Research
My scholarship is focused on the ways that systems of power, privilege, and oppression affect psychological experience and development for people of color, particularly Asian Americans. Both the content and method are grounded in critical cultural psychology, critical race theory, and feminist psychology. I particularly value theory development, qualitative methods, and critical analysis that connects individual lived experience to relational/group dynamics and sociostructural influences. My scholarship reflects my aim to move beyond decontextualized understandings of race, gender, and other statuses to actively challenge the explicit or implicit acceptance of oppression. Simultaneously, my research is rooted within clinical psychology’s emphasis on healing, empowerment, promoting health and well being, and fostering authentic and loving relationships with others as well as with oneself.
My scholarship focuses primarily in four interrelated areas:
• How do people effectively challenge and resist oppression? My work in this area addresses how people of color cope and resist the detrimental effects of oppression on mental health, how challenging oppression affects health and well being, and how and why people in privileged positions challenge privilege and hierarchy.
• How do Asian American individuals and community experience, co-create, and resist race and racism? My work in this area examines how Asian Americans are affected by racism; how we develop meaningful healthy racial identities in the face of social constructs that contribute to harmful internalization and collusion in racism; and how we may challenge detrimental single meanings of Asian American, whether imposed from outside or inside the group.
• How can we promote conscientization and action for healing and social justice through education, community engagement, and psychological interventions? My work in this area focuses ways that educators, researchers, and therapists can promote healing, well-being, resistance, and solidarity among people of color and others who experience oppression. I understand promoting conscientization as a psychological change process taking place within social and group contexts, where psychological theory and research can be applied to increase effectiveness in transformative education and effective praxis.
• What is really meaningful about race? My work in this area examines the complex meanings of “ethnicity” and “race” and how these concepts are differentiated, including how Asian Americans and other people of color negotiate the complexity and intersectional nature of oppressions and privileges.
Projects
Photo by Clay Banks on Unsplash.
Resistance, Healing, and Solidarity
I am working on the following projects with my research team, find out more about at our site: SEEDS for Asian Americans (Solidarity, Empowerment, Education, Dialogue, Study):
Resistance and Empowerment Against Racism (REAR): With Tahirah Abdullah and her team, we are examining the nature and effects of resisting and challenging racism for people of color.
Visioning Just and Authentic Relationships: A qualitative study exploring possible alternatives to current polarized and oppressive relationships.
Solidarity with Palestinians: A qualitative study examining how non-Palestinian Americans come to conscientization and action for Palestine justice
Photo by Jason Leung on Unsplash.
Foundations of Asian American Psychology
A book project in collaboration with a group of feminist Asian American scholars, focusing on an overview of foundational topics in Asian American psychology through a critical theory lens. We are attempting to build a different kind of collaborative process that reflects the liberatory values and critical consciousness in which we seek to ground the product.
Books
Unraveling Assumptions
“Our intention in writing this book is to open possibilities. We are inviting
you to consider the possibility that you may have assumptions that you haven’t yet critically examined. Most people do. We seek to explore these assumptions, where they come from, and why they matter.” (Chapter 1)
Offers fundamental understandings of concepts and frameworks related to diversity and social justice. While considering why it is so difficult to engage these issues, the text offers an introductory exploration of power, privilege, and oppression as foundations of systems of inequality and examines complexities within meanings and lived experiences of race, ethnicity, gender, sexuality, disability, and social class. Offers guidance on respectful language and considers complexities, including changing meanings and movements. Invites readers to explore themselves and engage the perspectives of those with different positionalities.
Teaching Diversity Relationally
Grounded in the philosophy of Transformative Education, the authors examine the experience and function of resistance and develop five emotional-relational pillars of successful teaching: cultivating reflexivity and exploration of positionality; engaging emotions; fostering perspective taking and empathy; promoting community and relational learning; and encouraging agency and responsibility. Subsequent Chapters explore students’ response as the course moves into deeper content material and more intense discussions, describing the psychology behind these responses, and offering strategies to facilitate learning, manage class dynamics, build connections among students, and prevent faculty burnout.
