Biography
Qing Zhang is a first-year PhD student in the UC Irvine School of Education with a specialization in Educational Policy and Social Context (EPSC). Qing holds a Master of Social Work with a concentration on Social and Economic Development from Washington University in St. Louis and a Bachelor of Social Work from Huazhong University of Science and Technology in China.
Qing’s research interests in early childhood, educational equity, and parental involvement mainly stem from her work experience as a Home Visitor/Parent-Child Educator for disadvantaged newborn to three-year-old children and their families as part of Chicago Public Schools’ Community Partnership Programs. During her work she began to develop strong interests in the socioeconomic and sociocultural factors that create gaps in early childhood program delivery and implementation and their policy implications, especially for disadvantaged children from diverse cultural backgrounds.
Previously, Qing had worked as the evidence-based Teen Outreach Program facilitator in a local middle school in St. Louis, promoting healthy behavior and reducing school failure. She also designed two after-school programs fostering cross-cultural communication and diversity awareness for two local middle schools.
Qing Zhang is a first-year PhD student in the UC Irvine School of Education with a specialization in Educational Policy and Social Context (EPSC). Qing holds a Master of Social Work with a concentration on Social and Economic Development from Washington University in St. Louis and a Bachelor of Social Work from Huazhong University of Science and Technology in China.
Qing’s research interests in early childhood, educational equity, and parental involvement mainly stem from her work experience as a Home Visitor/Parent-Child Educator for disadvantaged newborn to three-year-old children and their families as part of Chicago Public Schools’ Community Partnership Programs. During her work she began to develop strong interests in the socioeconomic and sociocultural factors that create gaps in early childhood program delivery and implementation and their policy implications, especially for disadvantaged children from diverse cultural backgrounds.
Previously, Qing had worked as the evidence-based Teen Outreach Program facilitator in a local middle school in St. Louis, promoting healthy behavior and reducing school failure. She also designed two after-school programs fostering cross-cultural communication and diversity awareness for two local middle schools.
