جستجوی استاد راهنمای دانشگاهی

Dr. Young Yun Kim is a Professor in the Department of Communication at the University of Oklahoma's Dodge Family College of Arts and Sciences, where she has developed nationally recognized Intercultural Communication graduate programs since joining in 1988. Her academic journey spans continents, beginning in Seoul, Korea, and continuing through significant scholarly institutions in the United States. B.A.: Seoul National University, Seoul, Korea M.A.: University of Hawaii (East-West Center Communication Institute) Ph.D.: Northwestern University, Evanston, Illinois Dr. Kim's research pioneers the theoretical foundations of cross-cultural adaptation and interethnic communication. Her Integrative Communication Theory of Cross-Cultural Adaptation positions communication as the central mechanism for achieving internal equilibrium in new cultural environments, while her Contextual Theory of Interethnic Communication examines associative and dissociative behaviors across ethnic boundaries. Her work uniquely bridges personal transformation with systemic cultural dynamics, emphasizing how intercultural experiences foster expanded human understanding. Analysis of her recent publications reveals consistent theoretical refinement with increasing focus on identity transformation, synchrony in communication, and the emergence of intercultural personhood beyond traditional cultural boundaries. Her scholarship demonstrates remarkable continuity in core themes while progressively incorporating globalization's impact on individual and collective identity formation. Scientific Awards Fellow of the International Communication Association (2002) Top Scholar Award for Lifetime Achievement, Intercultural Communication Division, International Communication Association (2006) Dr. Kim has directed numerous doctoral theses and collaborated on significant cross-cultural research projects examining adaptation patterns among diverse populations including Korean and Indonesian expatriates, Hispanic youth, international students, and refugees. Her research funding includes a two-year study of Indochinese refugees (1978-1980) sponsored by the U.S. Department of Health and Human Services, reflecting sustained external validation of her methodological rigor and theoretical significance. As a foundational leader in intercultural scholarship, Dr. Kim serves on 11 editorial boards including Journal of Communication and Human Communication Research, and has held executive positions in the International Communication Association and International Academy for Intercultural Research, culminating in her presidency (2013-2015) of the latter organization.

• Intercultural Communication
• Cross-Cultural Adaptation
• Interethnic Communication
• +۳ مورد دیگر

Ashli Owen-Smith is a behavioral scientist affiliated with the School of Public Health at Georgia State University , where her research focuses on mental health disparities, suicide prevention, and integrative/complementary approaches for complex mental-physical health conditions. She works with underserved populations including refugees/immigrants, incarcerated individuals, and LGBTQ+ communities through community-based participatory research and mixed-methods frameworks. Her current projects are funded by CDC , DBHDD , and DPH . Education: Ph.D. in Behavioral Sciences (Emory, 2009), S.M. in Public Health (Harvard, 2005), B.A. in Psychology (Smith College, 2001) Her research spans mental health , trauma , suicide prevention , and mindfulness-based interventions . Recent work examines telehealth adaptations for chronic pain and mental health, vaccine hesitancy in refugee communities, and social determinants of suicide . She leads studies on gender-affirming care and health disparities in LGBTQ+ populations. Key article trends include epidemiological analysis of suicide risk factors, COVID-19 impacts on mental health, ICD-10 coding for autism, and complementary medicine in trauma recovery. Subfields span telehealth , health equity , mental-physical comorbidity , and community engagement . Students she has mentored include C.A. Scarlett , T. Griner , and M.M. Sesay . Her work integrates public health policy , clinical research , and health systems analysis .

• Mental Health
• Behavioral Science
• Trauma
• +۶ مورد دیگر

Fiona Lee is the Arthur F. Thurnau Professor of Psychology at the University of Michigan, with affiliations in Organizational Studies and the Advisory Committee. She holds a Ph.D. from Harvard University. Her research focuses on three core areas: Identity Integration (how individuals navigate multiple identities), Power Dynamics (effects of power on behavior), and Cultural Differences (impact of cultural contexts on organizations and individuals). She teaches courses on Organizational Psychology and Research Methods in Personality/Social Contexts. Lee’s work bridges social psychology and organizational behavior, emphasizing multicultural experiences and adaptation. Her recent studies explore refugee well-being, racial discrimination coping strategies, and the role of family in resettlement processes. Notably, she investigates how cultural identity integration influences creativity, decision-making, and social tolerance. Her publications span cross-cultural communication, biculturalism, and institutional barriers faced by minorities. Lee’s research often combines qualitative and quantitative methods to address real-world challenges in workplace dynamics and global mobility.

