Faculty Profile

Ingrid Hogge

Title
Assistant Professor
Department
Psychology
College
College of Liberal Arts and Social Sciences

    

Education

PhD, Southern Illinois University, 2017.
Major: Psychology
Dissertation Title: Male Rape Myths: Measurement and Relation to the Gender Role Strain Paradigm

Current Scheduled Teaching*

PSYC 3490.001, Psychology of Women, Spring 2024 Syllabus
PSYC 5200.001, Psychology of Women and Gender, Spring 2024

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

PSYC 5420.001, Assessment I, Fall 2023 Syllabus SPOT
PSYC 3490.001, Psychology of Women, Spring 2023 Syllabus SPOT
PSYC 3490.002, Psychology of Women, Spring 2023 Syllabus SPOT
PSYC 4610.001, Abnormal Psychology, Fall 2022 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Journal Article
Hogge, I., Kim, J., Kim, E. (2023). The Burden of Keeping Things to Yourself: Self-Concealment and Suicidality. Counselling Psychology Quarterly. Routledge.
Hogge, I., Wang, Y. (2022). Revising the Male Rape Myths Scale. Other. 23(4), 422-433.
Kim, E., Hogge, I. (2021). Microaggressions against Asian international students in therapy. Professional Psychology: Research and Practice. 52(3), 279-289. American Psychological Association.
Hogge, I., Blankenship, P. (2020). Self-concealment and suicidality: Mediating roles of unmet interpersonal needs and attitudes toward help-seeking. Journal of Clinical Psychology. 76(10), 1893-1903.
Wang, Y., Hogge, I., Sahai, N. (2016). One size does not fit all: Ethnocultural empathy and everyday multicultural competencies. The Counseling Psychologist. 44(2), 205-215. Sage Publications.
Yoon, E., Adams, K., Hogge, I., Bruner, J. P., Surya, S., Bryant, F. B. (2015). Development and validation of the Patriarchal Beliefs Scale. Journal of Counseling Psychology. 62(2), 264. American Psychological Association.
Kim, E., Park, H., Hogge, I. (2015). Examination of the Adlerian constructs of activity and social interest with depression among recent Korean retirees: Meaning in life as a mediator. Other. 61(3), 378-383. Elsevier.
Kim, E., Hogge, I. (2015). Intimate partner violence among Asian Indian women in the United States: Recognition of abuse and help-seeking attitudes. Other. 44(3), 200-214. Routledge.
Kim, E., Hogge, I., Salvisberg, C. (2014). Effects of self-esteem and ethnic identity: Acculturative stress and psychological well-being among Mexican immigrants. Hispanic Journal of Behavioral Sciences. 36(2), 144-163. Sage Publications.
Kim, E., Hogge, I., Ji, P., Shim, Y. R., Lothspeich, C. (2014). Hwa-Byung among middle-aged Korean women: family relationships, gender-role attitudes, and self-esteem. Health Care for Women International. 35(5), 495-511. Routledge.
Kim, E., Hogge, I., Mok, G., Nishida, H. (2014). Work experiences of foreign-born Asian women counseling and psychology faculty. Journal of Multicultural Counseling and Development. 42(3), 147--160.
Kim, E., Hogge, I. (2013). An Adlerian Conceptualization of Korean Women with hwa-byung. Journal of Individual Psychology. 69(1), .
Kim, E. H., Hogge, I., Nakamura, M., Fan, W. H. (2011). The academic career experiences of Taiwanese counseling and psychology educators returning from the United States. Other. 1(2), 187-198.
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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