Jason Chiang

Jason Chiang received his Ph.D. in Human Development and Family Science from Syracuse University, Master’s degree in Educational Psychology and Methodology from SUNY Albany, and Bachelor’s degree in Psychology from University of Toronto. As a first-generation Canadian and American, Dr. Chiang takes pride in his immigrant identity and actively participates in community activities. He is deeply in love with DFW area and everything Texas.

Informed by John Berry's ecological perspective and his work on acculturation strategies, Dr. Chiang's research involves investigating how familial, school, and cultural factors affect immigrant children’s capacity to cope with challenging educational and environmental situations and succeed.

Before moving to Texas, Dr. Chiang had previously taught at University of Akron as Assistant Professor of Instruction, and at Berkshire Community College as Assistant Professor of Psychology. He also worked briefly as a Head Start Administrator in California.

• Chiang, J. , Roopnarine, J., Çifci, F., &Shen, Y. (2024). An Exploration of Parenting Practices  Among Chinese Immigrant Families  in the United States: Does Perceived Normativeness Matter? The Family Journal, 0(0). https://doi.org/10.1177/10664807241244803
• Jung, E., Zhang, Y.,  Chiang, J. (2019). Teachers’ mathematics education and readiness beliefs, and kindergarteners’ mathematics learning. International Journal of Education in Mathematics, Science and Technology, 7(2), 137-154. 
• Roopnarine, J. L.,  Chiang, J. (June 2018). Early childhood education in English-speaking Caribbean cultural communities. In C. Pascal, A. Bertram, &M. Veisson (Eds.), Early childhood education and change in diverse cultural contexts (pp. 22-33). Abingdon: Routledge.