IES Blog

Institute of Education Sciences

Asian Voices in Education Research: Perspectives from Predoctoral Fellows Na Lor and Helen Lee

The IES Predoctoral Training Programs prepare doctoral students to conduct high-quality education research that advances knowledge within the field of education sciences and addresses issues important to education policymakers and practitioners. In recognition of Asian American and Pacific Islander Heritage Month, we asked two predoctoral scholars who are embarking on their careers as education researchers to share their career journeys, perspectives on diversity and equity in education research, and advice for emerging scholars from underrepresented backgrounds who are interested in pursuing careers in education research. Here is what they shared with us.

 

Na Lor (University of Wisconsin-Madison) is currently a PhD candidate in educational leadership and policy analysis where she is studying inequity in higher education from a cultural perspective.

How did you become interested in a career in education research? How have your background experiences shaped your scholarship and career?

I view education institutions as important sites of knowledge transmission with infinite potential for addressing inequity. In addition, my background as a Hmong refugee and a first-generation scholar from a low-income family informs my scholarship and career interests. My positive and negative experiences growing up in predominantly White spaces also shape the way in which I see the world. Meanwhile, my time spent living abroad and working in the non-profit sector further influence my ideals of improving the human condition. With my training through IES, I look forward to conducting education research with a focus on higher education in collaboration with local schools and colleges to better serve students and families from underserved communities.  

In your area of research, what do you see as the most critical areas of need to address diversity and equity and improve the relevance of education research for diverse communities of students and families?

I see ethnic studies, culturally sustaining pedagogies, and experiential learning in postsecondary education as core areas in need of improvement to provide relevant education for an ever-diverse student body. Likewise, I see community college transfer pathways as crucial for addressing and advancing equity. 

What advice would you give to emerging scholars from underrepresented, minoritized groups who are pursuing a career in education research?

Chase your burning questions relentlessly and continuously strengthen your methodological toolkit. Embrace who you are and rely on your lived experience and ways of knowing as fundamental assets that contribute to knowledge formation and the research process. 

 

Helen Lee (University of Chicago) is currently a PhD candidate in the Department of Comparative Human Development where she is studying the impact of racial dialogue and ethnic community engagement on the identity and agency development of Asian American youth.

How did you become interested in a career in education research? How have your background and experiences shaped your scholarship and career?

I first considered a career in education research while completing my Master’s in educational leadership and policy at the University of Michigan-Ann Arbor. I had entered my program in need of a break after working as a classroom teacher, organizer, and community educator in Detroit for five years. During my program, I had the opportunity to reflect on and contextualize my experiences in and around public education. It was also during my program that I first came across scholarship that aligned to my values and spoke to my experiences as a teacher in under-resourced communities and as a first-generation college graduate.

Taking classes with Dr. Carla O’Connor and Dr. Alford Young, working with Dr. Camille Wilson, and engaging with scholarship that counters deficit notions of people of color was a critical turning point for me. The work of these scholars motivated me to pursue a path in education research. Since then, I’ve been fortunate to meet other scholars who conduct community-based and action-oriented research in service of social justice movements. These interactions, along with the opportunities to collaborate with and learn from youth and educators over the years, has sustained my interest in education research and strengthened my commitment to conducting research that promotes more equitable educational policies and practice.

In your area of research, what do you see as the most critical areas of need to address diversity and equity and improve the relevance of education research for diverse communities of students and families?

My current research examines the racial socialization experiences of Asian American youth in relation to their sociopolitical development. This work is motivated by my own experiences as an Asian American, my work with Chinese and Asian American-serving community organizations, and a recognition that Asian American communities are often overlooked in conversations about racism due to pervasive stereotypes.

Education research must be better attuned to the history and current manifestations of racism. That is, research should not only consider the consequences of systemic racism on the educational experiences and outcomes of marginalized communities but also challenge and change these conditions. I believe there is a critical need for scholarship that reimagines and transforms the education system into a more just and humanizing one.

What advice would you give to emerging scholars from underrepresented, minoritized groups who are pursuing a career in education research?

I would provide the following advice:

  • Clarify what your purpose isthe reason why you are engaged in this work. This will help guide the opportunities you pursue or pass on and connect you to the people who can support your development toward these goals. Your purpose will also serve as a beacon to guide you in times of uncertainty.
  • Seek out mentorship from scholars whose work inspires your own. Mentorship may come from other students as well as from those outside of academia. It may stem from collaborations in which you participate or simply through one-time interactions.
  • Be attuned to your strengths and your areas of growth and nurture both accordingly. In retrospect, I could have done a better job of recognizing my own assets and engaging in diverse writing opportunities to strengthen my ability to communicate research across audiences.
  • Continuously put your ideas and research in conversation with the ideas and research of others. This enables growth in important ways—it can open you up to new perspectives and questions as well as strengthen your inquiry and understanding of your findings.
  • Engage in exercises that nurture your creativity and imagination and participate in spaces that sustain your passion for education research. A more just and humanizing education system requires us to think beyond our current realities and to engage in long-term efforts.      

