Yeram Cheong, PhD
2020-2021 Calvin J. Li Postdoctoral Fellow in Asian American Studies
Calvin J. Li Postdoctoral Fellow
ycheong@umd.edu
Bio
Dr. Yeram Cheong received her Ph.D. in Developmental Psychology at the University of California, Riverside. Dr. Cheong's research seeks to address the importance of understanding individuals' development in cultural and social context. Dr. Cheong’s research interests include the cultural context and family processes in children’s development and learning among historically underrepresented and immigrant families. She also explores the ways in which first-generation college students (i.e., students who are first in their family to complete college) draw support from family and peers in their academic adjustment and identity development. As a Calvin J. Li postdoctoral fellow, she hopes to extend her research program to understand socialization processes among Asian immigrant families and to engage in community-based research that has implications for improving home-school relationships and wellbeing of the Asian American children and families.
Education
PhD, Developmental Psychology, University of California, Riverside (2020)
MA, Developmental Psychology, University of California, Riverside (2016)
BA, Intensive Psychology, Minor in Education, University of California, Santa Cruz (2014)
Research Publications
(*denotes undergraduate authors mentored)
Stepanyan, S. T., Natsuaki, M. N., Cheong, Y., Hastings, P. D., Zahn-Waxler, C., & Kilmes-Dougan, B. (2020). Early pubertal timing and adolescents’ externalizing behaviors: The protective role of cognitive flexibility. Journal of Adolescence. Advance online publication. doi:10.1016/j.adolescence.2020.07.008
Partida, D.*, Cheong, Y., & Gauvain, M. (2020). Role of perceived support from parents and on- and off- campus friends in first- and non-first-generation college students’ life satisfaction. UCR Undergraduate Research Journal.
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. Advance online publication. doi: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. doi:10.1002/cad.20240
Davidenko, N., Cheong, Y., Waterman, A., Smith, J., Anderson, B., & Harmon, S. (2018). The influence of visual and vestibular orientation cues in a clock reading task. Consciousness and Cognition, 64, 196-206. doi:10.1016/j.concog.2018.05.005
Davidenko, N., Heller, N., Cheong, Y., & Smith, J. (2017). Persistent illusory apparent motion in sequences of uncorrelated random dots. Journal of Vision, 17, 1-17. doi:10.1167/17.3.19