Bio

Dr. Yan Jiang is a Postdoctoral Scholar at the Stanford Center on Early Childhood. She earned her Ph.D. in Education Studies with a specialization in Computational Social Science from the University of California, San Diego. Her research lies at the intersection of research methodology and early childhood education, focusing on computational analysis of text data and equitable access to high-quality early care and education. Using computational, quantitative, and qualitative methods, her work reimagines the conceptions of early care and education quality in global contexts and amplifies the voices of communities historically underrepresented. Her scholarship has been recognized with the Dissertation Funding Award from the Society for Research in Child Development (SRCD), the Yankelovich Graduate Research Grant, and the International Institute Research Fellowship from UC San Diego. Her research has appeared in leading journals, including Educational Researcher, Review of Educational Research, and Early Education and Development.

Honors & Awards

  • Yankelovich Graduate Research Grant, University of California, San Diego (2025)
  • Dissertation Research Funding Award, Society for Research in Child Development (2024)
  • Honorable Mention, Edward A. Bouchet Graduate Honor Society (2024)
  • International Institute Research Fellowship, University of California, San Diego (2024)
  • Summer Graduate Teaching Scholars Fellowship, University of California, San Diego (2024)
  • Friends of the International Center Fellowship, University of California, San Diego (2023)

Professional Education

  • Doctor of Philosophy, University of California, San Diego, Education Studies with a specialization in Computational Social Science (2025)

Stanford Advisors

Contact

  • Academic
    yannj@stanford.edu
    University - Scholar Department: Graduate School of Education Position: Postdoctoral Scholar

Additional Info

Links

All Publications

  • After Mandates End: Complex Decision Making Regarding COVID-19 Masking in San Diego Elementary Schools Through the Social Ecological Model. The Journal of school health Hassani, A., Flores, M., Streuli, S., Jiang, Y., Guerra, A. W., Fielding-Miller, R. 2025; 95 (8): 597-603

    Abstract

    While mask mandates are unlikely to return in the event of a major resurgence in COVID-19 or another major respiratory disease surge, voluntary masking still shows promise. This ethnographic study seeks to understand the masking decision-making processes of parents and children in the diverse San Diego region, including US-Mexico Border school districts and military housing school communities.We conducted 19 interviews with parents and their young children focused on COVID-19 efforts at their child's school in English and Spanish and collected detailed field notes on masking culture from over 60 systematic observations from elementary schools across San Diego County from December 2021 to May 2022. We conducted analysis using Dedoose, including multiple rounds of coding and ongoing consensus meetings between researchers.Guided by the social ecological model (SEM), we categorized the results into the following categories: Children's Attitudes and Behaviors, Parent Belief and Influence, School Culture, and District/School Mask Mandates. Each level of the SEM influenced individual and family masking behavior. In our data, School Culture in particular differentiated schools in mask adherence and encouraged masking after state mandates ended.Masking does not need to end with mandates. Masking has been proven to reduce COVID-19 transmission, and school health policies should consider encouraging masking beyond mandates.Adapting health messaging to the local context, partnering with trusted community champions, and building trust across governmental, school, and public health entities can improve the effectiveness of public health messaging.

    View details for DOI 10.1111/josh.70026

    View details for PubMedID 40473583

    View details for PubMedCentralID PMC12239662

  • Does Teacher Talk Matter Too? A Meta-Analysis of Partial Correlations Between Teachers' Language Practices and Children's Language Development from Preschool to Third Grade REVIEW OF EDUCATIONAL RESEARCH Jiang, Y., Kaplan, B., Ko-Wong, L. 2025

    View details for DOI 10.3102/00346543251339131

    View details for Web of Science ID 001504250800001

  • The Feasibility and Comparability of Using Artificial Intelligence for Qualitative Data Analysis in Equity-Focused Research EDUCATIONAL RESEARCHER Jiang, Y., Ko-Wong, L., Gutierrez, I. 2025; 54 (3): 153-163

    View details for DOI 10.3102/0013189X251314821

    View details for Web of Science ID 001412451000001

  • Echoing Parental Scaffolding Style in Co-Constructed Narratives: Its Impact on Executive Function Development in Diverse Early School-Age Children EARLY EDUCATION AND DEVELOPMENT Jiang, Y., Guerra, A., Cohen, S. R., Brown, T. T., Lin, N. T., Molgaard, M., Iversen, J. 2024; 35 (6): 1335-1352

    View details for DOI 10.1080/10409289.2024.2360872

    View details for Web of Science ID 001239614600001

https://orcid.org/0000-0002-8825-8641