Professor Chang investigates ethnic/racial disparities in mental health and sociocultural influences on social support, help seeking, and psychological functioning among diverse ethnic/racial groups, involving studies of White, Latino, and Asian American populations. Her research has focused on protective and risk factors associated with academic achievement among ethnic minority youth. She was funded by the Robert Wood Johnson Foundation New Connections Program (2009-2012) to examine the relationship between social networks and mental health among Asian and Latino Americans.
Selected Representative Publications
Chang, J. (2015). The interplay between collectivism and social support processes among Asian and Latino American college students. Asian American Journal of Psychology, 6(1), 4-14.
Chang, J., Chen, C.-N., & Alegría, M. (2014). Contextualizing social support: Pathways to help seeking in Latinos, Asian Americans, and Whites. Journal of Social and Clinical Psychology, 33(1), 1-24.
Chang, J., Natsuaki, M. N., & Chen, C.-N. (2013). The importance of family factors and generation status: Mental health service use among Latino and Asian Americans. Cultural Diversity and Ethnic Minority Psychology, 19(3), 236-247.
Chang, J., & Le, T. N. (2010). Multiculturalism as a dimension of school climate: The impact on the academic achievement of Asian American and Hispanic youth. Cultural Diversity and Ethnic Minority Psychology, 16(6), 485-492.
Chang, J., & Sue, S. (2005). Culturally sensitive research: Where have we gone wrong and what do we need to do now? In M. G. Constantine & D. W. Sue (Eds.), Strategies for building multicultural competence in mental health and educational settings (pp. 229-246). Hoboken, NJ: John Wiley and Sons.
Brief Description of Teaching Philosophy
Professor Chang views learning as collaborative and interactive, encouraging her students to take an active part in their learning. In her classes, students learn to make meaningful connections between what they learn and what they observe and experience in everyday life. She also believes some of the best learning experiences come from faculty-student interactions and self-discovery.