Adam Hoffman

Assistant Professor

Cornell University

United States

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Adam Hoffman is an Assistant Professor at Cornell University in the United States. His research areas focus on adolescent development, particularly in relation to friendships, peer victimization, and STEM engagement. He examines the impact of social identities and environmental factors on adolescents' emotional well-being and educational outcomes, with a specific interest in Indigenous perspectives and developmental science.

Articles (17)

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2025

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2025

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2024

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2022

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2022

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2021

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2021

Collaborators (7)

Adriana Umana-Taylor

Professor

Harvard Graduate School of Education

UNITED STATES

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Fidelia Law

Lecturer

University of Bristol

UNITED KINGDOM

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Mark Winterbottom

University of Cambridge

UNITED KINGDOM

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Channing Mathews

Assistant Professor

University of Virginia

UNITED STATES

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Kelly Lynn Mulvey

UNITED STATES

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Beth Kurtz-Costes

Professor Emeritus

University of North Carolina at Chapel Hill

UNITED STATES

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Hannah L. Schacter

UNITED STATES

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Adam Hoffman

Research Interests

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About

Articles (17)

Early Adolescent Cherokees’ Reports of Stereotypes About Native Americans

Friendships in flux: A daily examination of friend continuity and associations with adolescent mood.

Perceptions of STEM Barriers in Adolescence: Examining Math Interest, Science Interest, and STEM Identity at Informal Science Learning Sites

Longitudinal effects of peer victimization on adolescents' future educational and work expectations: Depressive symptoms as a mechanism

The promise of an identity-based self-affirmation intervention in protecting against self-esteem declines at the high school transition.

Daily Fluctuations in Adolescents’ Perceived Friend Dominance and Friendship Clout: Associations with Mood and the Moderating Role of Anxiety

To heal, grow, and thrive: Engaging Indigenous paradigms and perspectives in developmental science

The Development of Gender Stereotypes about Academic Aptitude among European French and North African French Boys

The promise of leveraging social identities in interventions to enhance the well‐being and lives of adolescents

Preparing the Next Generation for STEM: Adolescent Profiles Encompassing Math and Science Motivation and Interpersonal Skills and Their Associations With Identity and Belonging

Peer victimization, schooling format, and adolescent internalizing symptoms during the COVID-19 pandemic: Between- and within-person associations across ninth grade

The importance of trust in the relation between COVID-19 information from social media and well-being among adolescents and young adults

Belonging in diverse contexts: Sociability among same-ethnic and cross-ethnic peers.

On shaky grounds: Peer victimization predicts friendship instability across the ninth grade school year

Investigating the relation between ethnic–racial identity and classroom engagement among Cherokee adolescents: Cultural socialization as a moderator.

Assessing adolescents’ critical health literacy: How is trust in government leadership associated with knowledge of COVID-19?

Considering multiple levels of influence on adjustment in school: Ethnic–racial public regard, peer socialization, and social‐emotional learning practices

Collaborators (7)

Adriana Umana-Taylor

Fidelia Law

Mark Winterbottom

Channing Mathews

Kelly Lynn Mulvey

Beth Kurtz-Costes

Hannah L. Schacter

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