Overview
My Positionality
I am a tenured faculty member in the psychology department at CSU Northridge. As a cisgender, queer Viet refugee, my lived experiences inform my research and mentoring approach. When I was a child, my single mom and I were resettled in a working-poor neighborhood among other refugees from Southeast Asia and Central America in Phoenix, AZ. Our membership in the Viet diaspora is a direct result of Western colonial interventions in Southeast Asia, which led to the War in Viet Nam, the Khmer Rouge Genocide in Cambodia, and the Secret War in Laos. Thus, I have spent my entire life talking about, thinking about, learning about, and critiquing empire. I also have experienced and witnessed the violence that colonialism and racism produce here and abroad.
My mother, maternal grandmother, and other elders in the family played an instrumental role in my development as a scholar and thinker. They helped me to understand my place in the world and taught me to love people, to live and work in solidarity with others, to resist against systemic oppression, and to work intentionally toward justice.
Our Research Approach
I primarily conduct research and mentor students through the UPLIFT [Uniting People, Leveraging Identities, and Furthering Talent] Collaboratory, which is co-managed by my partner Dr. Angela-MinhTu D. Nguyen at CSU Fullerton. Collectively, the group is comprised of scholars from historically marginalized communities that are often under-represented or mis-represented in psychological research and discourse. We leverage our positions for insights, liberation, and empowerment.
Currently, my collaborators and I are most interested in developing and engaging with strategies for incorporating anti-colonial and critical race perspectives into psychological research and student mentorship. We do this because we understand that our existence, perspectives, and experiences are devalued, dismissed, or otherwise disregarded specifically within academic spaces, and more broadly, within society itself. As such, anti-colonial and critical perspectives are invaluable tools in exposing and resisting against the “imperialist white-supremacist capitalist patriarchy” [hooks, 2004] that is entrenched in social and academic life. In other words, we are committed to changing the ways in which we conduct research, interact with each other, and mentor students by engaging in the following practices: Anti-colonial and critical analysis: We are inspired and guided by anti-colonial and critical frameworks, such as Eve Tuck’s work on “decolonization” and “desire-based research,” Critical Race Theory [and its derivatives, including but not limited to AsianCrit and Critical Race Psychology], and Critical Refugee Studies. Also, my grandmother [who did not learn to read and write until her 60s] possessed a sharp critique of empire that is still with me today. I never met my maternal grandfather, but stories about him as a community organizer and freedom fighter continue to inspire me.
Interdisciplinarity: We draw inspiration and knowledge from multiple disciplines: ethnic studies, education, sociology, history, political science, literature, music, and other art forms. In doing this, we reject the positivist notion that psychology could and should be a neutral, objective endeavor, which in our view often leads to abstractions of important social psychological phenomena [such as individual biases] that uphold [at best] or excuse away [at worst] the oppressive status quo. Understanding the diversity of human experiences requires a more complex, nuanced approach than what traditional, whitestream psychology has prescribed.
Mixed methods: Stemming from our interdisplinary orientation, we value both qualitative and quantitative methods in psychological research. In addition, we intentionally curate and expose students to cultural-psychological products in the form of memoirs, novels, poetry, and films to place our research into social, cultural, and historical context.
Anti-capitalist, care-first stance: We understand that academic capitalism [Cantwell, 2015] places a hyperfocus on the demands and outcomes of research [e.g., publications, funding, promotion] at the expense of student-centered training, interpersonal relationships, and human needs. Therefore, we prioritize relationships and self- and communal care over meeting timelines and producing outcomes.
Social justice stance: All of our research activities are directly aimed at improving conditions for communities marginalized, oppressed, and exploited by the "imperialist white-supremacist capitalist patriarchy” [hooks, 2004]. Routinely, we ask ourselves how our research findings could benefit these communities? What can community members gain—including true, tangible, material gains—from their involvement in the research process with us? How are junior colleagues and research assistants, especially those who are also part of marginalized communities, treated as members of the research teams? We emphasize the development of critical consciousness [Freire, 1970], which in turn motivates our desire for intraminority solidarity and coalition building with other members of the Global Majority.
