Chunyan Yang, Professor

Closed (1) Asian American Teachers' Experience with Anti-Asian Violence and Teacher Workforce

Applications for fall 2021 are now closed for this project.

In response to the anti-Asian discrimination and violence during the current coronavirus pandemic, this proposal seeks funding from the Hellman Fellowship Program to conduct a mixed-method longitudinal study over one year among Asian American teachers in the public schools California Bay areas. This project's findings will advance our scientific understanding of the longitudinal impacts of the coronavirus pandemic and subsequent anti-Asian discrimination and violence on Asian American teachers’ short-term and long-term wellbeing and teacher workforce. This project's ultimate goal is to develop a comprehensive framework of best practices detailing how schools can effectively support the psychological and professional well-being of educators, particularly those who are experiencing discrimination and violence based on their group membership during and following the pandemic and subsequent social crises.

Role:
1. Conduct related literature review and write literature summary
2. Participant recruitment, quantitative and qualitative data collection (interview and survey), management, and data analysis
3. Conference presentation preparation and research brief writing


Day-to-day supervisor for this project: Quennie Dong, Graduate Student

Qualifications: The candidate is expected to be familiar with Microsoft Excel, interview, and qualitative data transcribing, and quantitative analysis, good communication skills with educators, district partners, and research team members. Previous experiences working with school communities from diverse cultural and linguistic backgrounds are preferred.

Weekly Hours: to be negotiated

Off-Campus Research Site: for Fall 2021 we will most likely conduct most of our work via Zoom.

Related website: https://chunyanyang.wixsite.com/ucbyanglab/family-school-engagement-and-bullyi-1

Closed (2) Teacher Wellbeing and Teacher Resilience Project

Applications for fall 2021 are now closed for this project.

The purpose of this project is to use a mixed-method longitudinal design to collect both longitudinal interview and survey data among first and second-year teachers in the SFUSD to understand their perceptions about positive and negative experiences with students, school climate, and emotional competency. The project also intends to understand how these experiences influence new SFUSD teachers regarding their stress, professional and psychological well-being, and what school-level factors contribute to the impact of the teacher-student relationship on teachers’ well-being and professional development. Results of this study will inform policymaking and intervention development to foster a supportive school environment both for teachers and students.

Role:
1. Conduct related literature review and write literature summary
2. Participant recruitment, quantitative and qualitative data collection (interview and survey), management, and data analysis
3. Conference presentation preparation and research brief writing


Day-to-day supervisor for this project: Meg Stomski , Graduate Student

Qualifications: The candidate is expected to be familiar with Microsoft Excel, interview, and qualitative data transcribing, and quantitative analysis, good communication skills with educators, district partners, and research team members. Previous experiences working with school communities from diverse cultural and linguistic backgrounds are preferred.

Weekly Hours: to be negotiated

Off-Campus Research Site: for Fall 2021 we will most likely conduct most of our work via Zoom.

Related website: https://chunyanyang.wixsite.com/ucbyanglab/teacher-victimization-and-teacher-w