Poster Session 2
*in order by board number
Aracely Garcia, agarcia434@islander.tamucc.edu
Texas A&M University of Corpus Christi, with Dr. Scott Pool and Dr. Michael Mazzatenta
Diversifying Bassoon Literature: Arrangements of Underrepresented Composers
The historical context of Western music includes traditions of the time where the vast majority of music performed and praised was exclusionary to certain genders and races. Through this research, composers who were previously marginalized have been "rediscovered" as important contributors to their time periods. Their compositions were analyzedand then arranged for the bassoon in order to diversify the repertoire as well as enlighten audiences and musicians of the social, musical, and pedagogical importance of these underrepresented composers.
To implement these works into the bassoon repertoire, the composers were first identified through a literaturereview. The two identified were Sor Juana Ines de la Cruz with her motet Madre, la de las primores, and Carrie Jacobs Bond with her lieders When I bid the World Goodnight, Linger Not, and Love :S Sacred Trust. Next, the pieces' keysignature, meter, voicing, chord structure, genre, social, musical, and pedagological importance were then analyzedusing knowledge from music theory, Western music history, and additional literature. The pieces were then rewrittenusing a Musical Instrument Digital Interface and prepared for performance via rehearsals and feedback from thementors. To obtain results, the arrangements were then performed and recorded. The recordings consist of visuals andaudio displaying the performance of a Woodwind Quartet and a Bassoon & Piano song cycle.
By arranging these works for future publication and performance, contemporary musicians and audiences will beintroduced to some of the composers of the past and become enabled to spread awareness within the current socio-politicalclimate.
Briana Rodriguez, birodriguez23fl@ollusa.edu
Our Lady of the Lake, with Dr. Melissa Shiplett-Jupe
Does having Divorced Parents' Impact First Generation Latinx Female Students' Self-efficacy and Resilience throughout College?
This MANOVA quantitative research study aims to understand the impact parental divorce has on first generation Latinx female college students by examining self-efficacy and resiliency. Self-efficacy and resilience are characteristics critical to re-enrollment and matriculation (Cassidy, 2015). Accordingto divorce.com and Hispanic Association of College and University, members of Latinx communities have the secondhighest divorce rate when compared with other racial and ethnic groups. Additionally, Latinx student enrollment inhigher education is expected to increase to more than 4.3 million by 2026 exceeding other racial and ethnic groups by a growth rate of 10 percent. Based on existing research exploring Latinx enrollment in higher education, Nora's Model of Student Engagement (2006) highlights the factors impacting Latinx students' persistence in higher education. This study utilizes Nora's Model of Student Engagement to explore divorce as a moderator of precollege and pull factors. Research done by UNIDOSUS (2024) highlights how parental divorce can impact Latinx students decisions regarding re-enrollment and matriculation at exceedingly higher rates than their peers. Existing literature provides the foundation of understanding many pre-college and pull factors. The goal of thiscurrent study is to expand on these factors detailing impacts on self-efficacy and resilience in first generation Latinx female college students potentially resulting in higher rates of reenrollment and matriculation. Results may provide implications in higher education regarding university policies, support systems, and methods to achieve greater student engagement.
Dominique G. Holmes, d.g.holmes@vikes.csuohio.edu
Cleveland State University, with Dr. Thomas L. Bynum
Flows, Fame, and First Names: The Influence of Golden Age Hip-Hop on Black Onomastics
This study investigates hip-hop’s influence on Black onomastic patterns at the dawn of the 21st century, with a focus on the genre’s golden age and the given names of Black males born between 1990 and 2010. It aims to develop a non-linguistic, quantitative model for identifying distinctively Black given names, initiate a data repository of such names, and empirically assess hip-hop’s influence on Black onomastics. Hip-hop artist names—specifically prominent male rappers from the golden age—serve as measurable variables within the analytical framework. This study employs a mixed-methods approach to data collection, incorporating artist selection, curated databases, and historical records. Existing scholarship on Black onomastics has predominantly sought to validate distinctively Black names and naming practices as organic cultural traditions rooted in the experiences of enslaved populations in the United States, with secondary attention to the Jim Crow and Civil Rights eras. Consequently, this historical emphasis has contributed to a relative lack of engagement with contemporary Black naming patterns. This study addresses that gap by foregrounding modern naming practices and offering a new lens through which to assess cultural influence. While hip-hop scholarship has occasionally touched on naming, it has primarily focused on artists’ self-(re)naming practices or the aesthetic dimensions of stage names. In contrast, this research examines how the genre’s broader cultural and commercial success has shaped onomastic traditions within the wider Black community.