Conceptualization and Treatment Planning
Provides structure and process for fostering students’ ability to integrate the many pieces of the helping process into a conceptualization that will foster efficacy in creating positive change. Addresses integration of theoretical orientation, the person of the therapist, the person of the client, the contexts that affect the clients, the therapy relationship, the context of the therapy, and the skills and resources available for change.
Psychotherapy with Women
Research Publications
Liberation and Resistance against Oppression: Processes and Interventions
Publications in this area examine ways that individuals and communities work to liberate themselves and others. Some of these publications focus on action from individuals of color, while others focus on community interventions, community engagement, or education as a liberatory intervention. A subsection of this work explores resistance against oppression from privileged positions and White ally/accomplice development.
Education and Training for Social Justice
Publications in this area provide guidance for psychologists, researchers, educators, and therapists to promote racial justice. In research, this particularly focuses on the ways that race and ethnicity are operationalized or ignored. This area also includes texts and articles for teaching and training. See also Teaching Diversity Relationally, Unraveling Assumptions, and Conceptualization and Treatment Planning for Effective Intervention in the Books section above.
Asian Americans’ Racial Identity and Effects of Racism
Publications in this area examine the effects of racism on Asian American individuals’ psychological experiences, including identity development. The majority of these articles and chapters examine experiences of Asian Americans who are at “the margins of the margins,” such as transracial adoptees and multiracial Asian Americans. A subsection explores the intersectional experiences of Asian American women.
Meanings of Race and Racism
Publications in this area examine the complexity of race and racism, challenges the idea of race as simple categorization, examines the inherent connections of race to the creation and maintenance of oppression and privilege. Includes exploration of dynamics of “divide and conquer,” pitting racial minorities against other racial minorities. See also Unraveling Assumptions in the Books section above.
Collaborators
Grace S. Kim: Dr. Kim is a clinical associate professor in the Counseling Psychology & Applied Human Development Department at Boston University Wheelock College of Education & Human Development. Dr. Kim’s work focuses on transformative education to advance racial justice and anti-racist resistance, healing, and solidarity as Asian Americans. She is an incredible scholar, teacher, and leader from whom I have learned so much.
Tahirah Abdullah: Dr. Abdullah is an Associate Professor in Psychology at the University of Massachusetts, Boston. Dr. Abdullah’s work focuses on promoting health, well-being, and liberation for Black individuals and communities. We have collaborated on research projects focused on cross-racial resistance, resisting oppression teach-ins, curriculum development, and advancing the activist mission in the UMass Boston clinical doctoral program, among many other things. Her dedication to addressing anti-Blackness while recognizing the complexities of anti-racism writ large are an inspiration and model for me. Check out more about her research and research team at the Black Mental Health Advocacy and Research Lab and about her consulting work at Bare Mental Health and Advocacy.
Roxanne Donovan: Dr. Donovan is Professor of Psychology at Kennesaw State University, jointly appointed in the departments of Psychological Science and Interdisciplinary Studies. Her scholarship focuses on promoting well being for women and people of color in the face of oppression. Her focus on agency, positive change, and emotional connection offer grounding , hope, and authentic connections for me and so many other faculty of color. With Lizabeth Roemer, she has been an inspiration and an accountability partner for me, fostering growth and reaching for justice and connection, even when that seems incredibly difficult. Check out her amazing supports for faculty women of color at Well Academic.
Lizabeth Roemer: Dr Roemer is Professor of Psychology at the University of Massachusetts, Boston. Her work focuses on mindfulness and acceptance, moving beyond an individual focus to consider structural contexts of oppression and privilege to address how mindfulness interventions need to change to be more responsive and how these interventions can promote well being for people of color and support resistance to racism. For me, Dr. Roemer is the embodied reminder that White allies who take action are truly possible and differentially effective in promoting racial justice, and that authentic human relations across differences in privilege and oppression have unique rewards. I have also learned so much from her that helps advance my own well-being and keeps me grounded in my central values. Check out her research and research team and her blog, Mindfully Doing What Matters.
