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Tony Tan, Ed.D.

Tan earned his Ed.D. in human development and psychology from the Harvard Graduate School of Education in 2004, where his doctoral training focused on childhood trauma, risk, and resilience. His research is grounded in developmental and cultural theories of human development and examines how early experiences shape children’s long-term psychological, academic, and social outcomes.

Since graduate school, Tan’s work has focused extensively on the long-term development of children adopted from China who are growing up in the United States and Canada. Using large-scale, multi-phase, and multi-informant longitudinal methods, he studies adoptees’ social-behavioral adjustment through reports from adoptive parents, teachers, and the adoptees themselves. In recent years, his research agenda has expanded to include early adversity, China-to-U.S. immigrant youth, children’s mental health, schooling experiences, and family relationships, as well as the mental health and academic functioning of children in China.

Tan’s scholarly goals center on pursuing research with direct practical and policy implications and engaging in interdisciplinary, collaborative research across fields. He has published more than 100 peer-reviewed journal articles and has served as a reviewer for more than 70 academic journals.

In addition to his research, Tan has served on numerous dissertation committees and is committed to mentoring motivated Ph.D. students with interests in adoption, immigration, children’s mental health, psychological trauma, academic functioning, and family processes. He is currently accepting Ph.D. students.