Xueying “Sherry” Gao

Xueying Sherry Gao

PhD

Assistant Professor
Psychological and Educational Services

Xueying “Sherry” Gao is an Assistant Professor in the Division of Psychological and Educational Services at Fordham University’s Graduate School of Education. Her research focuses on the application of advanced quantitative methods to better understand children’s and adolescents’ behavioral, social-emotional, and academic development.

Dr. Gao earned her MA in Research Methods, Measurement, and Evaluation from the University of Connecticut and her PhD in Methodology, Measurement, and Analysis from the University of Central Florida. She subsequently completed postdoctoral training at the University of Iowa, where her work focused on research related to the treatment and services provided to individuals experiencing mental health and substance use problems. She later conducted postdoctoral research at the University at Albany, applying longitudinal methods to examine children’s development from early childhood through adolescence, with particular attention to problem behaviors, school experiences, and academic achievement.

Dr. Gao served as a Visiting Assistant Professor at the University at Buffalo, where she taught courses in statistics, research methods, and educational data science. Her methodological interests include longitudinal data analysis, structural equation modeling, multilevel modeling, latent variable and person-centered approaches, psychometrics, and the use of statistical programming and data science methods in educational and psychological research.

  • PhD, University of Central Florida, Orlando, FL
    MA, University of Connecticut, Storrs, CT
    B Eng, Shandong University, Jinan, China

  • Bullying and peer victimization, including developmental trajectories, bully-victim roles, and academic, behavioral, and social-emotional outcomes.

    Risk and protective factors in child development, including self-regulation, executive functioning, externalizing behaviors, interpersonal skills, and family socioeconomic factors.

    Longitudinal and person-centered quantitative methods, including SEM, RI-CLPM, growth mixture modeling, latent profile analysis, and latent transition analysis.

    Psychometrics and educational measurement, including reliability, validity, factor analysis, measurement invariance, and scale development.

  • Gao, X., Thibault, S., Yang, Q., Hu, E., Oh, Y., Morgan, P. (Accepted). Bully-Victim Prevalence, Over-time Stability, and Risk and Protective Factors During Elementary School. Journal of Child Psychology and Psychiatry.

    Gao, X., Chen, Y., & Campbell, L. O. (2024). The development of the perceptions of graduate assistants and faculty professional working relationships instrument.Higher Education Research & Development, 43 (1), 59-75.

    Campbell, L.O., Howard, C., Lambie, G.W. et al. The efficacy of a computer-adaptive reading program on grade 5 students’ reading achievement scores. Educ Inf Technol 27, 8147–8163 (2022). https://doi.org/10.1007/s10639-022-10953-5

  • PhD Courses:

    PSGE 7711 Psychometrics Theory

    PSGE 7681 Quantitative Methods in Psychology and Education I

    PSGE 7682 Quantitative Methods in Psychology and Education II