• Organizational Behavior
• Social Psychology
• Cultural Psychology
• +۳ مورد دیگر

Dr. Deborah J. Johnson is a researcher in the Department of Human Development and Family Studies at Michigan State University, affiliated with the College of Social Sciences. She holds a Ph.D. from Northwestern University, an M.A. from Cornell University, and a B.A. from the University of Chicago. Her work focuses on racial-ethnic socialization, cultural adjustment of immigrant/refugee groups, and resilience among marginalized populations, with particular attention to South Sudanese refugees, Indigenous Australians, and Roma youth. She explores how cultural identity intersects with global contexts, gender, and education to shape developmental outcomes. Key research areas include: Racial-identity development in African American and Latina college women Cultural adaptation of Sudanese refugees and its tridimensional aspects of identity alignment Positive youth development in Indigenous Australian communities through virtual reality initiatives Policy impacts on oppressed ethnic groups' identity reformation Her work has been published in over 50 peer-reviewed articles and books, including Identity Re/Formation among Immigrant Youth and Families (upcoming) and Children and Prejudice (2018). She leads interdisciplinary projects at the intersection of education, mental health, and public policy, emphasizing equity and culturally responsive practices. Dr. Johnson collaborates with institutions like the Child Development Laboratory and Couple & Family Therapy Clinic to translate research into community-focused interventions. Her global projects span North America, Australia, and Eastern Europe, addressing systemic barriers faced by vulnerable populations.

• Racial-Ethnic Socialization
• Cultural Adjustment of Immigrants/Refugees
• Child Racial Coping
• +۳ مورد دیگر

Jennifer C. Mann is a Research Scientist at Duke University's Center for Child and Family Policy and an Adjunct Instructor in the Program in Education. Her work focuses on multilingual learners and equity-centered instructional practices through the BELLA projects, while supporting Duke TeachHouse—a living/learning community for early-career teachers—through program development and funding acquisition. She earned her Ph.D. in Teacher Education and Learning Sciences from North Carolina State University in 2023, specializing in Literacy and English Language Arts. This builds on her 19 years of K-12 teaching experience across high school English, elementary/adult ESL, and pre-service teacher education. Dr. Mann's research centers on multilingual learners , teacher professional learning , and participatory qualitative methodologies . She emphasizes asset-based frameworks for refugee/immigrant students, exploring critical literacy and community partnerships to empower youth and transform instructional practices through culturally responsive approaches. Her 2021-2024 publications reveal consistent focus on amplifying marginalized voices—particularly refugee-background students—through narrative inquiry and community-based research. Key trends include critical literacy interventions, teacher collaboration models, and equity-centered professional development grounded in qualitative methods. Dr. Mann actively mentors Master of Arts in Teaching candidates through course instruction and independent studies while securing funding for BELLA and Duke TeachHouse initiatives. Her work strengthens pathways for equity-minded teacher leadership across North Carolina through strategic capacity building. She collaborates with interdisciplinary teams at the Center for Child and Family Policy and Duke TeachHouse, bridging university resources with community needs to advance educational equity for multilingual learners and early-career educators through sustainable program models.

• Multilingual Learners
• Teacher Professional Learning
• Qualitative Research
• +۳ مورد دیگر

Milton Vickerman is an Associate Professor of Sociology at the University of Virginia, affiliated with the College of Arts & Sciences. He joined the university in 1994 after earning his Ph.D. from New York University in 1992. His research focuses on race, immigration, religion, and minority adaptation processes in American society. Key research questions include the role of racial perceptions in inequality, post-civil rights mobility for African Americans, societal responses to immigration diversity, and the intersection of religion with inclusion and inequality. His current work examines African immigrants and refugees, exploring their migration patterns to small towns/suburbs, adjustment challenges, and the role of religion in adaptation. He has published two significant books: Crosscurrents: West Indian Immigrants and Race (Oxford UP, 1999) and The Problem of Post-Racialism (Palgrave Macmillan, 2013). Dr. Vickerman teaches in the Sociology department and maintains an active research agenda addressing complex outcomes among immigrant populations, emphasizing factors like duration in the U.S. and human capital disparities.

