Her work seeks to inform public policies and educational practices that address systematic inequalities of early learning opportunities among children from low-income families and immigrant communities. Park’s research draws on transdisciplinary perspectives in psychology, sociology, and public policy and employs both quantitative and qualitative methods to focus on questions of why certain early childhood policies and programs effectively promote children’s learning and others do not. Additionally, her research considers how family socioeconomic status, race/ethnicity, and immigration contribute to differential patterns of parental investments in early learning and their effects on children’s cognitive and language outcomes.