H Y S Cherng
Biographic Data
| ID | 18413 |
|---|---|
| NAME | H Y S Cherng |
| GIVEN NAMES | H Y S |
| FAMILY NAME | Cherng |
| SIGNATURE | CHERNG H Y S |
| AFFILIATIONS | New York University |
| ORCID | 0000-0003-2444-4354 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Relationship Between Professional Culture and Outcomes for Immigrant English Learner Youth: A Mixed-Methods Study
This mixed-methods study examined if and how professional conditions in schools shape the outcomes of immigrant English learners (ELs). First, we conducted multiyear case studies in two high-impact secondary schools designed to serve immigrant ELs. Our qualitative work revealed three critical conditions for supporting student success: a teacher's sense of their influence in school, structured opportunities to collaborate with peers, and a broader…
A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis
Understanding how system-level educational inequities manifest across contexts and over time is critical for informing research, policy, and practice. This paper advances a theoretically grounded, interdisciplinary conceptual framework—the Multilayered Systemic Approach for Policy Analysis (MSAPA)—for research on systemic inequities related to the Individuals with Disabilities Education Act (IDEA), including its racial disproportionality accounta…
Is Meeting Enough? Differences in Frequency and Consequences of Academic Advising Appointments Between Marginalized and Mainstream College Students
Scholars often suggest that marginalized students are less likely to connect with authority figures in college and thus do not reap the benefits those figures offer to mainstream students. To test this assumption, we draw on a data set containing records of every recorded advising appointment over 4 years for students at a large U.S. university system. We find that first-generation students are less likely to meet with academic advisers than cont…
Adaptive educational expectations: How do parental educational expectations respond to child academic performance in various family contexts
A Flawed Policy Metaphor: An Empirical Test of Earlier Academic Promise and Later STEM Outcomes
Purpose: Although the science, technology, engineering, and math (STEM) pipeline has been the most common policy framework to understand why ethnoracial disparities are some of the most glaring, few studies have empirically assessed whether the relationship between early academic preparation, such as for standardized tests, grades, and coursework, and later outcomes is the same across racial/ethnic groups. Research Methods/Approach: This study us…
Health inspector ratings of Asian restaurants during the early Covid-19 pandemic
The COVID-19 pandemic has devastated the restaurant industry, with Asian restaurants having perhaps suffered the most, as many reported business losses well before shelter-in-place orders were announced. Media outlets argue that this decline in business reflects biases that are linked to the China- and food-related origin of COVID-19. However, discrimination against Asian Americans and their cuisine is not new, as it is rooted in a long and histo…
Breaking the Mold: The One Social Class Model and Saving Face among Undocumented and Mixed-Status Chinese Immigrant Families
Recent studies of immigrant families have called for a reconceptualizing of the influence of social class on education, articulated by the one social class model: White middle-class families possess the cultural capital to foster their social mobility. Focusing on three undocumented and mixed-status Chinese immigrant families in New York City for 3.5 years, we found those who arrived in the United States with the most social class resources fared…
Rejoinder-final right of reply to “Health inspector ratings of Asian restaurants during the early Covid-19 pandemic
Beyond Remittances: How Face Drives Immigration Stories of Undocumented and Mixed-status Chinese Immigrant Families
A growing body of work that has examined Chinese immigration to the US has coined the term “culture of remittances”: money that is sent home not only provides economically but also elevates the “face” of the family. However, using qualitative data from a multiyear ethnographic study of three undocumented and mixed-status Chinese families in the US and their families in China, we find that garnering face for the family is less of a motivator than …
Parenting in a new world: Migration, social class, and parenting, and links to academic outcomes in China
Existing research has conceptualized educational inequalities between migrant and urban youth in China primarily as an issue of differential access to education. Focusing on parenting practices and the intersection of migrant and social class status—and in particular parental education—we use a novel dataset of six-year-olds in Shanghai and show that although migrants, on average, use less effective parenting practices than urbanites overall, the…
Teaching Bias? Relations between Teaching Quality and Classroom Demographic Composition
Purpose: Prior work has drawn consistent conclusions about systematic racial disparities in the allocation of high-quality teachers in US public schools, such as classrooms with more students of color having teachers with fewer credentials and less experience. However, these fixed characteristics of teachers are only proxies for the quality of teaching, which may vary within teacher by the different classrooms they teach. Research Methods/Approac…
