C&I Faculty:

College of Education
Office of the Dean
705 Maytum Hall
State University of New York at Fredonia
Fredonia, NY 14063
(716) 673-3311 phone
(716) 673-3794 fax


Curriculum & Instruction
E268 Thompson Hall
State University of New York at Fredonia
Fredonia, NY 14063
(716) 673-3701 phone
(716) 673-4664 fax

Language, Learning & Leadership
E262 Thompson Hall
State University of New York at Fredonia
Fredonia, NY 14063
(716) 673-3702 phone
(716) 673-4664 fax

Dr. Guangyu Tan

Guangyu Tan, Ph.D.
Assistant Professor 
Childhood Program Coordinator

Office: TH E278   Phone: (716) 673-4805
Email: Guangyu.Tan@fredonia.edu 



Dr. Guangyu Tan earned her Ph.D. in Cultural Foundations of Education at Kent State University in May 2009. She has taught as a Diversity Teaching Fellow in the Department of Adolescence Education at Canisius College from 2007 to 2010. Currently, Dr. Tan is an assistant professor at Curriculum & Instruction Department at State University of New York-Fredonia. Before she came to the United States, Dr. Tan taught English at Xi Hua University in China for three years. Her personal teaching philosophy is a philosophy of care (Nodding, 1995) and of hope (Freire, 1995). Throughout her teaching career, Dr. Tan genuinely cares about her students, not only their academic achievement, but more importantly, their emotional and psychological well-being. She believes the goal of education is to produce intelligent, competent, caring, loving, and lovable citizens (Nodding, 1995). In her class, she creates a family-like community, where the students feel that they are cared for, trusted, and respected.


Research and Teaching Interests

Dr. Tan's primary research interest is equity in education, e.g. migrant children's education, and girls' education in China. As a first generation Chinese American, Dr. Tan is also interested in ethnic identity formation of immigrant children; international/intercultural education; and comparative education. Her doctoral dissertation explores the role of an ethnic Chinese community plays in explaining academic achievement and identity formation among first and second generation Chinese American youths. In addition, Dr. Tan has teaching interests in philosophical and social foundations of education, multicultural education, and comparative education.


Recent Publications

  • Tan, G. Y. (in press). One child policy and privatization of K-12 education in China. International Education.
  • Tan, G. (2010). Under the same blue sky?: Migrant children‚s education in China before and after the global economic crisis. Contemporary Issues in Comparative Education, v. 12 (2), pp. 31-40.
  • Tan, G. (2008). International perspective: A case of changes in China‚s social class. In K. Cushner, A. McClelland, and P. Safford (Eds.) Human Diversity in Education: An Integrated Approach. New York, NY: McGraw-Hill.
  • Seeberg, V., Ross, H., Liu, J. & Tan, G. (2007). Grounds for prioritizing education for girls: The telling case of left-behind rural China. In D. P. Baker and A. W. Wiseman (Eds.). Education for all, Volume 8: Global promises, national challenges. Oxford, UK: Elsevier Science Ltd.
  • Tan, G. & Anhalt, K. (2006). Understanding perceptions of mental health in people of Asian descent in the United States: Implications for school psychologists. School Psychologist, 60 (1), pp. 23-27.


Recent Presentations

  • Tan, G. Y. (2011, May). Inequity in migrant children’s education in China. Paper presented at the annual conference of the Comparative and International Education Society (CIES), Montréal, Canada.
  • Tan, G. Y. (2010, October). Why Ethnic Community Matters: The Role of Communal Social Capital in School Success of Chinese American Youths. Paper presented at the conference of the American Educational Studies Association (AESA), Denver, CO.
  • Tan, G. (2010, March). The Role of Local and Transnational Social Capital in Identity Development among Chinese Immigrant and Chinese American Youths. Individual paper presented at the annual meeting of the Comparative and International Education Society (CIES), Chicago, IL.
  • Tan, G. (2009, November). Who Am I? Seeking the answer from the ethnic community. Individual paper presented at the annual meeting of the American Educational Studies Association (AESA), Pittsburgh, PA.
  • Tan, G. (2008, November). Model minority or forever foreigners: An explanation for social capital within a Chinese ethnic community in the U.S. Poster session presented at the annual meeting of the American Anthropology Association, San Francisco, CA.
  • Tan, G. (2008, February). Demystifying Model Minority: An Explanation from Social Capital within a Chinese Immigrant Community. Paper presented at the conference of the International Association of Asian Studies, Baton Rouge, Louisiana.
  • Seeberg, V., Liu, J., Tan, G. (2006, February). Girls First. Presentation at the World Bank Global Issues Seminar Series, World Bank BSpan broadcast. Washington DC.



  • The Professional Development Awards for Teaching and Learning, SUNY-Fredonia, funded on April 15, 2011.
  • Instructional Incentive Award for Classroom Innovations, SUNY-Fredonia, funded on November 17, 2010.



  • Ph.D. Cultural Foundations of Education,College and Graduate School of Education, Health and Human Service, May 2009 Kent State University, Kent, OH. Dissertation: The (Re)production of Social Capital in the Post-Chinatown Era: A Case study of the Role of A Chinese Language School
  • Certification in School Psychology, May 2004, Edinboro University of Pennsylvania
  •  M.Ed. Educational Psychology, Dec. 2002, Edinboro University of Pennsylvania, Edinboro, PA
  • B.A. Business English, July 1998, College of International Law and Business, Sichuan International Studies University, Chongqing, P.R. China

Page modified 11/26/14