Emily Martinez, emartinez23@uco.edu
University of Central Oklahoma, with Dr. Erik Huneke
Intersectionality and the Megan Thee Stallion & Nicki Minaj Feud: Understanding the Role of Race, Gender, and Power in Popular Culture
Whether you're a lifelong fan of rap or just a casual listener, there's no denying hip-hop's massive influence on the music industry and popular culture. Hip-hop is more than just a genre; it's a global movement, a platform for storytelling, resilience, and self-expression from its gritty roots in urban neighborhoods to itsfusion with genres such as rock, R&B, and pop. Rap music demands attention, but while the beats and bars are unforgettable, the voices that dominate the mainstream have often been male. Marginalizing women's voices, particularly black women, whose labor, style and stories have been shaped the culture from the ground up. Women such as Megan the Stallion, born Megan Jovon Ruth Pete, is a Grammy-winning rapper known for her bold lyrics, Southern roots, and unapologetic empowerment of women. Rising to fame with hits like "Hot Girl Summer" and"Savage," she has become a symbol of confidence, body positivity, and resilience in hip-hop culture. Nicki Minaj, bornOnika Tanya Maraj, is a Trinidadian-American rapper known for her dynamic flow, alter egos, and boundary-pushing style. As one of the most influential women in hip-hop, she broke barriers with chart-topping hits like "Super Bass" and"Anaconda," redefining what it means to be a woman in rap. This marginalization is especially evident in feuds between Black female rappers are interpreted and weaponized inmedia. The Ongoing tension between Megan and Nikki offers a compelling site for examining the intersections of race, gender, and power in pop culture. Through the lens of intersectionality and hip hop feminism, this paper asks: How do race and gender dynamics influence public perceptions of feuds between high-profile Black female artists? In whatways do Megan Thee Stallion and Nicki Minaj navigate or challenge gendered expectations within the music industry? What does the feud reveal about power hierarchies within the music industry and their impact on female artists' agency? And how does the feud reflect or resist traditional stereotypes about Black women in entertainment? Rather than dismissing this feud as mere celebrity drama, this project views it as a cultural moment, one that reflects deeper structural issues regarding visibility, representation, and respectability in the music industry.
Khristian Harden, ksharden22sp@ollusa.edu
Our Lady of the Lake University, with Marlo Mitchell-Gonzalez
Are Academics Self-Developed? Determining Self-Esteem in First and Second-Generation College Students and How it Impacts Levels of Academic Self-Efficacy
The goal of this research is to find out if the development of self-esteem in first- and second-generation Our Lady of The Lake University undergraduate college students impact on their level of academic self-efficacy? Additionally, the difference that can happen with self-esteem from the advantages or disadvantages of the tools given to either first- or second-generation students received from family or otherwise. The research highlights the connection between literature and additional impact of social life, personal background, and the diverse cultural factors that play a part in building self-esteem. The research explores the impact on first-generation students in comparison to second-generation students inside and outside of academic settings. The data talk about the possible risks and benefits of self-esteem's impact on academic self-efficacy with the imbalance of resources and opportunity across first- and second-generation students. Data patterns has shown that first-generation students are more likely to drop out with examples varying from not feeling comfortable asking for help and dealing with setbacks. The research will use a qualitative approach to collect data through an intake survey and follow-up interview. The survey uses the Rosenberg Self-Esteem scale and the Generale Self-Efficacy scale to get the initial intake. Interview questions will touch on numerous factors impacting self-esteem, self-efficacy, social life, personal background, and cultural differences. Moving forward, the plan is to continue building on this research to understand the depth and purpose of self-esteem in this research lens. Moving into the marriage and family therapy field, the goal is to learn and to teach the early development of self-esteem.