One Size Fits All? Gender, Race/Ethnicity, and Happiness in Schools
Background/Context While an abundance of evidence demonstrates how unequal conditions in schools contribute to unequal learning outcomes, the extent to which students’ affective experiences of schooling reflect similar incongruences warrants further inquiry. Framing this discussion are empirical accounts and popular narratives of schools as socializing institutions that ascribe particular gendered, racialized, and otherwise socially defined ident…
“What’s Going to Happen to Us?” Cultivating Partnerships with Immigrant Families in an Adverse Political Climate
With the increasing numbers of immigrant and refugee students across the US K–12 system, the xenophobia of the current political climate, and the effects of COVID-19 on the immigrant community, it is critical to examine schools that serve immigrant students and their families. Drawing on case studies of two public high schools that exclusively serve immigrant students, authors Adriana Villavicencio, Chandler Patton Miranda, Jia-Lin Liu, and Hua-Y…
China: Sociological Perspectives on Ethnicity and Education: Views from Chinese and English Literatures
Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education
Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond wit…
In Thoughts, Words, and Deeds: Are Social Class Differences in Parental Support Similar across Immigrant and Native Families
Much of the literature examining social class differences in parental involvement has drawn on Bourdieu’s theory of cultural reproduction, but the applicability of this model to immigrant families is unclear. Using data from the Education Longitudinal Study of 2002, a nationally representative study of high school students who were sophomores in 2002 (n = 11,430), we examine whether patterns of social class differences, as measured by maternal ed…
How far can the apple fall? Differences in teacher perceptions of minority and immigrant parents and their impact on academic outcomes
A good investment? Philanthropy and the marketing of race in an urban public school
A good investment? Philanthropy and the marketing of race in an urban public school." Ethnic and Racial Studies, 41(3), pp. 575–576
If they think I can: Teacher bias and youth of color expectations and achievement
Social Isolation Among Racial/Ethnic Minority Immigrant Youth
Despite the long sociological tradition that focuses on the social adaptation of racial/ethnic minority immigrant youth, little work investigates whether these groups are socially isolated. However, existing research provides a strong foundation from which researchers can further explore this important topic. This article begins by discussing relevant theories and ongoing debates regarding minority immigrant youth's social relationships. Next, th…
Community Poverty, Industrialization, and Educational Gender Gaps in Rural China
This paper investigates community impoverishment and industrialization as explanations for educational gender gaps in rural China with analysis of a multi-province household survey and a longitudinal study of youth in one impoverished province. We consider attributes of poor communities that might shape gaps and the related roles of household and community poverty. Three major results emerge from this paper: community impoverishment, not industr…
If they think I can: Teacher bias and youth of color expectations and achievement
Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education
Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond wit…
How far can the apple fall? Differences in teacher perceptions of minority and immigrant parents and their impact on academic outcomes
Social Isolation Among Racial/Ethnic Minority Immigrant Youth
Despite the long sociological tradition that focuses on the social adaptation of racial/ethnic minority immigrant youth, little work investigates whether these groups are socially isolated. However, existing research provides a strong foundation from which researchers can further explore this important topic. This article begins by discussing relevant theories and ongoing debates regarding minority immigrant youth's social relationships. Next, th…
In Thoughts, Words, and Deeds: Are Social Class Differences in Parental Support Similar across Immigrant and Native Families
Much of the literature examining social class differences in parental involvement has drawn on Bourdieu’s theory of cultural reproduction, but the applicability of this model to immigrant families is unclear. Using data from the Education Longitudinal Study of 2002, a nationally representative study of high school students who were sophomores in 2002 (n = 11,430), we examine whether patterns of social class differences, as measured by maternal ed…
Adaptive educational expectations: How do parental educational expectations respond to child academic performance in various family contexts
Teaching Bias? Relations between Teaching Quality and Classroom Demographic Composition
Purpose: Prior work has drawn consistent conclusions about systematic racial disparities in the allocation of high-quality teachers in US public schools, such as classrooms with more students of color having teachers with fewer credentials and less experience. However, these fixed characteristics of teachers are only proxies for the quality of teaching, which may vary within teacher by the different classrooms they teach. Research Methods/Approac…