• Race and Ethnicity
• Social Stratification
• Sociology of Religion
• +۳ مورد دیگر

Professor Wooksoo Kim is a full-time faculty member at the School of Social Work, University at Buffalo . As co-founder and director of the Immigrant and Refugee Research Institute (IRRI), her work focuses on improving the lives of immigrant and refugee populations through culturally responsive interventions. Her research integrates mobile technology to enhance health literacy and addresses systemic barriers in healthcare and welfare access. She holds a PhD in Social Welfare from the University of Washington (2002) and has extensive experience in community-based research. Her research interests include immigrant/refugee adjustment, mental health service accessibility, and culturally competent social work practices. She collaborates with interdisciplinary teams in medicine, pharmacy, and engineering to design evidence-based solutions. Recent work emphasizes trauma-informed education and mobile apps for refugee health literacy. Teaching commitments include a year-long research class combining methodology with community service learning. Earlier studies explored gambling behaviors among Asian immigrant subgroups, challenging 'model minority' stereotypes. Awards and grants are not explicitly listed, but her work has policy and practice impacts nationally. Key collaborations include IRRI’s interdisciplinary projects and mentorship programs. Future efforts aim to expand interventions for refugee mental health and dismantle systemic inequities through research-practice partnerships.

• Immigrants and Refugees
• Adjustment and Integration
• Community-Based Research
• +۳ مورد دیگر

Zha Blong Xiong is an Associate Professor in the Department of Family Social Science at the University of Minnesota's College of Education and Human Development. His research focuses on social/cultural capital influencing child development in Hmong immigrant/refugee families, with emphasis on educational achievement and psychosocial adjustment. He leads longitudinal studies like the Hmong Children’s Longitudinal Study and the English Learners Perceptions Project, addressing systemic barriers faced by Southeast Asian communities. Education: PhD in Family Social Science, University of Minnesota MA in Family Social Science, University of Minnesota BA in Psychology, Winona State University Key research themes include intergenerational family networks, policy advocacy through youth engagement, and culturally responsive education. Notable projects include the Hmong Teen Pregnancy Project (2012–2014) and Youth for Change (2011–2014), funded by Minnesota Department of Health grants. He teaches courses on family systems, immigrant/refugee family dynamics, and multicultural practice. Recognition: 2017 Community Outreach Award Hmong 18 Council Leadership Award Lao Family Foundation Leadership Award Advising: Accepting graduate advisees for Fall 2026 and undergraduate researchers for 2025/2026 semesters. Active in community-engaged scholarship through initiatives like STEEP (Statewide Tobacco Education Project) and Hmong Early Childhood Education programs.

• Child Development in Immigrant/Refugee Families
• Cultural Capital and Social Networks
• Community Engagement & Education
• +۳ مورد دیگر

Stephen Quintana is a Professor in the School of Education at the University of Wisconsin–Madison, specializing in Counseling Psychology. Formerly an Associate Professor at the University of Texas at Austin and a Ford Foundation Postdoctoral Fellow, his career spans over three decades. He holds a Ph.D. in Counseling Psychology from the University of Notre Dame (1989) and completed a predoctoral internship at Penn State University. Quintana’s research focuses on ethnic-racial identity development in youth, particularly among marginalized groups like African American and Mexican American communities. He has pioneered studies on bi/multiracial Black youth experiences, Latino immigrant identity narratives, and the role of cultural competence in educational and clinical settings. His work integrates developmental, social, and clinical psychology to address systemic inequities. Key contributions include conceptualizing lifespan ethnic-racial identity models and analyzing peer/policy impacts on identity formation. Quintana serves as Associate Editor for Child Development and Journal of Counseling Psychology , and led the Wisconsin Partnership Grant with Centro Hispano. Awards include the Gimbel Child and Family Scholar designation and multiple AWARD recognitions. Education: PhD Counseling Psychology (Notre Dame, 1989), MA Psychology (Notre Dame, 1986), BA Psychology (Carleton College, 1983) Research Labs/Teams: Collaborates with Centro Hispano on community-based projects and leads UW-Madison’s multicultural education initiatives Grants: Wisconsin Partnership Grant, Ford Foundation Fellowship Quintana’s presentations at APA conventions highlight his commitment to teacher multicultural training and addressing educational disparities through psychological frameworks. His work bridges academic research with practical applications to empower marginalized youth through culturally responsive interventions.

