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Meredith Harrigan

Professor of Communication
Blake B 120
Picture of Meredith Marko Harrigan, Ph.D.

Meredith Marko Harrigan has been a member of the Geneseo faculty since 2006. She is the recipient of the 2015-2016 SUNY Chancellor's Award for Excellence in Teaching.

Office Hours Spring 2022

In person in Blake B 120 on Tuesdays and Thursdays from 11:30 am to 12:30 pm

Via Zoom on Mondays from 1:00 pm to 2:00 pm

Curriculum Vitae


  • Ph.D., University of Nebraska-Lincoln, 2006

  • M.S., Syracuse University , 1999

  • B.A., Bloomsburg University, 1997


  • National Communication Association

  • Eastern Communication Association


  • Harrigan, M. M., Benz, I., Hauck, C., LaRocca, E., Renders R., & Roney, S. (2021): The dialectical experience of the fear of missing out for U.S. American iGen emerging adult college students, Journal of Applied Communication Research,
    doi: 10.1080/00909882.2021.1898656

  • Alford, A. M., & Harrigan, M. M. (2019). Role expectations and role evaluations in daughtering: Constructing the good daughter. Journal of Family Communication.

  • Harrigan, M. M., Hosek, A., & Yang, S. (2019). Daughters’ discursive constructions of working mothers. Constructing motherhood and daughterhood: Communicating across generations.

  • Meadows, M., & Harrigan, M. M. (2019) Virtual and non-virtual disclosure patterns between long- distant mothers and emerging adult daughters. Constructing motherhood and daughterhood: Communicating across generations

  • Harrigan, M. M., Priore, A., Wagner, E., & Palka, K. (2017). Preventing face loss in donor-assisted families. Journal of Family Communication 17:3,273-287, doi:10.1080/15267431.2017.1322971

  • Harrigan, M. M. (2017). Sperm donor. Entry in the SAGE Encyclopedia of Psychology and Gender

  • Harrigan, M. M., & Bergelson, M. (2015). Bringing theory to practice: Developing facework competence in intercultural collaborations. In A. S. Moore and S. Simon (Eds.), Globally networked teaching in the humanities. Routledge.

  • Harrigan, M. M., Dieter, S. Leinwohl, J., & Martin, L. (2015). “It’s just who I am… I have brown hair. I have a mysterious father”: An exploration of donor-conceived offspring’s identity construction. Journal of Family Communication, 15, 75-93.

  • Harrigan, M.M., Dieter, S., Leinwohl, J., & Martin, L. (2014). Redefining family: An analysis of adult donor-conceived offspring’s discursive meaning-making. Iowa Journal of Communication, 46, 16-32.

  • Harrigan, M. M., & Miller-Ott, A. (2013). The multivocality of meaning making: An exploration of the discourses college aged daughters voice in talk about their mothers. Journal of Family Communication.

  • Harrigan, M. M. (2012). Instructor’s manual for Your interpersonal communication by Mottet, T. P., Vogl-Bauer, S., & Houser, M. L. (2012). New York, NY: Pearson.

  • Harrigan, M. M. (2010). Exploring the narrative process: An analysis of the adoption stories mothers tell their internationally adopted children. Journal of Family Communication, 10, 24-39.

  • Harrigan, M. M., & Braithwaite, D. O. (2010). Discursive struggles in families formed through visible adoption: An exploration of dialectical unity. Journal of Applied Communication Research, 38, 127-144.

  • Soliz, J., Ribarsky, E., Harrigan, M. M., & Tye-Williams, S. (2010). Family communication with gay and lesbian family members: Implications for relational satisfaction and outgroup attitudes. Communication Quarterly, 58, 77-95.

  • Harrigan, M. M. (2009). The contradictions of identity-work for parents of visibly adopted children. Journal of Social and Personal Relationship, 26, 634-658.

  • Schrodt, P., Braithwaite, D. O., Soliz, J., Tye-Williams, S., Miller, A., Norman, E. L., & Harrigan, M. M. (2007). An examination of everyday talk in stepfamily systems. Western Journal of Communication, 71, 216-234.

  • Suter, E. A., Lamb, E. N., Marko, M., & Tye-Williams, S. (2006). Female veteran’s identity construction, maintenance, and reproduction, Women and Language, 29, 10-15.

Research Interests

Dr. Harrigan’s research centers on the intersection of communication, culture, family, and identity, with the goal of understanding how members of discourse-dependent families communicatively construct and negotiate personal and relational identities.


  • COMN 210: Interpersonal Communication

    This course provides theoretical and practical knowledge about interpersonal communication from both quantitative and qualitative perspectives. This course is designed to help students become more mindful and effective communicators across a number of relational contexts. We will explore the role of communication in creating, maintaining, altering, and terminating relationships. Topics include identity and perception, investment, support, emotional intelligence, relational development, and conflict management.

  • COMN 310: Family Communication

    This course will center on theories, topical issues, and empirical research related to family communication. The course will place emphasis on the multitude of family formations that people experience. Topics of discussion include but are not limited to family culture, family development, family identity, family meaning-making, family roles, and mediated constructions of family.

  • COMN 498: Capstone Experience

    The course is designed to help students finalize a communication portfolio. Students have had opportunities to work on pieces of their portfolio throughout the program, but in this course, students will analyze, reflect, and improve their portfolio. The course emphasizes the concept of commencement, a highlight of the past and the preparation for the future.