Charissa Cheah, Ph.D.


Contact Information:


Office:       Math/Psychology 330

Phone:      (410)455-1059

Fax:           (410)455-1055

Lab:           Sondheim 404

Phone:      (410)455-5757


Cheah CV_Jan 2024

Cheah Biosketch


Ph.D. – University of Maryland, College Park

Area of Study:

Children and adolescents’ social, emotional, and health development; Parenting; Culture

Research Interests:

Dr. Cheah uses mixed-method and innovative approaches to understand how individual characteristics, relationships, socialization agents, and contexts interact to influence child and adolescent social-emotional development and physical health. Her research focuses on families from underrepresented (ethnic/racial, religious minority), immigrant, and low-income backgrounds in the United States and across different countries.

Courses Taught:

Psychology and Culture (PSYC 230)

Child Development and Culture (PSYC 330)

Cultural Aspects of Human Development (Psyc 635)

Parenting (Psyc 730)

Graduate Research and Training Opportunities:

Graduate students are provided ample opportunities to contribute to research design on various projects, obtain experience with quantitative and qualitative methodologies, collaborate and lead on publications, network and participate in cross-cultural/international research projects.

Undergraduate Research and Training Opportunities:

YES: Undergraduate opportunities available

Undergraduate research assistants can obtain experiences in data collection (interviewing parents and children, questionnaire assessments, observations of behaviors), data entry and management, library research, involvement in conference presentations and publications, and conducting independent research projects.

Graduate Program Affiliation(s):

Applied Developmental Psychology

Selected Publications (* the asterisks denote student authors mentored by Dr. Cheah):

Zong, X.*, Cheah, C. S. L., & Ren, H.* (2024). Age-varying associations between COVID-19-related racial discrimination and Chinese American adolescents’ political civic engagement. Journal of Youth and Adolescence53(2), 446–458.

Cho, H. S.*, Gürsoy, H.*, Cheah, C. S. L., Zong, X.*, & Ren, H.* (2024). To maintain or conceal one’s cultural identity? Chinese American parents’ ethnic-racial socialization during COVID-19. Journal of Family Psychology. 38(1), 26–37.

Ren, H.*, Cheah, C. S. L., Cho, H. S.*, & Aquino, A. K.* (2023). Cascading effects of Chinese American parents’ COVID-19 racial discrimination and racial socialization on adolescents’ adjustment. Child Development. Advance online publication.

Sun, Y.*, Cheah, C. S. L., Hart, C. H. (2023). Parent-child relationship buffers the impact of maternal psychological control on aggression in temperamentally surgent children. Social Development. Advance online publication.

Vu, K. T. T.,* Cheah, C. S. L., & Halberstadt, A. (2023). Chinese immigrant child and maternal reactions to disappointment: Cultural fit impacts the bidirectional associations. Social Development. 32(2), 445-462.

Ren, H.*, Cheah, C. S. L., Zong, X.*, Wang, S.*, Cho, H. S.*, Wang, C.*, & Xue, X.* (2022). Age-varying associations between Chinese American parents’ racial-ethnic socialization and children’s difficulties during the COVID-19 pandemic. Asian American Journal of Psychology,13(4), 351–363.

Malti, T. & Cheah, C. S. L. (2021). Towards complementarity: Specificity and commonality in social-emotional development. [Introduction to the Special Section “Specificity and commonality: Sociocultural generalizability in social-emotional development”]. Child Development, 92(6), 1085-1094.

Yip, T., Cheah, C. S. L., Kiang, L., Hall, G., & Comas-Diaz, L. (2021). “Rendered invisible: Are Asian Americans a model or a marginalized minority? [Introduction to the Special Issue “Rendered invisible: Are Asian Americans a model or a marginalized Minority?”]. The American Psychologist, 76(4), 575–581.

Zong, X.*, Cheah, C. S. L., & Ren, H.* (2021). Chinese American adolescents’ experiences of COVID-19-related racial discrimination and anxiety: Person-centered and intersectional approaches. Journal of Research on Adolescence, 32(2), 451-469.

Cheah, C. S. L., Zong, X.*, Cho, H. S.*, Ren. H.*, Wang, S.*, Xue, X.*, & Wang, C. (2021). Chinese American adolescents’ experiences of COVID-19 racial discrimination: Risk and protective factors for internalizing difficulties. Cultural Diversity and Ethnic Minority Psychology, 27(4), 559-568.