Selected Publications
For a complete list of publications, visit my Google Scholar profile.
Undergraduate student co-authors indicated by * | Graduate student co-authors indicated by **
Nguyen, A.-M. D., Huynh, Q.-L., **Chang, R., & **Lieng, N. [2024]. Testimonios on participatory action research as a critical race approach to studying Southeast Asian American refugee subjects [Special Issue]. Journal of Social Issues. Advance online publication. https://doi.org/10.1111/josi.12599 [pdf]
**Areguin, M. A., Huynh, Q.-L., & Berzenski, S. R. [2020]. Reaping more than what they sow: A critical race perspective on environmental microaggressions toward Latinx farm workers. Social Psychological and Personality Science, 11(7), 938-948. https://doi.org/10.1177/1948550620919565 [pdf]
*Fattoracci, E. S. M., **Revels-Macalinao, M., & Huynh, Q.-L. [2020]. Greater than the sum of racism and homophobia: Intersectional microaggressions toward racial/ethnic and sexual minority group members. Cultural Diversity and Ethnic Minority Psychology, 27(2), 176-188. https://doi.org/10.1037/cdp0000329 [pdf]
Huynh, Q.-L., Benet-Martínez, V., & Nguyen, A.-M. D. [2018]. Measuring variations in bicultural identity across US ethnic and generational groups: Development and validation of the Bicultural Identity Integration Scale--Version 2 [BIIS-2]. Psychological Assessment, 30, 1581-1596. https://doi.org/10.1037/pas0000606 [pdf]
Huynh, V. W., Huynh, Q.-L., & Stein, M.-P. [2017]. Not just sticks and stones: Indirect ethnic discrimination leads to greater physiological reactivity. Cultural Diversity and Ethnic Minority Psychology, 23, 425-434. https://doi.org/10.1037/cdp0000138 [pdf]
Huynh, Q.-L., Devos, T., & *Altman, H. R. [2015]. Boundaries of American identity: Relations among ethnic group prototypicality and policy attitudes. Political Psychology, 36, 449-468. https://doi.org/10.1111/pops.12189 [pdf]
Huynh, Q.-L., Devos, T., & *Goldberg, R. [2014]. The role of ethnic and national identifications in perceived discrimination for Asian Americans: Toward a better understanding of the buffering effect of group identifications on psychological distress. Asian American Journal of Psychology, 5, 161-171. https://doi.org/10.1037/a0031601 [pdf]
Cheng, C.-Y., Lee, F., Benet-Martínez, V., & Huynh, Q.-L. [2014]. Variations in multicultural experience: Influence of Bicultural Identity Integration on socio-cognitive processes and outcomes. In V. Benet-Martínez & Y.-y. Hong [Eds.], Oxford handbook of multicultural identity, pp. 276-299. Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199796694.013.025 [pdf]
Schwartz, S. J., Park, I. J. K., Huynh, Q.-L., Zamboanga, B. L., Umaña-Taylor, A. J., Lee, R. M., Rodriguez, L., Kim, S. Y., Krauss Whitbourne, S., Castillo, L. G., Weisskirch, R. S., Vazsonyi, A. T., Williams, M. K., & Agocha, V. B. [2012]. The American Identity Measure: Development and validation across ethnic group and immigrant generation. Identity: An International Journal of Theory and Research, 12, 93-128. https://doi.org/10.1080/15283488.2012.668730 [pdf]
Huynh, Q.-L., Devos, T., & **Dunbar, C. M. [2012]. The psychological costs of painless but recurring experiences of discrimination. Cultural Diversity and Ethnic Minority Psychology, 18, 26-34. https://doi.org/10.1037/a0026601 [pdf]
Huynh, Q.-L., Devos, T., & Smalarz, L. [2011]. Perpetual foreigner in one's own land: Potential implications for identity and psychological adjustment. Journal of Social and Clinical Psychology, 30, 133-162. https://doi.org/10.1521/jscp.2011.30.2.133 [pdf]
My Team
Current Team Members
CSU Northridge
Shiyla Terry
CSU Fullerton
Angel Parajes, Jennifer Li, Jenny Lam, Hannah Ngoc-Han Dao, Kimmy Ha
Graduate Alumni
Nathan Lieng [CSUN, 2020-22]: Purdue University, PhD program in family studies, 2022-present
