Yeram Cheong
( She/Her/Hers )Yeram Cheong is a sociocultural developmental psychologist and critical educator whose research and pedagogy emphasize the importance of understanding development and psychosocial adjustments in cultural, social, and sociopolitical contexts. Cheong received her Ph.D. in Developmental Psychology at the University of California, Riverside. Prior to joining San Francisco State University, she was a Calvin J. Li postdoctoral fellow and instructor in Asian American Studies Program at the University of Maryland, College Park. Her scholarship focuses on cultural and family processes facilitating children’s and adolescents’ goal-directed actions (e.g., problem solving, civic engagement), the educational pathways of first-generation college students, and culturally relevant mechanisms (e.g., identity, ethnic-racial socialization, school climate) that inform practical implications for navigating and addressing the issues impacting minoritized and immigrant communities. Cheong has also worked with children of (im)migrant families, first-generation college students, and transfer students in academic and community settings and facilitated culturally responsive workshops with community partners.
Educational Background
Calvin J. Li Postdoctoral Fellowship, Asian American Studies Program, University of Maryland, College Park
Ph.D., Developmental Psychology, University of California, Riverside
M.A., Developmental Psychology, University of California, Riverside
B.A., Intensive Psychology (Education Minor), University of California, Santa Cruz
Publications
Cheong, Y., Wang, C., Zhu, Q., Gliese, S., & Wu, C. (2023). Promoting a Positive School Climate for Asian American Students. In T. P. La Salle-Finley (Ed.), Creating an Inclusive School Climate: A School Psychology Model for Supporting Marginalized Students (pp. 84-112). Routledge. https://doi.org/10.4324/9781003400424
Cheong, Y., Zhu, Q., Wang, C., & He, M. (2022). COVID-19 stressful life events and Chinese adolescents’ mental health: Examining resilience, peer relationship, and parenting as moderators. Journal of Early Adolescence, 43(5), 577-602. https://doi.org/10.1177/02724316221114091
Wang, C., Cheong, Y., Zhu, Q., Havewala, M., & Ye, Y. (2022). Parent work-life conflict and adolescent adjustment during COVID-19: Mental health and parenting as mediators. Journal of Family Psychology, 36(3), 325-336. http://dx.doi.org/10.1037/fam0000948
Wang, C., Cheah, C. L., Liu, J., Zhu, Q., Havewala, M., Ma, R., Cheong, Y., & Housden, M. (2022). Parents’ perspectives regarding anti-Asian racism during COVID-19: Supporting elementary students at school. School Psychology Review. Advance online publication. https://doi.org/10.1080/2372966X.2022.2098813
Cheong, Y., Gauvain, M., Palbusa, J. (2019). Communication with friends and the academic adjustment of first- and non-first-generation students in the first year of college. Journal of College Student Retention: Research, Theory, and Practice, 23(2). 393-409. https://doi.org/10.1177/1521025119834253
Azmitia, M., Sumabat-Estrada, G., Cheong, Y., & Covarrubias, R. (2018). “Dropping out is not an option”: How educationally resilient first-generation students see the future. In C. R. Cooper & R. Seginer (Eds), Navigating Pathways in Multicultural Nations: Identities, Future Orientation, Schooling, and Careers. New Directions for Child and Adolescent Development, 160, 89-100. https://doi.org/10.1002/cad.20240