Maria-Jose Lema, majo.lema358@gmail.com
DePaul University, with Dr. Khaled Keshk and Dr. Alexei Sivertsev
Enlightenment Universalism in the French peripheries: Alsace and the Mzab Valley
My paper examines the experiences of two Jewish communities in the French peripheries, in Alsace and Southern Algeria, during Napoleon's "regeneration" project, and after the 1870 Cremieux Decree. The work examines how French colonialism constructed and manipulated identity categories through the use of Enlightenment Universalist thought to advance their interests. Specifically, this approach sought to make unmanageable subjects manageable through acculturation by elevating the status of Jewry in mainland and colonial France in exchange for becoming culturally assimilated as French. However, for Ashkenazim and M'Zabi groups, the Enlightenment ideals of "salvation" for and "civilizing" of outcast groups particularly resulted in violent exclusion and subordination. This comparative historical analysis is conducted through the lens of Foucault's theories of subject transformation and pastoral power, Fanon's concept of sociogeny, and Wallerstein's critique of European Universalism. This historical analysis of the establishment of Jewish consistories in France and the Cremieux Decree established for Algeria highlights how colonial authorities can deploy identity as a weapon to divide, silence and conquer. This reveals that the apparatus for managing outcast groups, repackaged and exported from Jewry in France to Arab communities in Algeria, violently severed bonds, created destructive hierarchies, and fragmented pluralistic society for the benefit of French expansion.
Ke'Mora Tanksley, k.tanksley7563@student.tsu.edu
Texas Southern University, with Dr. Deliah Brown
Literacy Instruction in Content Area Classrooms: Exploring Middle School Teachers’ Current Habits, Experiences, and Attitudes
Adolescent students must develop strong reading comprehension skills to succeed across content areas. Middle school is a particularly critical stage in literacy development, yet many students enter secondary education lacking the strategies needed to engage with discipline-specific texts. This qualitative study explores how middle school content-area teachers, specifically in science, social studies, and mathematics, perceive and implement literacy-based instruction to support struggling readers. Recognizing that literacy instruction is not the sole responsibility of English Language Arts (ELA) teachers, the study investigates how educators integrate reading practices tailored to the vocabulary and discourse of their disciplines. Data will be collected through in-depth surveys with teachers at Yellowstone Schools in Third Ward, Houston, Texas. The study aims to identify instructional approaches, perceived challenges, and opportunities for professional development. Findings will contribute to the ongoing dialogue about cross-curricular literacy, with implications for how educators can better support diverse learners through targeted comprehension strategies.
Danielle Mares, dem1114@mavs.uta.edu
University of Texas at Arlington, with Dr. Lisalee Egbert
Deaf Futures on Hold: Lack of College Enrollment in the Deaf Community
College and university enrollment for Deaf* students is lower than that of the hearing majority. With 11million Deaf people across the U.S., roughly only 237,000 of those 11 million are enrolled in college, with most of them in associate degree programs. This gap in enrollment raises the question of what barriers Deaf students are facing that prevent them from pursuing bachelor's degrees. Using data sets from three primary sources, we have conducted secondary data analysis and made baseline comparisons for both the Deaf and Hearing Communities on their retention status, college enrollment rates, type of college enrollment, and timing of enrollment. Results for this research project are pending upon completion of the summer research internship.
*The term Deaf is inclusive of d/Deaf, h/Hard of h/Hearing, DeafPlus, DeafBlind, and various forms of hearing loss.
Kaylea (Hollenbach) Arif, kayleahollenbach0@gmail.com
University of Texas at Arlington, with Dr. James Alvarez
A Snapshot of Instructor Moves in a University-Level Mathematics Course for Prospective Secondary Mathematics Teachers
Implementing inquiry-based learning as a teaching tool within the mathematics classroom has been widely adopted at the primary and secondary school level. However, despite the over whelming amount of research supporting IBL, many university mathematics instructors continue to employ lecture as the preferred instructional method within their courses. In this article, we study the instructional moves used within an inquiry-based university mathematics course for prospective secondary mathematics teachers (PSMTs) over the course of three eighty-minute class periods. We explore the key instructor moves andpedagogical strategies used to facilitate the development of function understandings while PSMTs engage in inquiry-oriented mathemat ical explorations.Thematic analysis techniques were used to analyze qualitative data consisting of classroom videos of students collaborating on in-class explorations, instructorreflections on the lessons, and student work. Preliminary analysis of the data suggests that probing student responses and revoicing them using precise mathematical language appeared to be the most productive of the various instructor moves used to enhance student discourse about functions. Preliminary findings on key instructor moves in this setting could be leveraged to support recom mendations for the professional development of university mathematics instructors that focuses on such strategies for enhancing student engagement and learning in the college mathematics classroom.