• Ethnic-Racial Identity Development
• Developmental Psychology
• Counseling Psychology
• +۶ مورد دیگر

Dr. Karen Quintiliani is a Professor in the Department of Anthropology at California State University, Long Beach (CSULB), within the College of Liberal Arts. Her research focuses on refugee and immigrant communities, particularly Cambodians in Long Beach, with expertise in applied anthropology, community-based service, and archival projects. She holds a B.A. in Sociology from Loyola Marymount University (1985), an M.A. in Applied Anthropology from CSULB (1995), and a Ph.D. in Anthropology from UCLA (2003). Her research interests include transnational diaspora, social welfare policy, gender and sexuality, refugee health, youth cultures, and program evaluation. She leads collaborative projects like the HERE LAB (exploring homelessness outreach) and the Cambodian Community History and Archive Project (CamCHAP) , a digital ethnography highlighting Cambodian Long Beach history through multimedia archives. These initiatives emphasize applied research and community partnership. Dr. Quintiliani’s work bridges academia and practice, training students in ethnographic methods while addressing real-world challenges such as homelessness and educational access. Her publications focus on Cambodian diaspora experiences, welfare policy impacts, and LGBTQ+ identities within the community. She collaborates with local agencies, including the City of Long Beach’s Health and Human Services Department, to develop evidence-based solutions. Notable projects include evaluating homeless outreach strategies and documenting Cambodian American political activism. Her efforts prioritize empowering marginalized communities through research that informs policy and fosters cultural preservation.

• Applied Anthropology
• Refugee Studies
• Diaspora Communities
• +۴ مورد دیگر

Tara Bautista is an Assistant Professor in the Department of Psychological Sciences at Northern Arizona University. Her research focuses on immigrant psychology, mental health, and mindfulness-based interventions. She investigates cultural stressors, substance use disorders, and resilience mechanisms among marginalized populations. Key areas of study include climate migration impacts, ingroup discrimination dynamics, and community-based participatory research with Latina populations. Dr. Bautista employs mixed methods and longitudinal designs to analyze psychological well-being, economic mobility, and health disparities. Her work addresses systemic barriers in healthcare access, particularly language access in substance use treatment facilities and vaping policy gaps in growing Spanish-speaking communities. Collaborations span international teams examining pandemic responses, Ukrainian refugee mental health, and cross-cultural social perceptions. Publications emphasize methodological rigor through systematic reviews and structural equation modeling. Recent studies explore relapse prevention in opioid treatment, vaping policy analysis, and qualitative insights into mindfulness intervention satisfaction among women with trauma symptoms.

• Immigrant Psychology
• Mental Health
• Substance Use Disorders
• +۴ مورد دیگر

Michelle S. Dromgold-Sermen is an Assistant Professor of Sociology at George Mason University, specializing in interdisciplinary research on migration systems, immigrant incorporation, and refugee experiences. She served as Assistant Director of the Institute for Immigration Research (IIR) at George Mason from 2023–2024. PhD in Sociology, University of North Carolina at Chapel Hill Graduate Certificate in Duke-UNC Consortium for Middle East Studies M.A. in Sociology, University of North Carolina at Chapel Hill M.S. in Middle East Studies, Middle East Technical University, Ankara B.A. in International Studies and German/Europe Area Studies, American University Her research focuses on: Citizenship, membership, and belonging Legality and immigrant incorporation U.S. immigration law and policy Refugee resettlement and global migration management Immigrant pathways to entrepreneurship She employs mixed-method approaches—computational, qualitative, and quantitative—to analyze migration systems' impacts on migrants and citizens, with fieldwork in Germany, Türkiye, and the U.S. Her recent publications highlight refugee systems, media framing of migration, and bureaucratic delays in immigration processing. She contributes to interdisciplinary collaborations and public policy discussions through her work. Michelle is affiliated with the Institute for Immigration Research (IIR) at George Mason University and teaches in the Department of Sociology.