Sayaka Osanami Törngren: Sayaka Osanami Törngren is Associate Professor in International Migration and Ethnic Relations at Malmö University, Malmö Sweden. Her work is breaking new ground in Sweden, examining questions related to race and racialization, racism and discrimination, and inequality and intervention, rejecting a simplistic ethnicity-only focus that promotes colorblind racial attitudes associated with inequities. My connections with Dr. Osanami Törngren have expanded my global perspectives, and deepened my understandings of context. I have also benefited and learned from her exceptional skills in bringing people together for collaboration and intellectual growth.
Publications
Liberation and Resistance against Oppression: Processes and Interventions
Martinez, J.H., Suyemoto, K. L., Abdullah, T. Burnett-Zeigler, I., Roemer, L. (2022). Mindfulness and valued living in the face of racism-related stress. Mindfulness. https://doi.org/10.1007/s12671-022-01826-6
Suyemoto, K. L., Abdullah, T., Godon-Decoteau, D., Tahirkheli, N. N., Arbid, N., & Frye, A. A. (2021). Development of the Resistance and Empowerment Against Racism (REAR) Scale. Cultural Diversity and Ethnic Minority Psychology, 28(1), 58–71.. https://doi.org/10.1037/cdp0000353
Alire, L. U., Gorman, K. R., Ying, A. M., & Suyemoto, K. L. (2020). Refill your well: An online acceptance-based behavioral burnout management guide for activists of color resisting racism. The Behavior Therapist, 43(7), 266–270.
Suyemoto, K. L. & Liu, C. (2018). Asian American students in Asian American Studies: Experiences of racism-related stress and relation to depressive and anxious symptoms. Journal of Asian American Studies, 21, 301-326. DOI: 10.1353/jaas.2018.0016
Atallah, D. G., Shapiro, E.R. Al-Azraq, N. Qaisi, Y. & Suyemoto, K. L. (2018). Decolonizing qualitative research through transformative community engagement: Critical investigation of resilience with Palestinian refugees in the West Bank. Qualitative Research in Psychology. DOI: 10.1080/14780887.2017.1416805
Kim, G.S., Kahn, V.D. , Tawa, J., & Suyemoto, K. L. (2017). Toward a ripple effect: Psychologists collaborate in social justice education at a high school. Journal for Social Action in Counseling and Psychology, 9, 112-131.
Tawa, J., Suyemoto, K., Tauriac, J. J. , (2016). Fostering inter-minority race-relations: An intervention with Black and Asian Students at an urban university. Making Connections: Interdisciplinary Approaches to Cultural Diversity, 16, pp. 33-64.
Suyemoto, K. L. , Day, S. C. & & Schwartz, S. (2014). Exploring effects of social justice youth programming on racial and ethnic identities and activism for Asian American youth. Asian American Journal of Psychology, 6, 125-135.
Schwartz, S. E.O., & Suyemoto, K. (2013). Creating change from the inside: Youth development within a youth community organizing program. Journal of Community Psychology, 41, 341-358.
Suyemoto, K. L., Tawa, J., Kim, G. S., Day, S. C., Lambe, S. A., Nguyen, P. T. & AhnAllen, J. M. (2009). Integrating disciplines for transformative education in health services: Strategies and effects. In L. Zhan (Ed), Asian American voices: Engaging, empowering, and enabling (209-228). NLN Press: New York.
Lin, N. J. & Suyemoto, K. L. (2009). Bridging the broken narrative: How student-centered teaching contributes to healing the wounds of trauma. In L. Zhan (Ed), Asian American voices: Engaging, empowering, and enabling (123-146). NLN Press: New York.
Lin, N. J., Suyemoto, K. L., Kiang, P. N. (2009). Education as a catalyst for intergenerational refugee family communication about war and trauma. Communication Disorders Quarterly, 30 195-207.
Suyemoto, K. L., Kim, G. S., Tanabe, M., Tawa, J., & Day, S. C. (2009). Challenging the model minority myth: Engaging Asian American students in research on Asian American college student experiences. In S. D. Museus (Ed.) Conducting Research on Asian Americans in Higher Education: New Directions in Institutional Research (41-55). San Francisco: Jossey-Bass
Suyemoto, K. L. (2006). Processes of emergence and connection: Interrelations of past, present, and future in journeying for conocimiento. Human Architecture: Journal of the Sociology of Self-Knowledge, 4, 339-346.
