Su Yeong Kim

1. Kim, S. Y., Hou, Y., Shen, Y., & Zhang, M. (2017). Longitudinal measurement equivalence of subjective language brokering experiences scale in Mexican American adolescents. Cultural Diversity and Ethnic Minority Psychology, 23(2), 230-243. 
2. Kim, S. Y., Hou, Y., & Gonzalez, Y. (2017). Language brokering and depressive symptoms in Mexican American adolescents: Parent-child alienation and resilience as moderators. Child Development, 88(3), 867-881. 
3. Kim, S. Y., Song, J., Wen, W., Yan, J., Tse, H. W., Chen, S., López, B. G., Shen, Y., & Hou, Y. (2024). Language brokering profiles of Mexican-origin adolescents in immigrant communities: Socio-cultural contributors and developmental outcomes. Child Development. 
4. Kim, S. Y., Chen, S., Wen, W., Yan, J., Song., J., Hou, Y., Zhang, M., Schwartz, S. J., & Shen, Y. (2021). Language brokering-stress transition profiles and marijuana use in Mexican-origin adolescents. Journal of Psychoactive Drugs, 53(5), 384-393.
5. Kim, S. Y., Hou, Y., Song, J., Schwartz, S. J., Chen, S., Zhang, M., Perreira, K. M., & Parra-Medina, D. (2018). Profiles of language brokering experiences and contextual stressors: Implications for adolescent outcomes in Mexican immigrant families. Journal of Youth and Adolescence, 47(8), 1629-1648. 
6. Kim, S. Y., Zhang, M., Zeiders, K., Sim, L., & Gleason, M. E. J. (2018). Acute salivary cortisol response among Mexican American adolescents in immigrant families. Cultural Diversity and Ethnic Minority Psychology, 24(4), 510-520. 
7. Kim, S. Y., Wen, W., Chen, S., Yan, J., Song, J., Zhang, M., & Zeiders, K. H. (2022). Mexican-origin youths’ language brokering for fathers and mothers: Daily experiences and youths’ diurnal cortisol slopes. Child Development, 93(4), 1106-1120.
8. Kim, S. Y., Zhang, M., Chen, S., Song, J., Lopez, B. G., Rodriguez, E. M., Calzada, E. J., Hou, Y., Yan, J., & Shen, Y. (2020). Bilingual language broker profiles and academic competence in Mexican-origin adolescents. Developmental Psychology, 56(8), 1582-1595.
9. Kim, S. Y., Yan, J., Wen, W., Song, J., Chen, S., Zhang, M., López, B. G., Arredondo, M., Gleason, M. E. J., & Ip, K. (2024). Daily and ethnic discriminatory experiences and cognitive control in Mexican-origin bilingual language brokers. International Journal of Bilingual Education and Bilingualism.
10. Kim, S. Y.  (2021). Culturally Relevant Stressors as Moderators of Intergenerational Transmission of Mother-Adolescent Executive Functioning in Mexican Americans. Cognitive Research: Principles and Implications, 6, 70.
11. Kim, S. Y., Chen, S., Hou, Y., Zeiders, K., & Calzada, E. (2019). Parental socialization profiles in Mexican-origin families: Considering cultural socialization and general parenting practices. Cultural Diversity and Ethnic Minority Psychology, 25(3), 439-450.
12. Kim, S. Y., Matsui, E. C., Wen, W., Tse, H. W., & Chambliss, S. E. (2022). Demographic and psychosocial characteristics, air pollution exposure, and housing mobility of Mexican immigrant families. Journal of Racial and Ethnic Health Disparities, 10(6), 2970-2985. 
13. Kim, S. Y., Wen, W., Coulter, K. M., Du, Y., Tse, H. W., Hou, Y., Chen, S., & Shen, Y. (2024). Survival analysis and socio-cognitive factors in the timing of COVID-19 vaccination among Mexican-origin youth. Journal of Racial and Ethnic Health Disparities. 
14. Kim, S. Y., Wen, W., Coulter, K. M., Tse, H. W., Du, Y., Chen, S., Hou, Y., & Shen, Y. (2024). Sociocultural antecedents and mechanisms of COVID-19 vaccine uptake among Mexican-origin youth. Behavioral Medicine. 

Current Ph.D. Student

Tianlu Zhang

Undergraduate Student Opportunities

Undergraduate research assistants are sought for various positions, including interviewing and calling participants, data management, data analysis, transcriptions, and general office tasks related to the research. Contact su.yeong.kim@utexas.edu for more information and to schedule an interview. Students with written and verbal proficiency in Spanish or Chinese (Cantonese) are encouraged to inquire about current research opportunities. Spanish/Chinese language fluency is desirable but not required.

My undergraduate students and I developed an after-school program for middle school students to become better and more efficient translators for their English-limited parents. We have a team of research assistants who develop and deliver a weekly curriculum at the middle school. As Editor of the journal Journal of Research on Adolescence, my main priority is to publish rigorous, cutting-edge science to advance the psychological science of adolescents in a global context.  My scholarly papers focus on ethnic minority and immigrant groups, and I pay special attention to the unique stressors facing these groups, as well as mechanisms to identify the modifiable mediators and moderators that may be leveraged to develop intervention programs to improve the health and well-being of minority populations. My undergraduate course and graduate seminar focus on the ecology of human development and the diverse experiences of ethnic minority and immigrant populations. As my research focus is on immigrant families, students who are bilingual and of ethnic minority backgrounds are naturally drawn to work with me. Other students appreciate the opportunity to work with a diverse team and to learn about the lived experiences of ethnic minorities and immigrants in the United States. Often, students tell me that I gave them an opportunity for their first research experience, and that they learned about themselves, their heritage culture, and language by working in my research lab. Students say they are proud to work on a research project that can positively impact the immigrant communities they represent.