Seo, Y. J., Cheah, C. S. L., & Hart, C. H. (2021). Longitudinal relations among child temperament, parenting, and acculturation in predicting Korean American children’s externalizing problems. Cultural Diversity and Ethnic Minority Psychology. Advance online publication. Advance online publication.

Cho, H. S.*, Cheah, C. S. L., Vu, K T.T.*, Selçuk, B., Yavuz, H. M., Şen, H. H., & Park, S.-Y. (2021). Culturally shared and unique meanings and expressions of maternal control across four cultures. Developmental Psychology, 57(2), 284–301.

Cheah, C. S. L., Wang, C., Ren, H.*, Zong, X.*, Cho, H. S.*, & Xue, X.*, (2020). COVID-19 racism and mental health in Chinese American families. Pediatrics, Nov 146 (5).

Balkaya-Ince, M.*, Cheah, C. S. L., Kiang, L., & Tahseen, M. (2020). Exploring daily mediating pathways of religious identity in the associations between maternal religious socialization and Muslim American adolescents’ civic engagement. Developmental Psychology, 56, 1446–1457.

Cheah, C. S. L., Barman, S.*, Vu. K. T. T.*, Jung, S.*, Mandalapu, V., Masterson, T., Zuber, R., Boot, L., & Gong, J. (2020). Validation of a virtual reality buffet environment to assess food selection processes among emerging adults. Appetite, 153, 1

Zhou, N., Cheah, C. S. L., Wang, G., & Tan, T., (2020). Mothers’ feeding profiles among overweight, normal weight and underweight Chinese preschoolers. Appetite, 152.

Vu, K. T. T.*, Cheah, C. S. L., Sun, S., Zhou, N., & Xue, X.* (2020). Adaptation and assessment of the Child Feeding Questionnaire for Chinese immigrant families of young children in the U.S. Child: Care, Health and Development, 46, 74-82.

Cheah, C. S. L., Yu, J., Liu, J., & Coplan, R. J. (2019). Children’s cognitive appraisal moderates associations between psychologically controlling parenting and children’s depressive symptoms. Journal of Adolescence, 75, 109 – 119.

Vu., K. T. T.*, Castro, M.*, Cheah, C. S. L., & Yu., J. (2019). Mediating and moderating processes in the association between Chinese immigrant mothers’ acculturation and parenting styles in the U.S. Asian American Journal of Psychology, 10, 307-315.

Ren, H.*, Cheah, C. S. L., Sang, B., & Liu, J. (2019). Maternal attribution and Chinese immigrant children’s social skills: The mediating role of authoritative parenting practices. Parenting: Science and Practice.

Balkaya, M.*, Cheah, C. S. L., & Tahseen, M. (2019). The role of religious discrimination and Islamophobia in Muslim-American adolescents’ religious and national identities and adjustment. Journal of Social Issues, Special Issue: To Be Both (and More): Immigration and Identity Multiplicity, 75, 538-567

Yu, J.*, Cheah, C. S. L., Hart, C. H., Yang, C., & Olsen, J. (2019). Longitudinal effects of maternal love withdrawal and guilt induction on Chinese American preschoolers’ bullying aggressive behavior. Development and Psychopathology, 31, 1467-1475.

Cheah, C. S. L., Leung, C. Y. Y., & Bayram Özdemir, S. (2018). The social cognitive reasoning of Chinese Malaysian adolescents during filial dilemmas. Child Development, 89, 383-396.

Yu, J.*, Cheah, C. S. L., Hart, C. H., & Yang, C. (2018). Child inhibitory control and maternal acculturation moderate effects of maternal parenting on Chinese American children’s adjustment. Developmental Psychology, 54(6), 1111-1123.

Cheah, C. S. L. (2016). Charting future directions for research on Asian American child development.  [Special issue on Research on Asian American Child Development]. Child Development, 87, 1055 – 1060.

Cheah, C. S. L., Li, J., Zhou, N.*, Yamamoto, Y., & Leung, C. Y. Y. (2015). Understanding Chinese immigrant and European American mothers’ expressions of warmth. Developmental Psychology, 51, 1802-1811.