Suyemoto, K. L. & Fox Tree, C. A. (2006). Building bridges across differences to meet social action goals: Being and creating allies among people of color. American Journal of Community Psychology, 37, 237-246
Kiang, P. N., Suyemoto, K. L. & Tang, S. S. (2005). Developing and sustaining community research methods and meanings in Asian American studies coursework. In T.P. Fong (Ed.) Ethnic Studies research: Approaches and perspectives. Lanham, MD: Alta Mira.
Liberation and Resistance against Oppression: Resisting Oppression from Privileged Positions
Parigoris, R., Hochman, A., Hayes-Skelton, S. & Suyemoto, K. L. (2024). Addressing the White problem critically: An exploratory latent profile analysis of racial attitudes. Journal of Social Issues. https://doi.org/10.1111/josi.12616
Suyemoto, K. L. & Hochman, A. L. (2021). “Taking the empathy to an activist state”: Ally development as continuous cycles of critical understanding and action. Research in Human Development. https://doi.org/10.1080/15427609.2021.1928453
Suyemoto, K. L. Hochman, A. L. Donovan, R. A., & Roemer, L. (2020) Becoming and fostering allies and accomplices through authentic relationships: Choosing justice over comfort. Research in Human Development. DOI: 10.1080/15427609.2020.1825905
Hochman, A. L. & Suyemoto, K. L. (2020). Dismantling an intervention aimed at increasing White people’s knowledge and understanding of racial justice issues. American Journal of Orthopsychiatry. https://doi.org/10.1037/ort0000506
Thomann, C., & Suyemoto, K.L. (2018). Developing an anti-racist stance: How White youth understand structural racism. Journal of Early Adolescence, 38, 745-771. DOI: 10.1177/0272431617692443
Education and Training for Social Justice
Kim, G. S. & Suyemoto, K. L. (2024). Antiracist and Anti-Oppressive Pedagogy: Putting Theory into Action. In Chang and Bryant (Eds), Transformative Careers in Mental Health for Black, Indigenous and People of Color: Expert Strategies to Promote Healing and Social Change in Academia, Clinical Settings and Beyond. Routledge.
APA Task Force (2019; K. L. Suyemoto, Chair; J. Trimble, Co-Chair. Members: Kevin Cokley, Sandra Mattar, Helen Neville, Suzette Speight). Race and ethnicity guidelines in psychology: Promoting responsiveness and equity. Published online by the American Psychological Association.
Wadsworth, L. P., Morgan, L. P. K., Hayes-Skelton, S. A., Roemer, L. & Suyemoto, K. L. (2016). Ways to boost your research rigor through increasing your cultural competence. The Behavior Therapist, 39, 76-92
Suyemoto, K. L., Erisman, S. M.,Holowka, D.W., Fuchs, C., Barrett-Model, H., Ng, F., Liu, C., Chandler, D., Hazeltine, K. & Roemer, L. (2016). UMass Boston comprehensive demographic questionnaire, revised. Appendix in Wadsworth, L. P., Morgan, L. P., Hayes-Skelton, S. A., Roemer, L., & Suyemoto, K. L. Ways to boost your research rigor through increasing your cultural competence. The Behavior Therapist, 39, 83-91
Eisenhower, A., Suyemoto, K.L., Lucchese, F., & Canenguez, K. (2014). “Which box should I check?” Examining standard check box approaches to measuring race and ethnicity. Health Services Research, 49, 1034-55.
Toporek, R, L. & Suyemoto, K. L. (2014). Social justice in counseling and clinical psychology. In C. V. Johnson, H. L. Friedman, J. Diaz, Z. Franco, & B. K. Nastask (Eds) Handbook of Social Justice and Psychology, Volume 3: Youth and Disciplines in Psychology (119-142). Santa Barbara, CA: Praeger.
