Ed.D., Human Development & Psychology, Harvard University, 2004;
Ed.M., Human Development & Psychology, Harvard University, 1999;
M.A., English Linguistics, Heilongjiang University, 1996;
B.A., English Lit. & Linguistics, Heilongjiang University, 1993.
Dr. Desiree Baolian Qin is Associate Professor of Human Development and Family Studies at Michigan State University. She obtained her BA and MA in English Literature and Linguistics at Heilongjiang University in China and completed her doctorate degree at Harvard Graduate School of Education in 2004. From 2004-2006, she conducted postdoctoral research at New York University and was a Postdoctoral Fellow at Teachers College, Columbia University.
Dr. Qin’s research focuses on psychosocial adjustment of children and adolescents from immigrant families. The main question underlying her work is: How do immigration, culture, gender, and important ecological contexts like family, peers, and school impact adolescent development?
Dr. Qin is currently involved in three lines of research. In her first line of research, she tries to understand the "achievement-adjustment paradox": While Asian American students tend to do better than students from other ethnic groups in terms of educational outcomes, they tend to report more psychological distress than expected based on their educational achievement. She analyzed longitudinal qualitative data on 80 Chinese immigrant adolescents in the Longitudinal Immigrant Adaptation (LISA) study directed by Marcelo and Carola Suarez-Orozco. She focused on two important ecological contexts: their family and peer relations and found a variety of challenges Chinese students from immigrant families face both at home and at school. At home, students struggled with alienation in parent-child relations resulting from migration and cultural differences. At school, peer harassment and discrimination occurred at surprisingly high rates. Results from this line of research have appeared in Journal of Youth and Adolescence, Sex Roles, Journal of Adolescent Research, International Migration Review, and Anthropology and Education Quarterly.
Dr. Qin's second line of research is a project she started to further understand this achievement/adjustment paradox. It is a mixed-method, longitudinal study on the emotional and social development of high-achieving students in a highly selective New York magnet school. In this project, funded by the William T. Grant Foundation, she collected two waves of survey data from 750 students, completed over 150 hours of ethnographic fieldwork, and conducted in-depth interviews with teachers, staff members and students. Her findings suggest tremendous psychosocial challenges facing high-achieving students in a pressure cooker environment. She found that Chinese American students reported significantly higher levels of depression and anxiety, lower levels of self-esteem, lower levels of family cohesion, and higher levels of conflicts compared to the European American students in the same school. Results from this project have been published by Journal of Adolescence and New Directions for Child and Adolescent Development. Dr. Qin is currently working on a number of new papers based on data from this study with her graduate students. To tease out some of the immigrant family processes, especially around "tiger parenting," She is currently collecting data on immigrant families involved in the local MSU Chinese School, examining issues of parental socialization and involvement.
Dr. Qin's third line of research focuses on the adaptation experiences of Sudanese refugee youth in the Lansing area in collaboration with faculty and students in the department. Results from the collaborated project have appeared in Journal of Family Psychology, Family Relations, Teachers College Record, and American Journal of Orthopsychiatry. She is currently planning two new studies focusing on mental health of high achieving students and parenting children from mixed-racial background.
Dr. Qin is an award winning teacher and uses a variety of innovative group activities in her teaching. She received the 2009 Integrative Social Studies (ISS) Teaching Award from the College of Social Science. This award is "for exceptional performance in the classroom." The committee noted her "innovative approach to ISS—which emphasizes a student centered learning environment—has proven highly successful at engaging students. Students in her classes express great enthusiasm for the model and note that they learn more because they, in essence, feel ownership of the inquiry. They note that the teaching approach challenges them, but holds great rewards."
Dr. Qin teaches three graduate seminars: Theories of Human Development, Adolescent Development, and Immigration, Family and Child Development. She also teaches an undergraduate ISS course on National Diversity and Change focusing on globalization and post-1965 New Immigration.
In her service to the broader academic communities, Dr. Qin is currently Co-Chair of the Young Scholars Program for the Society for Research on Adolescence
, designed to encourage and support junior and senior undergraduate students from ethnic minority groups in North America to pursue graduate work and careers in adolescent development.
Dr. Qin is also Associate Editor of Journal of Adolescent Research
and have served as an ad hoc reviewer for 20 journals, including many top-tier journals in developmental psychology, family studies, migration studies and education, e.g., Child Development, Developmental Psychology, Journal of Family Psychology
, American Journal of Community Psychology, International Migration Review
and American Educational Research Journal.
Finally, Dr. Qin’s research on mental health of high achieving Asian American students have been covered by a variety of media outlets in the U.S. (e.g., New York Times, Time magazine, the Atlantic), UK (e.g., BBC world news, Times of London), Australia, and many Asian countries such as India, Singapore, Korea, and China. She is also a frequent guest for a Voice of America Chinese language TV show on parenting