Richard Chang [CSUF, 2020-22], University of Nevada, Las Vegas, PhD program in social psychology, 2022-present
Maira A. Areguin [CSUN, 2015-17]: University of Michigan, joint PhD program in psychology and women’s studies, 2017-2023 [graduated]
Michelle Revels-Macalinao [CSUN, 2014-16]: OMD Worldwide, Los Angeles, CA
Lee H. Tillman [CSUN, 2011-12]: Kaiser Permanente, Pasadena, CA
Cheyenne M. Dunbar [SDSU, 2009-2011, co-mentored with Thierry Devos]: Teach for America, Indianapolis, Indiana
Undergraduate and Post-Bacc Alumni
Elvina Le [CSUF, 2021-2023]: University of Massachusetts, Lowell, PhD program in community psychology. 2023-present
Gyu Jin Kim [CSUF, 2021-2023]
Kathy Tran [CSUF, 2021-2023]: University of California, Irvine, PhD program in education, 2023-present
Stanley Thermidor [CSUN, 2022-2023]: Rutgers University, PhD program in criminal justice, beginning fall 2024
Jenny Tran [CSUF, 2022-2023]: California State University, Long Beach, MA program in human factors, 2023-present
Kevin Barrios {CSUN, 2022-2023]
Jimmy Nguyen [CSUF, 2022-2023]
Elisa S. M. Fattoracci [CSUN, 2018-2020]: Rice University, PhD program in industrial/organizational psychology, 2020-present
Violet M. Carroll [CSUN, 2017-2019]
Carissa A. Navarro [CSUN, 2018-2019]
Jesse D. Peregrino [formerly Bozo; CSUN, 2014-2019]: University of Texas at Austin, PhD program in cognitive psychology, 2019-present
Michael J. Samuelson [CSUN, 2017-2019]: California State University, Northridge, MA program in social work, 2019-21 [graduated]
Richard D. Tanis [CSUN, 2017-2019]: California State University, Northridge, MS program in applied behavior analysis, 2019-20 [graduated]
Nicole S. Garcia [CSUN, 2018-2019]
Melissa E. Goldman [CSUN, 2018]
Roland Lacap [CSUN, 2018]
Julia T. Maleky [CSUN, 2017-2018]: University of Southern California, MA program in social work, 2010-20 [graduated]
Christine E. Anderson [CSUN, 2017]
Michelle Revels-Macalinao [CSUN, 2014]: California State University, Northridge, MA program in general experimental psychology, 2014-2016 [graduated]
John E. Howell [CSUN, 2012-2014]: California State University, Northridge, MS program in counseling psychology, 2014-2016 [graduated]
Christian Duarte [CSUN, 2012-2013]: California State University, Fullerton, MS program in clinical psychology, 2013-2015
Sevim Mollova [CSUN, 2012-2013]: California State University, Fullerton, MS program in clinical psychology, 2013-2015 [graduated]
Nancy Downey [CSUN, 2012-2013]: California State University, Northridge, MS program in counseling psychology, 2014-2016 [graduated]
Aleksandr A. Tikhonov [CSUN, 2012-2013]: City College of New York [CUNY], MA program in general psychology [graduated]; Rutgers, PhD program in social psychology [2018-present]
Robyn Goldberg [SDSU, 2010-2011, co-mentored with Thierry Devos]: University of Southern California, MA program in social work [graduated]
Hannah Altman [SDSU, 2009-2010, co-mentored with Thierry Devos]: University of California, San Diego, Pharm.D. program in pharmaceutical sciences, 2014-2018 [graduated]
Daniel T. Campa [UCR, 2009]: University of Washington, PhD program in school psychology, 2010-2016 [graduated]
Ana Kamille Marcelo [UCR, 2007-09]: University of California, Riverside, PhD program in developmental psychology [graduated]
Catherine F. Tan [UCR, 2007-09]: Loma Linda University, MPH program in epidemiology, 2009-2011 [graduated]; USC Herman Ostrow School of Dentistry, DDS program, 2012-2016 [graduated]
Christine Tsai [UCR, 2007-09]: Columbia University, MA program in social-organizational behavior, 2009-2011 [graduated]
James Telesford [UCR, 2007-08]: University of California, Berkeley, PhD program in social and personality psychology, 2008-2014 [graduated]
Julisa Morales [UCR, 2006-07]: University of Southern California, MA in social work program, 2007-2010 [graduated]