Suyemoto, K. & Boyd, B. Iijima-Hall, C., Sánchez-Johnsen, L. (2009) Education and training about multiracial people and communities. In Council of National Psychological Associations for the Advancement of Ethnic Minority Interests (eds), Education and Training from Ethnic-/Culture-Specific Perspectives (27-42). Washington, D.C.: American Psychological Association.
Suyemoto, K. L. & Alvarez, A. N. (2009). Education and training about Asian American people and communities. In Council of National Psychological Associations for the Advancement of Ethnic Minority Interests (eds), Education and Training from Ethnic-/Culture-Specific Perspectives (19-26). Washington, D.C.: American Psychological Association.
Neilson, P. A. & Suyemoto, K. L. (2009). Utilizing culturally sensitive frameworks to study Asian American leaders in higher education. In S. D. Museus (Ed.) Conducting Research on Asian Americans in Higher Education: New Directions in Institutional Research (83-93). San Francisco: Jossey-Bass.
Suyemoto, K.L. & Liem, J.H. with Jennifer C. Kuhn, Elizabeth A. Mongillo, and Jesse J. Tauriac (2007). Training therapists to be culturally sensitive with Asian American women clients. Women & Therapy. 30, 209 – 227
Asian Americans’ Racial Identity and Effects of Racism
Godon-Decoteau, D., Frye, A., & Suyemoto, K. L. (2024). Internalized racism, racism related stress, and mental health among Asian Americans. Asian American Journal of Psychology. https://doi.org/10.1037/aap0000347
Godon-Decoteau, D., Ramsey, P., & Suyemoto, K. L. (2018). Korean transracial and international adoptees: Ethnic identity and sense of belonging and exclusion in relation to birth and adoptive groups. Identity: An international journal of theory and research, 18, 178-194.
Liu, C. & Suyemoto, K. L. (2016). The effects of racism related stress on Asian Americans: Anxiety and depression among different generational statuses. Asian American Journal of Psychology, 7, 137-146.
Lin, N. J. & Suyemoto, K. L. (2016). “So you, my children, can have a better life”: A Cambodian American perspective on the phenomenology of intergenerational communication about trauma. Journal of Aggression, Maltreatment, and Trauma, 25, 400-420.
Day, S. C., Godon-Decoteau, D. & Suyemoto, K. L. (2015). Effects of becoming a mother on the development of ethnic and racial identities in Korean transnationally and transracially adopted women. Asian American Journal of Psychology, 64, 359-370
Tawa, J., Negron, R., Suyemoto, K. L. & Carter, A. (2015). The effect of resource competition on Blacks’ and Asians’ dynamic social distance using a virtual world methodology. Group Processes and Intergroup Relations, 18(6), 761–777. https://doi.org/10.1177/1368430214561694
Tawa, J., Suyemoto, K. L. & Roemer, L. (2012). Implications of perceived interpersonal and structural racism on Asian Americans’ self-esteem. Basic and Applied Social Psychology, 34, 349-358.
Tawa, J. & Suyemoto, K. L. (2010). The influence of race and power on self-construal in bicultural Asian Americans. Asian American Journal of Psychology, 1, 275-289.
Kim, G. S., Suyemoto, K. L. & Turner, C. B. (2010). Sense of belonging, sense of exclusion, and racial and ethnic identities in Korean transracial adoptees. Cultural Diversity and Ethnic Minority Psychology, 16, 179-190.
AhnAllen, J., Suyemoto, K. L. & Carter, A. (2006). Relationship between physical appearance, sense of belonging, feelings of exclusion, and racial/ethnic self-identification among multiracial Japanese-European Americans. Cultural Diversity and Ethnic Minority Psychology, 12, 373-386.
Suyemoto, K. L. & Kim, G. S. (2005). Journeys through diverse terrain: Multiple identities and social contexts in individual therapy. In M. Mirkin, K. L. Suyemoto, & B. Okun (Eds.) Psychotherapy with women: Exploring diverse contexts and Identities, (9-41). New York: Guilford Press.