Aaliyah Byrd, a.e.byrd@vikes.csuohio.edu
Cleveland State University, with Dr. Anne Su
Segregated in Life, Divided in Death: Mortality and Racial Trauma in Cleveland Cemeteries
Cleveland in the early 20th century was a rapidly industrializing city. City-operated burial grounds offer a powerful lens into public health inequalities. This project investigated if and how patterns of trauma-related death were shaped by structural inequalities in 1925 Cleveland. By analyzing burial records across race, gender, and location, it aimed to uncover how social conditions may have determined exposure to violence even in death. Trauma data were drawn from Cleveland’s 1925 Register of Interments for all city cemeteries. Causes of death were grouped using language from the Board of Health’s 1925 “Death by Force” classification system, then categorized by race, location, and listed cause of death. Harvard Grove and Highland Park cemeteries were the most populous and therefore were chosen for further analysis. Historical texts and public health records were used to contextualize the social and geographic landscape of Cleveland in 1925. Results show that among traumatic deaths, suicide was almost exclusively listed as cause of death for White decedents, while Black decedents were overwhelmingly represented in categories such as gun-related homicide and blunt trauma. For example, Harvard Grove recorded 35 White suicides and only one among Black decedents; Highland Park recorded 25 White suicides and only 2 among Black descendants. This disparity suggests structural inequalities influenced both exposure to violent death and a lack of institutional recognition for Black psychological trauma. These findings reveal that structural violence in 1925 Cleveland extended beyond life into death, influencing how trauma was experienced, classified, and remembered.
Alessandra Orosco, aorosco22fl@ollusa.edu
Our Lady of the Lake Univeristy, with Dr. Jessica Quintero, Dr. Krystal Z. Rubalcaba, and Rosa Lydia Martinez, M.S., CCC-SLP
Exploring Teachers' Perceptions of Students Receiving Speech-Language Services in a Rural, Low Socioeconomic School District in South Texas
Students in rural, low socioeconomic school districts often face unique educational challenges, including limited access tospecialized services such as speech-language therapy. Teachers play a critical role in shaping how these services are integrated into the classroom and how students are supported academically and socially. This study explores teacher perceptions of students receiving speech-language services in one rural, low socioeconomic school district in South Texas. A mixed-methods approach was employed, combining quantitative data from teacher surveys with qualitative insights from optional semi-structured interviews. The survey examines teacher attitudes, perceptions of student abilities, and collaboration with speech-language pathologists (SLPs), while interviews provide deeper perspectives on classroom practices, supports, and challenges. Preliminary findings suggest that while teachers recognize the value of speech-language services, many report a need for greater resources, professional development, and opportunities for collaboration with SLPs. Limited access to training and specialized supports was a common concern, particularly inthe context of a low-income rural district. This research underscores the importance of fostering effective teacher-SLP partnerships and enhancing professional development in rural settings. Future directions include expanding the study to additional districts and examining medical-based SLP perspectives to compare service delivery models across educational and healthcare settings, with thegoal of informing more holistic, interdisciplinary approaches to supporting students with speech-language needs.
J. Lola Chapman, jchapm16@depaul.edu
DePaul University, with Dr. Kathryn Grant
Consciousness as Currency: Reimagining Health Equity Through Economic and Educational Justice
This study builds on a broader systematic review examining links between Critical Consciousness (CC) and health by focusing specifically on how CC is conceptualized within two key Social Determinants of Health (SDOH): economic stability and education access and quality. Critical consciousness—defined as the ability to critically analyze structural inequities and act against them—is gaining attention in public health as a potential pathway to improved wellness and equity. Using a subset of studies from the larger review, this project compares how CC is theorized, measured, and linked to health outcomes within these two SDOH domains. Preliminary findings suggest that within the context of economic stability, CC is often framed through awareness of systemic barriers to employment, financial literacy, and advocacy related to economic justice. In contrast, education-related CC tends to center on issues of curricular inclusive, school-based discrimination, and student agency, linking health more directly to psychosocial outcomes and long-term opportunity structures. While both domains engage structural critique and social action, their pathways to health diverge: economic stability is more often tied to material conditions and survival, whereas education access emphasizes identity development and empowerment. This research contributes to a more nuanced understanding of how CC may operate differently depending on the social context. By clarifying domain-specific patterns, the study offers implications for designing targeted, CC-based interventions to address inequities in both education and economic systems. These findings aim to support public health strategies that are responsive to the unique drivers of health across social environments.