• Citizenship
• Membership and Belonging
• U.S. Immigration Law and Policy
• +۳ مورد دیگر

Lauren Rogers-Sirin is an Associate Professor at the College of Staten Island, City University of New York (CUNY). She holds a Ph.D. and M.A. in Counseling Psychology from Boston College and a B.A. from The College of New Jersey. As a licensed psychologist, she integrates clinical practice with academic research, adhering to a multicultural relational model of counseling. Her research is centrally focused on social justice within mental health . Key areas include the experiences of immigrants in counseling, cultural values inherent in psychotherapy, the mental health of refugee children, and the impact of discrimination-related stress on marginalized youth populations, particularly Latino and Muslim adolescents. Her work bridges clinical practice and scholarly inquiry, advocating for the researcher-practitioner model. Her recent publications demonstrate a consistent trend in exploring the psychological well-being of immigrant and refugee youth. The articles highlight sub-fields such as acculturative stress, cultural competence in therapy, moral decision-making in religious contexts, and the moderating effects of social support on discrimination-related stress. Dr. Rogers-Sirin has received recognition through her scholarly contributions, with publications in journals like Child Development , Professional Psychology: Research and Practice , and Cultural Diversity and Ethnic Minority Psychology . She advises students in the field of counseling psychology and has been involved in research projects examining the intersection of identity, culture, and mental health. Her work often involves collaborations with scholars like Selcuk Sirin and Titi Gupta. She is also associated with research initiatives that inform policy on the educational and mental health needs of vulnerable populations. Dr. Rogers-Sirin conducts her work within the academic environment of the College of Staten Island, contributing to its research and teaching mission in the social sciences.

• Counseling Psychology
• Social Justice in Mental Health
• Immigrant Mental Health
• +۶ مورد دیگر

Florian Sichling is an Assistant Professor in the School of Social Work at the University of Missouri-St. Louis, specializing in cross-national comparative research on immigrant youth transitions in the U.S. and Germany with expertise in longitudinal data analysis and social policy implications. His academic credentials include: PhD in Social Service Administration from the University of Chicago (2015) MA in Social Service Administration from the University of Chicago (2007) BA in Social Work from the Lutheran University of Applied Sciences for Social Work (2003) Dr. Sichling's research centers on Minority Youth Development and Transition to Adulthood through critical examinations of inequality , immigration integration , and social policy across national contexts. His methodological approach combines longitudinal data collection with in-depth interviews to analyze how neighborhood contexts and social networks shape immigrant youth outcomes, particularly among Bosnian, Syrian, and Mexican-origin populations. His 24+ publications reveal consistent thematic focus on refugee youth housing, mental health stigma, identity formation, and policy responses to migration crises, with recent work emphasizing cross-cultural comparisons between American and German contexts. As an educator, Dr. Sichling teaches undergraduate social work courses and advises MSW students while maintaining active scholarly engagement through journal reviewing since 2003, demonstrating sustained commitment to advancing knowledge in immigrant youth development.

• Minority Youth Development
• Transition to Adulthood
• Inequality
• +۳ مورد دیگر

Emily Feuerherm serves as Associate Professor of Linguistics in the Department of Language and Communication and Program Director for the Department of English's Bridge Program and TESOL Certificate Program at the University of Michigan-Flint's College of Arts, Sciences, and Education. Her academic credentials include: Ph.D. in Linguistics from the University of California (2013) M.A. in TESOL from the University of California, Davis (2008) Dr. Feuerherm's research centers on Applied Linguistics and TESOL , with deep engagement in Language Policy , Refugee Studies , and Health Literacy . She employs participatory action research to investigate language in citizenship processes, migrant health access, and refugee resettlement, emphasizing community-driven solutions to systemic inequities. Her work bridges academic theory with practical interventions in underserved communities. Analysis of her 2012-2025 publications reveals consistent focus on language as a social determinant across health, citizenship, and education. Recent work (2022-2025) intensifies examination of health literacy barriers for migrants and critical analysis of citizenship rituals, while maintaining her foundational research on refugee language needs and community-based pedagogy. Her recognition includes: IHP Teaching Grant (2024) from the University of Michigan Hagerman Faculty Innovation Grant (2024) from the Hagerman Center As Principal Investigator for the $40,000 MICHR-funded ESL Health Literacy Program (2018), she developed Flint-based interventions for lead exposure prevention. Current grants include co-leading the $5,000 Global Flint Initiative (2024) and a collaborative filmmaking project addressing social reflection through the IST Institute. She directs UM-Flint's TESOL Certificate Program and Bridge Program, cultivating partnerships with Flint community organizations to implement participatory research models with refugee and migrant populations.

• Applied Linguistics
• TESOL
• Language Policy
• +۳ مورد دیگر