Lizbeth Chavez [UCR, 2006-07]: University of California, Santa Barbara, MEd program in school psychology, 2007-2010 [graduated]
Anahit Sinoryan [UCR, 2006-07]
Eileen Haddad [UCR, 2005-06]: University of California, Irvine, PhD program in psychology and social behavior with specialty in developmental psychology, 2006-2012 [graduated]
Adriana de Sousa [UCR, 2005-2006]: Alliant International, PsyD program in clinical psychology, 2006-2012 [graduated]
Ryan Bohm [UCR, 2005-06]: Talbot School of Theology, MDiv program in pastoral care and counseling, 2007-2011 [graduated]
Sarah Yun [UCR, 2005-07]: University of Southern California, MA program in occupational therapy, 2008-2010 [graduated]
Pamela Shen [UCR, 2004-05]: California State University, Los Angeles, MA program in general psychology, 2005-2008 [graduated]
Prospective Undergraduate Research Assistants
I always am looking for motivated and conscientious advanced undergraduate students to join the UPLIFT Collaboratory, which is co-directed by Dr. Angela-MinhTu D. Nguyen at CSU Fullerton. You will gain valuable skills through your experience that are applicable to your life and work, whether you choose to pursue advanced training in psychology or not.
Prerequisites
Only applicants with cumulative GPA of 3.3+ and psychology GPA of 3.5+ will be considered.
All applicants for the research assistant position must have completed the following required courses for psychology majors: MATH 140, PSYC 150, PSYC 320/L, and PSYC 321/L.
If selected, students must commit to working a minimum of 6 hours a week for one calendar year. RAs typically work 7-10 hours each week in the research group.
++ Attention transfer students ++
If you have taken introductory statistics [320] and research methods [321] at another university or a community college, you may still be eligible. You are encouraged to contact Dr. Huynh directly to inquire and/or to apply for the position if you have fulfilled these prerequisites elsewhere.
Duties
Research assistants perform some or all of the following duties:
Attend weekly lab meetings. Read and discuss research literature. Conduct literature searches and reviews. Manage data collection. Analyze data. Interpret study results and draw appropriate conclusions. Write and/or present research results. Conduct independent research projects. Work independently and collaboratively with others.
Application Process
If you have met the prerequisites and if you agree to the requirements of an undergraduate research assistantship, complete and then email the RA application document and a PDF of your Degree Progress Report [DPR] from SOLAR to Dr. Huynh: qhuynh [at] csun [dot] edu.
Within one week, you will be notified about whether you will be progressing to the interview stage of the application process.
I usually recruit and interview potential RAs between weeks 10-15 of any given semester for the following semester.
Prospective Graduate Students
Students interested in applying to the Psychological Science master's program in our department are strongly encouraged to contact me before you apply to introduce yourself and your interests, ask questions about current research projects in my lab, etc.
Because I co-mentor all students with Dr. Nguyen at CSU Fullerton as part of the UPLIFT Collaboratory, our approach, group set-up, and procedures are different from the typical psychology research group. You will interact with undergraduate, post-bacc, and graduate students from both institutions: CSU Northridge and CSU Fullerton.
When considering MA applicants, we look for students whose interests and experiences match well with our current research program. We also consider whether we can provide prospective students with the appropriate training and mentoring that they need to reach their career goals.
