Marjorie Gunnoe


Professor Gunnoe teaches Lifespan Development (201), Youth Faith Formation (202), and Child Development (208). Through an 18-year partnership with Kent County Head Start, students in her Psyc 208 course gain field experience working with preschoolers already by their second course in the major.

Professor Gunnoe was recently named one of the top 25 Psychology Professors in Michigan.

Read about Dr. Gunnoe's research on associations between parenting style and physical discipline.

 

Courses taught

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Education

The University of Virginia, Ph.D. (1993).
The University of Virginia, M.A. (1990).
Hope College, B.A. (1987)

Academic interests

Professor Gunnoe is best known for her research on spanking which has drawn international media attention and was instrumental in Parliamentary proceedings in Canada and Israel when these countries were debating their corporal punishment laws. Other research interests include religiosity and family functioning, international adoption, and divorce and remarriage. She is also very interested in the compatibilities and tensions between science and theology and is writing a book comparing the depictions of personhood found in scripture and developmental
psychology. Previously, she has compared hierarchical vs. egalitarian marriages from the standpoint of scripture and social science.

Prior to coming to Calvin in 1996, Gunnoe worked at Child Trends, Inc. in Washington DC and served as a member of the design team for the National Longitudinal Survey of Youth (97 cohort) conducted by the U.S. Department of Labor. As a post-doctoral fellow in the Program for Prevention Research at Arizona State University she assisted in the design, development and delivery of an intervention program for recently divorced noncustodial fathers.

Research and scholarship

Cognitive and Behavioral Outcomes for International Adoptees

This research study was designed to examine cognitive, emotional and behavioral outcomes in children who have been adopted internationally, to recruit children adopted at young ages as well as children who have been adopted at older ages to be able to compare their level of functioning over time and to examine the interrelationship between cognitive, behavioral, and emotional functioning in internationally adopted children.

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