This year, Inside IES Research is publishing a series of blogs showcasing a diverse group of IES-funded education researchers and fellows that are making significant contributions to education research, policy, and practice. For Asian American and Pacific Islander (AAPI) Heritage month blog series, we are focusing on AAPI researchers and fellows, as well as researchers that focus on the education of AAPI students.

Produced by Katina Stapleton (Katina.Stapleton@ed.gov), co-Chair of the IES Diversity and Inclusion Council and training program officer for the National Center for Education Research.

Understanding the Co-Development of Language and Behavior Disorders in the Context of an Early Career Grant

The Early Career Development and Mentoring Program in Special Education provides support for investigators in the early stages of their academic careers to conduct an integrated research and career development plan focused on learners with or at risk for disabilities. Dr. Jason Chow is an assistant professor of special education at the University of Maryland, College Park and principal investigator of a current Early Career grant funded by NCSER. Dr. Chow’s research focuses on the comorbidity of language and behavior disorders in school-age children as well as teacher and related service provider training in behavior management. We recently caught up with Dr. Chow to learn more about his career, the experiences that have shaped it, and the lessons he’s learned from the Early Career grant. This is what he shared with us.

How did your experiences shape your interest in a career in special education?

Photo of Jason Chow

I first became interested in education when I started substituting for paraprofessionals in special education programs over winter and summer breaks in college, which I really enjoyed. That experience, along with a class I took in my senior year on disability in the media and popular culture, got me interested in the field of special education. After I graduated, I ended up applying for a full-time position as a paraprofessional in a program supporting high schoolers with emotional and behavioral disorders (EBD).

My experiences as a paraprofessional definitely shaped my career path. As a substitute paraprofessional in college, I was surprised that my job was to support students with the most intensive needs even though I had the least amount of classroom training. That made me recognize the need for research-based training and supports for related service providers and got me interested in different factors that contribute to decision making in school systems. Another memorable experience occurred when I was working in the support program for students with EBD. All our students had the accommodation to be able to come to our room at any time of the day as needed for a check in or a break. I was alarmed by how often students needed a break because of things teachers said or did to upset them or make them feel singled out. I was also coaching several sports at the time and saw first-hand how a strong, positive relationships with the players were vital. These experiences got me interested in teacher-student relationships, how important positive interactions and experiences can be, and the need for general education teachers to receive training on working with students with disabilities. Ultimately, my work as a paraprofessional supporting kids with EBD also helped shape my interest in determining how language and communication can facilitate prosocial development, which led to my Early Career grant.

What are the goals of your NCSER Early Career grant?

My project focuses on better understanding the co-development of language and behavior in children at risk for language disorders, behavior disorders, or both in early elementary school. Many studies have examined the concurrent and developmental relations between language and behavior, but they are typically done using extant datasets. The goal of this project was to conduct a prospective study aimed at measuring both constructs in several different ways (such as direct observations, interviews, and teacher report) to provide a more robust analysis of how each of these constructs and assessment types are related over time. This type of research could inform the types of interventions provided to children with EBD and, more specifically, the need to address language impairments alongside behavior to improve academic outcomes for these learners.

How has the Early Career grant helped your development as a researcher?

This project has taught me a lot about the realities of doing school-based research and managing a grant. First, I have learned a great deal about budgeting. For example, I proposed to recruit a sample based on a power analysis I conducted for the grant application. But in my original budget, I did not consider that I would need to screen about triple the number of children I estimated in order to enroll my planned sample. I have also learned a lot about hiring, human resources, procurement, and university policies that are directly and indirectly involved in process of conducting research. Also, like many others, my project was impacted by pandemic-related school closures, and I have learned how to be flexible under unpredictable circumstances. More specifically, we had intended to determine how developmental trajectories of language and behavior were associated with academic outcomes, but we lost our outcome assessment timepoint due to the pandemic. Fortunately, we are working collaboratively with our partner schools to use district-level data to approximate some of these intended analyses. I’m thankful that I had the opportunity to learn and develop my skills in the context of a training grant.

What advice would you give to other early career researchers, including those who may be interested in applying for an Early Career grant?

Reach out to other early career grantees and ask for their proposals. (I am happy to share mine!) Just be aware that the RFA has changed over time—including a substantial increase in funds—so the more recent proposals the better. Also, in terms of setting up a strong mentorship team for your career development plan, reach out to the people whom you see as the best to support your career development (no matter how busy you think they are or if you think they are too senior). In talking with other folks, I’ve learned that generally people are very willing to support the next generation of researchers!

This interview blog is part of a larger IES blog series on diversity, equity, inclusion and accessibility (DEIA) in the education sciences. It was produced by Katie Taylor (Katherine.Taylor@ed.gov), program officer for the Early Career Development and Mentoring program at the National Center for Special Education Research.