Suyemoto, K. L. (2004). Racial/ethnic identities and related attributed experiences of multiracial Japanese Americans. Journal of Multicultural Counseling and Development, 32. 206-221. Suyemoto, K. L., & Dimas, J. M. (2003). To be included in the multicultural discussion: Check one box only. In J. S. Mio & G. Y. Iwamasa (Eds.), Culturally diverse mental health: The challenges of research and resistance (pp. 55-81). New York: Brunner-Routledge. Suyemoto, K. L. & Dimas, J. M. (2003). Identity development issues for multiracial and multiethnic youth 15 to 17 years old. In M.P.P. Root & M. Kelley (Eds.). Multiracial child resource book: Living complex identities (pp. 77-84). Seattle, WA: Mavin Foundation.
Racial Identity and Effects of Racism: Intersectionality and Asian American Women
Lau, N., Zhou, A. M., Zhao, X., Ng, M. Y., & Suyemoto, K. L. (2022). The invisibilization of Asian American women psychologists in academia: A call to action. The Behavior Therapist, 45, 99-106.
Mukkamala, S. & Suyemoto, K. L. (2018). Racialized Sexism/Sexualized Racism: A multimethod study of intersectional experiences of discrimination for Asian American women. Asian American Journal of Psychology, 9, 32-46. DOI: 10.1037/aap0000104
AhnAllen, J. & Suyemoto, K. L. (2011). Influence of interracial dating on racial and/or ethnic identities of Asian American women and White European American men. Asian American Journal of Psychology, 2, 61-75.
Suyemoto, K. L. & Ballou, M. (2007). Conducted monotones to coacted harmonies: A feminist (re)conceptualization of leadership addressing, race, class, and gender. In J. L. Chin, B. Lott, J. Rice & J. Sanchez-Hucles (eds.), Women and leadership: Transforming visions and diverse voices, pp. 35-54 Malden, MA: Blackwell Publishing.
Suyemoto, K.L. & Liem, J.H. with Jennifer C. Kuhn, Elizabeth A. Mongillo, and Jesse J. Tauriac (2007). Training therapists to be culturally sensitive with Asian American women clients. Women & Therapy. 30, 209 – 227
Root, M. P. P. & Suyemoto, K. L. (2005). Race, gender, class and culture through the looking glass of interracial and intercultural intimate relationships. In M. Mirkin, K. L. Suyemoto, & B. Okun (Eds.) Psychotherapy with women: Exploring diverse contexts and Identities, (111-134). New York: Guilford.
Meanings of Race and Racism
Osanami Törngren, S. & Suyemoto, K. L. (2022). What does it mean to “go beyond race”?: Understanding race as processes of privilege and oppression. Invited peer reviewed contribution to the special international issue on “Beyond Race,” S. Saharso, T. Scharrer, A.M. Paul (Eds.) Comparative Migration Studies, 10, 9 (2022). https://doi.org/10.1186/s40878-022-00280-6.
Suyemoto, K.L.; Curley, M.; Mukkamala, S. (2020). What do we mean by “ethnicity” and “race”? A consensual qualitative research investigation of colloquial understandings. Special Issue on Genealogies of Racial and Ethnic Representation. Genealogy, 4 (81). https://doi.org/10.3390/genealogy4030081
Suyemoto, K. L. & Donovan, R. A. (2015). Exploring intersections of privilege and oppression for Black and Asian immigrant women: Implications for personal and community identities. In O. Espin & A. Dottolo (Eds.) Gendered journeys: Women & migration through a feminist psychology lens (54-78). Palgrave Macmillan.
Tawa, J., Suyemoto, K., Tauriac, J. J. (2013). Triangulated threat: A model of Black and Asian race-relations in a context of White dominance. In S. O. Pinder. (Ed.), American Multicultural Studies (229-247). Thousand Oaks, CA: Sage Publications.
Suyemoto, K. L. (2002). Redefining “Asian American” identity: Reflections on differentiating ethnic and racial identities for Asian American individuals and communities. In L. Zhan (Ed.) Asian Americans: Vulnerable populations, model interventions, and clarifying agendas (195-231). Boston: Jones and Bartlett.