Ph.D. 2018, University of California, Los Angeles (Developmental Psychology)
M.A. 2012, California State University, Northridge (Psychology)
B.A., 2010, California State University, Northridge (Psychology)
Psychology 313: Developmental Psychology
**Currently ACCEPTING new research assistants. Contact Dr. Vasquez-Salgado via email.
Vasquez-Salgado, Y., & Chavira, G. (2014). The transition from middle school to high school as a developmental process among Latino youth. Hispanic Journal of Behavioral Sciences, 36, 79-94.
Vasquez-Salgado, Y., Greenfield, P.M., & Burgos-Cienfuegos, R. (2015). Exploring home-school value conflicts: Implications for academic achievement and well-being among Latino first-generation college students. Journal of Adolescent Research, 30, 271-305.
Burgos-Cienfuegos, R., Vasquez-Salgado, Y., Ruedas-Gracia, N., & Greenfield, P.M. (2015). Disparate cultural values and modes of conflict resolution in peer relations: The experience of Latino first-generation college students, Hispanic Journal of Behavioral Sciences, 27, 365-397.
Chavira, G., Cooper, C., & Vasquez-Salgado, Y. (2016). Pathways to academic achievement: Career and educational aspirations and expectations of Latina/o immigrant parents and early adolescents, Journal of Latinos and Education, 15, 214-228.
Vasquez-Salgado, Y., Ramirez, G., & Greenfield, P.M. (2018). The impact of home-school cultural value conflicts and president Trump on Latino/a first-generation college students’ attentional control, International Journal of Psychology.
Dr. Vasquez-Salgado’s research focuses on Latina/o, first-generation college, and low-income student populations during the transition to college. She utilizes various methodologies (qualitative, survey, experimental) to investigate factors that contribute to the academic achievement and health (mental, physical) of these populations, with the goal of designing interventions to help promote their resilience. She is particularly interested in a sense of cultural value conflict or mismatch that students raised in more collectivistic home environments (e.g., first-generation college students) experience with the individualism of the university culture (e.g., conflict between collectivistic behaviors of one peer and individualistic behaviors of another; conflict between collectivistic family obligations and individualistic academic obligations). Her research has been funded by sources such as the Ford Foundation Fellowship Program, the American Psychological Association and American Psychological Foundation.