35,000 SGD individuals – mostly youth under the age of 18. From these data, Ryan and his team have published more than 165 peer-reviewed articles. Ryan’s next steps are to secure NIH funding to follow some of the youth he sampled in 2022. Stay tuned!

Ryan’s research has been featured on CNN, NPR, Washington Post, Live Science, USA Today, and several other media outlets. He has leadership roles in the Society for Research on Adolescence and is a consulting editor for the Journal of Research on Adolescence, Journal of Clinical Child and Adolescent Psychology, LGBT Health, and AIDS & Behavior.

Outside of work, Ryan enjoys his bearded dragon (named Lizzo) that he adopted on day 1 of the COVID-19 pandemic (all his friends got dogs, and Ryan wasn’t ready to commit!). Lizzo is 5 now! He was a collegiate bowler at one time, but now he just enjoys bowling for fun. You might see him bowling with Lizzo on his shoulder someday in the future—well, let’s hope not.

Eva Lefkowitz lived in Connecticut the first 18 years of her life. After living in the Boston area for six years, she earned her Ph.D. from University of California, Los Angeles in Developmental Psychology.  She then served as a professor of Human Development and Family Studies at the Pennsylvania State University for 18 years, including roles as Professor-in-Charge of the HDFS Graduate Program and Professor-in-Charge of the Undergraduate Program. In 2016 Eva moved to UConn to become Department Head of HDFS. In her almost nine years as department head, Eva has enjoyed getting to know the faculty, staff, and students in HDFS, CLAS, and UConn.  

Eva’s research has two primary areas: (1) sexual health and (2) wellbeing among LGBTQ+ adolescents and young adults. In the first area, she uses a developmental perspective to examine predictors of negative and positive aspects of sexual health, and the broader health and relationship implications of sexual health. Her research demonstrates that a range of individual and contextual factors, from the couple level of who the partner is up to the institutional level of identification with a religious institution, are associated with sexual health. In addition, her research highlights the importance of sexual behaviors beyond their implications for physical health, demonstrating that by young adulthood, sexual behavior can positively contribute to well-being. Eva views mentoring as the most important and rewarding aspect of her career, and her students strongly influence the direction of her research. In the second area, driven by the interests of some of her UConn graduate students, she has examined wellbeing and identity expression among LGBTQ+ college students, and how relational and contextual factors influence these areas. She and her students received funding and collected data on LGBTQ+ college students around the country as they adjusted to the COVID-19 pandemic. More recently they collected data on how LGBTQ+ students’ experiences with family, peers, romantic partners, and close others affect their well-being, and how academic breaks may change these experiences.   

 Eva has served as a principal investigator, co-investigator, or faculty mentor on projects funded by the NICHD, NIAAA, NIDA, NIA, and the WT Grant Foundation. She has published 108 peer reviewed articles and book chapters. At the national level, Eva has been in leadership roles for the Society for Research on Adolescence (SRA) and the Society for the Study of Emerging Adulthood (SSEA). She has contributed to the review process as Associate Editor for Developmental Psychology, on the editorial boards of Journal of Research on Adolescence and Emerging Adulthood, as a reviewer for more than 25 other journals, and as a Review Panel Chair and Reviewer for SRA, SRCD, and SSEA. She also has reviewed grant proposals for NIH, and for similar federal agencies outside the United States. In 2008 Eva received the Evelyn R. Saubel Faculty Award from the Penn State College of Health and Human Development.  

 At UConn, Eva’s favorite classes to teach have been the 350 student lifespan individual and family development class (for many students, their first college class ever), and a small graduate seminar on professional and career development.  

 When not working, Eva spends time with her husband Eric, also a UConn professor, and enjoys visiting  her twins, both college first years, who were frequently delighted by a childhood filled with are her extensive knowledge of adolescent development (not exactly). Eva loves cooking and baking, walking, beach vacations, and listening to audiobooks, and still hasn’t figured out how to write a spotlight that doesn’t sound like a dating app profile. 

Anne Bladen has spent her career supporting families, children and students. After earning her BA in Anthropology from Bryn Mawr College, she worked as a bilingual Welfare Caseworker in Willimantic, CT, during a time period marked by the AIDS crisis, opioid epidemic, and severe cuts to social programs. Seeing the challenges her clients faced, Anne decided to shift gears and focus on making an impact earlier in people’s lives. Reflecting on her volunteer work with young children in high school and college, she applied to UConn’s Teacher Certification Program for College Graduates.

 

Anne completed her MA in special education, focusing on children with special needs and implementing Alternative and Augmentative Communication with bilingual  preschool children. Her teaching journey began in Hartford’s public preschools, where she discovered the power of early intervention. After leaving Hartford, Anne taught special education for preschoolers and their typically developing peers as well as resource room support for students in grades K-4.

 

In 1996, Anne joined the UConn Child Development Labs (CDL) as a kindergarten teacher, later becoming the Special Needs Coordinator and then the Executive Director of the Child Labs, a position she held until 2021. Some of the highlights of these years included building a more nature-based program, working with teachers on play-based curriculum, teaching pre-service teachers in Early Childhood Specializations and developing collaborative relationships with other UConn departments such as Kinesiology, Communication Sciences, and Psychology to support both children at the Child Labs and UConn students.

 

In 2021, Anne transitioned to a full-time teaching faculty role in HDFS. This change has offered new opportunities, such as teaching different (and bigger!) classes but also keeps her deeply connected with the Child Labs and the incredible teachers who have been her community for so many years. In conjunction with the CDL teachers, Anne developed and started teaching HDFS 2142E: Exploring Conservation and Sustainability with Preschoolers in 2022, allowing her to continue to share her passion for nature with children and students. Anne has also had the opportunity to return to her Windham roots, building a partnership with the Head Start and Early Head Start programs so that students in HDFS 3192 (supervised fieldwork) now have placements in those programs, deeply enriching their experiences.

 

At home, in the Mansfield Hollow Historic District, Anne enjoys gardening, quilting, biking, and watching clouds and birds from the hammock. Her son, a UConn grad, works for the Conservation Fund and her daughter is an incoming member of the UConn class of 2029!