HyeJin Tina Yeo
1400E Ueberroth building
Dr. HyeJin Tina Yeo is an actively engaging collaborator, an equity-minded educator, and a practice-oriented interdisciplinary and mixed methods researcher. Her research interests lie primarily in improving and achieving racial equity at both the local and global levels.
Grounded from the Critical Race Theory and social theories, she has theorized about addressing international students conceptualize themselves and the social standing of their race with regard to extant social perceptions of existing racial stereotypes in the United States. Her dissertation, an Explanatory Sequential Mixed Methods Study of Engaging Racism in the U.S.: Demystifying Racialization of Domestic and Internationa Students of Color, found that international students of color are racialized based on geographically determined stereotypes that are grounded in the legacy of slavery, normative whiteness practices, and Western cultural and linguistic superiority.
As a postdoctoral scholar in Momentum at UCLA, she is leading NSF-funded longitudinal research, the Center for Inclusive Computing (CIC) project. Her responsibilities include, but are not limited to, developing survey instruments, managing large-scale data, disseminating findings, and mentoring undergraduate and graduate students.
- Doctor of Philosophy in Education Policy, Organization and Leadership, University of Illinois at Urbana–Champaign (UIUC)
- Master of Science in Educational Methodology, Policy and Leadership, University of Oregon
Awards, Honors and Fellowships
- The Outstanding Doctoral Student Medal, April 2021
- The Hardie Dissertation Award, March 2020
- Block Grant Research Fellowship, UIUC, $15,144, 2018-2019
- Yeo, H. J., Mendenhall, R., Harwood, S., & Huntt, M. (2019). Asian international student and Asian American student: Mistaken identity and racial microaggressions. Journal of International Students, 9(1), 44-70. doi:10.32674/jis.v9i1.278
- Yeo, H. J., McKee, M., & Trent, W. (2018). EYES theory: A proposed racialization and developmental identity model for understanding concepts of race for international students of color studying in U.S. higher education intuitions. In J. Hoffman, P. Blessinger, & M. Makhanya (Eds.), Perspectives on diverse student identities in higher education: International perspectives on equity and inclusion (pp. 95-112). Bingley, UK: Emerald Publishing Limited. doi:10.1108/S2055-364120180000014008
- Turner, F., Yeo, H. J., & Zamani-Gallaher, E. (2022). Mentoring domestic and international graduate students of color. In D. Nguyen, & C. Yao (Eds.), A handbook for supporting today’s graduate students. Stylus Publishing.
- Mendenhall, R., Gutierrez, V., Collins, J. D., Yeo, H. J., Harwood, S. A., Browne Huntt, M., Lewis, J. A., Schulz, M. S., & McKee, M. (under review). Environmental racial microaggressions at a predominantly White university: Habitus and enduring social structures. Sociology of Race and Ethnicity.