Eunyoung Kim, Ph.D.
Department of Education Leadership Management and Policy
Eunyoung Kim's research interests include college student development, minority students' college access and success, diversity and equity in higher education, sociology of education and international education. Kim's research focuses on the intersection of social and cultural capital in college aspirations and pursuits and identity formation among underrepresented and marginalized students. Currently, she is exploring how the relationship between institutional capital, social class, and culture influences ethnic minority immigrant students' college choice, college transition experiences and ethnic identity development. In another line of inquiry, her work examines how minority students negotiate their cultural, career and academic identity during the transition from secondary to postsecondary education, and how educational institutions plays a role in shaping the educational experiences of minority students.
- Ph.D., Educational Organization and Leadership, University of Illinois at Urbana-Champaign
- M.A., Teaching English as Second Language, University of Illinois at Urbana-Champaign
- B.P.S., Political Science, Ewha Womans University, Seoul, Korea
- Kim, E., Benson, S., & Alhadda, T. A. (2018). A Career in academia?: Determinants of academic career aspirations among PhD students in one research university in the US. Journal: Asia Pacific Education Review, DOI: 10.1007/s12564-018-9537-6
- Kim, E. (2017). Korean students’ acculturation experiences in the United States. Y. Ma & and M. A. Garcia-Murillo (Eds.). The two-way street of learning and living globalization: Understanding international students in American universities. (pp. 127-148). Cham, Siwtzerland: Springer.
- Dooney, M. T., & Kim, E. (2017). Virtual ethnography: The logistical and ethical challenges of bringing higher education research online. M. Tight & J. Huisman (Eds). Theory and Method in Higher Education Research (pp. 197-214). Emerald Publishing.
- Kim, E. & Aquino, K. C. (Eds.). (2017). Disability as diversity in higher education: Policies and practices to enhance student success. Routledge Publisher.
- Sforza, D., Tienken, C, H., & Kim, E. (2016). A comparison of higher-order thinking between the common core state standards and the 2009 New Jersey content standards in high school. Journal of Scholarship & Practice, 12(4), 5-31.
- Lowinger, R. J., Kuo, B.C.H., Chang, C., Han, S., Liao, K. Y-S., Song, H-A., Kim, E., & Kwon, K-A., & Mahadevan, L. (2016). Predictors of Academic procrastination in Asian international college students. Journal of Student Affairs Research & Practice, 53(1), 90-104.
- Kim, E. (2014). Bicultural socialization experiences of Black immigrant students at a Predominantly White Institution. The Journal of Negro Education, 83(4), 580-594.
- "Thwarting or embodying model minority stereotypes: An alternative look at adjustment of Asian international students in American higher education" N.D. Hartlep (Ed.), Modern societal impacts of the model minority stereotype (pp. 181-210). Hershey, PA: IGI Global, February 2015
- "Technology and social media: Innovations and implications of college admissions and recruitment" in V. Stead (Ed.), International perspectives in higher education admission policy: A reader (pp. 234-241). Peter Lang Publishing, January 2015
- Breaking through a myopic view of immigrant students: Seeing their needs clearly, About Campus, 19(3), 29-32, August 2014
- "Undocumented students and controversial admissions policy changes in a community college: Exploring the institutional consequences." Community College Journal of Research and Practice, 00: 1-15, May 2014
- "When social class meets ethnicity: College-going experiences of Chinese and Korean immigrant students", The Review of Higher Education, 37(3), 321-348., March 2014
- "Deficient or resilient: A critical review of Black male academic success and persistence in higher education"., The Journal of Negro Education, 82(3), 300-311., November 2013
- "Immigrant Students and higher education" ASHE Higher Education Report, pages 1-170 Volume 38, issue 6, February 2013
- "An alternative theoretical model: Examining psychosocial identity development of international students in the United States", College Students Journal, 46(1), 99-113, March 2012
- "Navigating College Life: The role of peer networks in first-year college adaptation experience of minority immigrant students", Journal of the First-Year Experience & Students in Transition, 21(2), 9-34., November 2009
- University Research Council Award, Seton Hall University, 2010 & 2012
- American College Personnel Association (ACPA) Emerging Scholar, 2013
- Faculty Teacher of the Year, 2014
- Paul P. Fidler Research Grant, National Resource Center for the First-Year Experience and Students in Transition, 2007 - 2008.
- Fellow, ASHE/Lumina Foundation for Education Dissertation Fellowship Program, 2007 - 2008.