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Ingrid Hogge

Title: Assistant Professor

Department: Psychology

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

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

Current Scheduled Teaching

PSYC 5950.710Master's ThesisSpring 2025
PSYC 3490.001Psychology of Women and GenderSpring 2025
PSYC 5780.001PsychopathologySpring 2025
PSYC 5420.001Assessment IFall 2024
PSYC 5950.716Master's ThesisFall 2024
PSYC 3490.001Psychology of Women and GenderFall 2024 Syllabus
PSYC 5900.739Special ProblemsFall 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 3490.001Psychology of WomenSpring 2024 Syllabus SPOT
PSYC 5200.001Psychology of Women and GenderSpring 2024 SPOT
PSYC 5420.001Assessment IFall 2023 SPOT
PSYC 3490.001Psychology of WomenSpring 2023 Syllabus SPOT
PSYC 3490.002Psychology of WomenSpring 2023 Syllabus SPOT
PSYC 4610.001Abnormal PsychologyFall 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 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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