Biography
Tiffany Wu is a current Ph.D. student in the School of Education at the University of California, Irvine with a specialization in Educational Policy and Social Context (EPSC).
She earned her MSc in Education (Child Development and Education) from the University of Oxford in 2018, graduating with distinction, and her B.A. in Psychology at the University of California, Irvine where she graduated cum laude in 2017.
Tiffany has been largely involved in education and research throughout her academic career through dedicating her time to teaching students of all ages and working as a research assistant at the Universities of California, Irvine and Riverside. As a research assistant, she assisted in projects investigating adolescents' susceptibility to social influences and a longitudinal study examining relations between children's representations and emotional, behavioral, and interpersonal regulation. Her Master's thesis focused on examining the effects of various feedback types on children's motivation and self-efficacy beliefs in public school settings.
As a doctoral student, she aims to seek causal pathways from early childhood to young adulthood that promote positive development to address policy reform and to investigate long-term impacts of policies and interventions that support desirable, long-lasting developmental outcomes, particularly for children in poverty and ethnic minority groups.
July 2020
Tiffany Wu is a current Ph.D. student in the School of Education at the University of California, Irvine with a specialization in Educational Policy and Social Context (EPSC).
She earned her MSc in Education (Child Development and Education) from the University of Oxford in 2018, graduating with distinction, and her B.A. in Psychology at the University of California, Irvine where she graduated cum laude in 2017.
Tiffany has been largely involved in education and research throughout her academic career through dedicating her time to teaching students of all ages and working as a research assistant at the Universities of California, Irvine and Riverside. As a research assistant, she assisted in projects investigating adolescents' susceptibility to social influences and a longitudinal study examining relations between children's representations and emotional, behavioral, and interpersonal regulation. Her Master's thesis focused on examining the effects of various feedback types on children's motivation and self-efficacy beliefs in public school settings.
As a doctoral student, she aims to seek causal pathways from early childhood to young adulthood that promote positive development to address policy reform and to investigate long-term impacts of policies and interventions that support desirable, long-lasting developmental outcomes, particularly for children in poverty and ethnic minority groups.
July 2020
