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Dr. Park directs the Early learning, Parenting, Immigration, and Culture (EPIC) lab in pursuing three interconnected lines of research.

1. Transformative Family Literacy and Multilingual Pedagogy of Dual Language Learners (DLLs)

Decades of scientific evidence suggest that high-quality early education benefits all children, with substantially larger gains in learning among DLLs in low-income, immigrant families. However, much work is needed to understand the developmental contexts and processes of this increasingly diverse and fastest growing segment of U.S. child population. In one of Dr. Park’s current projects, BASECAMP (Bolstering Asian American Students in Early Childhood in Advancing Multilingual Practices), she conducted an ethnographic investigation of how families and communities mobilize to support the learning and development of emergent bilingual learners. In collaboration with an interdisciplinary team of colleagues, she is committed to increasing the pipeline of early childhood bilingual teachers in Washington state equipped to support culturally and linguistically responsive instruction.

2. Influences of Race/Ethnicity, Socioeconomic Status (SES), and Culture on Parenting and Early Childhood Development

Families and home environment serve as the first and primary context of development in the early life span. The role of parenting and family context present promising policy levers (or family-level mediators) yet current evidence base and broad-based early childhood quality improvement efforts focus much less on the role of families and communities. To this effort, Dr. Park examines the role of parental investment in early learning across racially and socioeconomically diverse communities as a critical force in dismantling educational inequities in early childhood. In particular she is interested in meaningful yet understudied ways in which non-dominant families engage and expand their young children's learning. The central aims of her study, FAMILY (Fathers And Mothers Investing in the Learning of Young Children), are to [1] expand and complicate dominant notions of critical parenting knowledge, attitudes, and practices by privileging the voices of families most often left invisible and silenced in academic literature and policymaking process; [2] understand what, how, and why families support their children's early learning and development, in order to reimagine transformative possibilities for equitable policy and practice.

3. Improving Early Learning and Parenting Programs, Policies, and Systems through Equitable Collaborations with Families and Communities

Dr. Park's current program of research stems from her early work in evaluating the impact of early childhood policies and programs on children’s development and parenting practice. Greater attention in the field of ECE has been focused on impacts than processes. To better understand “active ingredients” or mechanisms in these programs that enhance the quality of early learning experiences, Dr. Park examines the role of statewide research-practice-policy partnership (RPP) in anchoring systemic supports for states to continuously improve the quality of publicly-funded prekindergarten (preK). She recently conducted a multi-year, cross-state case study to investigate (1) how states develop equitable, cross-sectoral partnerships for continuous quality improvement and evidence-based decision-making; and (2) how contexts of state preK (governance, leadership, advocacy, fiscal systems, workforce development, and politics) facilitate or impede quality improvement efforts. As an affiliate faculty at the , Dr. Park is committed to cultivate future generations of early childhood policy leaders positioned to engage in equity-oriented, evidence-based policymaking that promotes intersectional justice in early childhood.