Is Meeting Enough? Differences in Frequency and Consequences of Academic Advising Appointments Between Marginalized and Mainstream College Students
Scholars often suggest that marginalized students are less likely to connect with authority figures in college and thus do not reap the benefits those figures offer to mainstream students. To test this assumption, we draw on a data set containing records of every recorded advising appointment over 4 years for students at a large U.S. university system. We find that first-generation students are less likely to meet with academic advisers than cont…
Health inspector ratings of Asian restaurants during the early Covid-19 pandemic
The COVID-19 pandemic has devastated the restaurant industry, with Asian restaurants having perhaps suffered the most, as many reported business losses well before shelter-in-place orders were announced. Media outlets argue that this decline in business reflects biases that are linked to the China- and food-related origin of COVID-19. However, discrimination against Asian Americans and their cuisine is not new, as it is rooted in a long and histo…
Beyond Remittances: How Face Drives Immigration Stories of Undocumented and Mixed-status Chinese Immigrant Families
A growing body of work that has examined Chinese immigration to the US has coined the term “culture of remittances”: money that is sent home not only provides economically but also elevates the “face” of the family. However, using qualitative data from a multiyear ethnographic study of three undocumented and mixed-status Chinese families in the US and their families in China, we find that garnering face for the family is less of a motivator than …
Community Poverty, Industrialization, and Educational Gender Gaps in Rural China
This paper investigates community impoverishment and industrialization as explanations for educational gender gaps in rural China with analysis of a multi-province household survey and a longitudinal study of youth in one impoverished province. We consider attributes of poor communities that might shape gaps and the related roles of household and community poverty. Three major results emerge from this paper: community impoverishment, not industr…
Social Isolation Among Racial/Ethnic Minority Immigrant Youth
Despite the long sociological tradition that focuses on the social adaptation of racial/ethnic minority immigrant youth, little work investigates whether these groups are socially isolated. However, existing research provides a strong foundation from which researchers can further explore this important topic. This article begins by discussing relevant theories and ongoing debates regarding minority immigrant youth's social relationships. Next, th…
A good investment? Philanthropy and the marketing of race in an urban public school
A good investment? Philanthropy and the marketing of race in an urban public school." Ethnic and Racial Studies, 41(3), pp. 575–576
If they think I can: Teacher bias and youth of color expectations and achievement
In Thoughts, Words, and Deeds: Are Social Class Differences in Parental Support Similar across Immigrant and Native Families
Much of the literature examining social class differences in parental involvement has drawn on Bourdieu’s theory of cultural reproduction, but the applicability of this model to immigrant families is unclear. Using data from the Education Longitudinal Study of 2002, a nationally representative study of high school students who were sophomores in 2002 (n = 11,430), we examine whether patterns of social class differences, as measured by maternal ed…
How far can the apple fall? Differences in teacher perceptions of minority and immigrant parents and their impact on academic outcomes
China: Sociological Perspectives on Ethnicity and Education: Views from Chinese and English Literatures
Multicultural Matters: An Investigation of Key Assumptions of Multicultural Education Reform in Teacher Education
Five decades of rhetoric and reform in teacher education underscore the importance of multicultural education in preparing teachers to meet the needs of all students. State and national policy initiatives targeting multicultural education build on two assumptions: first, that preservice teachers lack the multicultural awareness to function as culturally responsive educators, and second, that higher levels of multicultural awareness correspond wit…
One Size Fits All? Gender, Race/Ethnicity, and Happiness in Schools
Background/Context While an abundance of evidence demonstrates how unequal conditions in schools contribute to unequal learning outcomes, the extent to which students’ affective experiences of schooling reflect similar incongruences warrants further inquiry. Framing this discussion are empirical accounts and popular narratives of schools as socializing institutions that ascribe particular gendered, racialized, and otherwise socially defined ident…
“What’s Going to Happen to Us?” Cultivating Partnerships with Immigrant Families in an Adverse Political Climate
With the increasing numbers of immigrant and refugee students across the US K–12 system, the xenophobia of the current political climate, and the effects of COVID-19 on the immigrant community, it is critical to examine schools that serve immigrant students and their families. Drawing on case studies of two public high schools that exclusively serve immigrant students, authors Adriana Villavicencio, Chandler Patton Miranda, Jia-Lin Liu, and Hua-Y…
Parenting in a new world: Migration, social class, and parenting, and links to academic outcomes in China
