Google Scholar
Peer-reviewed Journal Articles
7. “Cumulative Childhood Adversity and Its Associations With Mental Health in Childhood, Adolescence, and Adulthood in Rural China.”
2021. Frontiers in Psychology 12: 768315.
DOI: 10.3389/fpsyg.2021.768315
6. “Effect Pathways of Informal Family Separation on Children’s Outcomes: Paternal Labor Migration and Long-term Educational Attainment of Left-behind Children in Rural China.”
(With Li-Chung Hu and Emily Hannum)
2021. Social Science Research 97: 102576.
DOI: 10.1016/j.ssresearch.2021.102576
5. “Is Nationalism Rising in Times of the COVID-19 Pandemic? Individual-Level Evidence from the United States.”
(With Ruolin Su)
2021. Journal of Chinese Political Science 26(1): 169-187.
DOI: 10.1007/s11366-020-09696-2
4. “A Complex Religion Approach to the Differing Impact of Education on Black and White Religious Group Members' Political Views.”
(With Haley Pilgrim and Melissa Wilde)
2020. Religions 11(9): 477.
DOI: 10.3390/rel11090477
3. “A Tangled Web: The Reciprocal Relationship between Depression and Educational Outcomes in China.”
2020. Social Science Research 85: 102353.
DOI: 10.1016/j.ssresearch.2019.102353
2. “Religious Inequality in America.”
(With Melissa Wilde and Patrica Tevington)
2018. Social Inclusion 6(2): 107-126.
DOI: 10.17645/si.v6i2.1447
1. “Cumulative Adversity, Childhood Behavioral Problems, and Educational Mobility in China’s Poorest Rural Communities.”
(With Li-Chung Hu and Emily Hannum)
2017. Chinese Journal of Sociology 3(4): 491-517.
DOI: 10.1177/2057150X17736664
Other Publications
B. “Credit Limits as an Element of Family Socioeconomic Status: An Application to the Case of Children's Educational Outcomes in Rural Gansu Province.”
(With Emily Hannum)
2020. In Rural Education in China's Social Transition, Routledge.
Google Book Link
A. “Short- and long-term Outcomes of the Left-behind in China: Education, Wellbeing, and Life Opportunities.”
(With Emily Hannum and Li-Chung Hu)
2018. Background Paper Prepared for the 2019 Global Education Monitoring Report. UNESCO.
https://unesdoc.unesco.org/ark:/48223/pf0000266050
Peer-reviewed Journal Articles
7. “Cumulative Childhood Adversity and Its Associations With Mental Health in Childhood, Adolescence, and Adulthood in Rural China.”
2021. Frontiers in Psychology 12: 768315.
DOI: 10.3389/fpsyg.2021.768315
6. “Effect Pathways of Informal Family Separation on Children’s Outcomes: Paternal Labor Migration and Long-term Educational Attainment of Left-behind Children in Rural China.”
(With Li-Chung Hu and Emily Hannum)
2021. Social Science Research 97: 102576.
DOI: 10.1016/j.ssresearch.2021.102576
5. “Is Nationalism Rising in Times of the COVID-19 Pandemic? Individual-Level Evidence from the United States.”
(With Ruolin Su)
2021. Journal of Chinese Political Science 26(1): 169-187.
DOI: 10.1007/s11366-020-09696-2
4. “A Complex Religion Approach to the Differing Impact of Education on Black and White Religious Group Members' Political Views.”
(With Haley Pilgrim and Melissa Wilde)
2020. Religions 11(9): 477.
DOI: 10.3390/rel11090477
3. “A Tangled Web: The Reciprocal Relationship between Depression and Educational Outcomes in China.”
2020. Social Science Research 85: 102353.
DOI: 10.1016/j.ssresearch.2019.102353
2. “Religious Inequality in America.”
(With Melissa Wilde and Patrica Tevington)
2018. Social Inclusion 6(2): 107-126.
DOI: 10.17645/si.v6i2.1447
1. “Cumulative Adversity, Childhood Behavioral Problems, and Educational Mobility in China’s Poorest Rural Communities.”
(With Li-Chung Hu and Emily Hannum)
2017. Chinese Journal of Sociology 3(4): 491-517.
DOI: 10.1177/2057150X17736664
Other Publications
B. “Credit Limits as an Element of Family Socioeconomic Status: An Application to the Case of Children's Educational Outcomes in Rural Gansu Province.”
(With Emily Hannum)
2020. In Rural Education in China's Social Transition, Routledge.
Google Book Link
A. “Short- and long-term Outcomes of the Left-behind in China: Education, Wellbeing, and Life Opportunities.”
(With Emily Hannum and Li-Chung Hu)
2018. Background Paper Prepared for the 2019 Global Education Monitoring Report. UNESCO.
https://unesdoc.unesco.org/ark:/48223/pf0000266050