Existing research has conceptualized educational inequalities between migrant and urban youth in China primarily as an issue of differential access to education. Focusing on parenting practices and the intersection of migrant and social class status—and in particular parental education—we use a novel dataset of six-year-olds in Shanghai and show that although migrants, on average, use less effective parenting practices than urbanites overall, the…
Teaching Bias? Relations between Teaching Quality and Classroom Demographic Composition
Purpose: Prior work has drawn consistent conclusions about systematic racial disparities in the allocation of high-quality teachers in US public schools, such as classrooms with more students of color having teachers with fewer credentials and less experience. However, these fixed characteristics of teachers are only proxies for the quality of teaching, which may vary within teacher by the different classrooms they teach. Research Methods/Approac…
Breaking the Mold: The One Social Class Model and Saving Face among Undocumented and Mixed-Status Chinese Immigrant Families
Recent studies of immigrant families have called for a reconceptualizing of the influence of social class on education, articulated by the one social class model: White middle-class families possess the cultural capital to foster their social mobility. Focusing on three undocumented and mixed-status Chinese immigrant families in New York City for 3.5 years, we found those who arrived in the United States with the most social class resources fared…
Rejoinder-final right of reply to “Health inspector ratings of Asian restaurants during the early Covid-19 pandemic
Beyond Remittances: How Face Drives Immigration Stories of Undocumented and Mixed-status Chinese Immigrant Families
A growing body of work that has examined Chinese immigration to the US has coined the term “culture of remittances”: money that is sent home not only provides economically but also elevates the “face” of the family. However, using qualitative data from a multiyear ethnographic study of three undocumented and mixed-status Chinese families in the US and their families in China, we find that garnering face for the family is less of a motivator than …
A Flawed Policy Metaphor: An Empirical Test of Earlier Academic Promise and Later STEM Outcomes
Purpose: Although the science, technology, engineering, and math (STEM) pipeline has been the most common policy framework to understand why ethnoracial disparities are some of the most glaring, few studies have empirically assessed whether the relationship between early academic preparation, such as for standardized tests, grades, and coursework, and later outcomes is the same across racial/ethnic groups. Research Methods/Approach: This study us…
Health inspector ratings of Asian restaurants during the early Covid-19 pandemic
The COVID-19 pandemic has devastated the restaurant industry, with Asian restaurants having perhaps suffered the most, as many reported business losses well before shelter-in-place orders were announced. Media outlets argue that this decline in business reflects biases that are linked to the China- and food-related origin of COVID-19. However, discrimination against Asian Americans and their cuisine is not new, as it is rooted in a long and histo…
A Critical Examination of Special Education Policy Using a Multi-Layered Systemic Approach for Policy Analysis
Understanding how system-level educational inequities manifest across contexts and over time is critical for informing research, policy, and practice. This paper advances a theoretically grounded, interdisciplinary conceptual framework—the Multilayered Systemic Approach for Policy Analysis (MSAPA)—for research on systemic inequities related to the Individuals with Disabilities Education Act (IDEA), including its racial disproportionality accounta…
Is Meeting Enough? Differences in Frequency and Consequences of Academic Advising Appointments Between Marginalized and Mainstream College Students
Scholars often suggest that marginalized students are less likely to connect with authority figures in college and thus do not reap the benefits those figures offer to mainstream students. To test this assumption, we draw on a data set containing records of every recorded advising appointment over 4 years for students at a large U.S. university system. We find that first-generation students are less likely to meet with academic advisers than cont…
Adaptive educational expectations: How do parental educational expectations respond to child academic performance in various family contexts
Relationship Between Professional Culture and Outcomes for Immigrant English Learner Youth: A Mixed-Methods Study
This mixed-methods study examined if and how professional conditions in schools shape the outcomes of immigrant English learners (ELs). First, we conducted multiyear case studies in two high-impact secondary schools designed to serve immigrant ELs. Our qualitative work revealed three critical conditions for supporting student success: a teacher's sense of their influence in school, structured opportunities to collaborate with peers, and a broader…
Sociology (15 works) · Political science (14 works) · Psychology (13 works) · Parental Involvement in Education (9 works) · Ethnic group (8 works) · Gender Studies (8 works) · Immigration (7 works) · Law (7 works) · Academic achievement (6 works) · Developmental psychology (6 works)