Darletta Scruggs, dscrugg1@depaul.edu
DePaul University, with Dr. Veronica Appleton
Social Engineering Ethics in Digital Advertising: Dystopian Parallels and Algorithmic Power in Contemporary Platforms
Contemporary digital advertising platforms have evolved into sophisticated systems of social control that mirror dystopian narratives of algorithmic manipulation and behavioral engineering. This independent study examines the ethical implications of social engineering practices within major social media platforms, with particular focus on Meta and X (formerly Twitter), where traditional ethical frameworks face unprecedented challenges. Core deontological principles, particularly Kant's categorical imperative against treating humanity merely as means, directly conflict with platform practices that instrumentalize users for profit maximization through engagement-driven algorithms. Simultaneously, utilitarian calculations attempting to justify manipulative techniques for economic benefits increasingly fail when measured against documented societal harms, including political polarization and mental health deterioration. The research integrates analysis of emerging litigation patterns across both platforms, where settlement amounts and regulatory actions reveal systematic ethical failures. Meta faces over $5 billion in privacy-related settlements since 2018, while X confronts mounting securities and consumer protection violations totaling hundreds of millions in potential damages. These cases demonstrate consistent patterns of data misuse, algorithmic bias, and inadequate user protection protocols. Key findings emphasize the role of AI manipulation in circumventing traditional advertising ethics, significant leadership accountability voids in platform governance, and critical regulatory gaps that enable continued exploitation of psychological vulnerabilities. By bridging business ethics theory with real-world case studies, this study develops actionable frameworks for ethical advertising that balance commercial objectives with social responsibility. Further exploration will focus on applied research opportunities for implementing industry accountability measures and establishing sustainable ethical standards in digital advertising ecosystems.
Orlando Roman, oroman@student.tsu.edu
Texas Southern University, with Dr. Carla Brailey
Maternal Health at a Crossroads: Inequity, Access, and the Cost of Silence
Maternal mortality rates in the United States are rising faster than those in other developed countries. Despite having advanced medical infrastructure, the country faces increasing maternal deaths caused by preventable conditions and deep-seated systemic inequalities. The main causes include cardiovascular issues, hemorrhages, hypertensive disorders, infections, and blood clots—many of which can be avoided with timely access to high-quality, equitable healthcare. Of particular concern are the ongoing racial and ethnic disparities in maternal outcomes. For instance, Black women are three times more likely to die from pregnancy-related causes than white women. Factors such as poverty, housing instability, limited healthcare access, and racial discrimination worsen these disparities. Unequal insurance coverage, especially among low-income families and rural communities, further restricts access to essential prenatal and postpartum care. Moreover, the absence of standardized maternal care practices across states hinders the provision of coordinated, patient-centered services. To explore these disparities further, this study uses a qualitative case study approach to examine systemic failures and lived experiences that contribute to maternal mortality. This method allows for a detailed analysis of how institutional structures and individual barriers intersect to produce negative outcomes. The results aim to support the creation of equitable, community-based maternal care systems that assist vulnerable populations and ensure respectful, high-quality care for all women.
Sandra Rodriguez, sandra.trevino@my.utsa.edu
University of Texas at San Antonio, with
Too Many Patients, Not Enough Aides: The Crisis of Turnover in Home Health Care
Home health care is experiencing a severe workforce shortage, with annual turnover rates for Home Health Aides and Certified Nurse Aides ranging from 35% to 65% (Gleason & Miller, 2020). Simultaneously, the baby boomer population is driving up the demand for healthcare services. This descriptive study examined whether relational workplace factors (job satisfaction, supervisory support) have stronger correlations with turnover intent than economic factors (compensation, workload) among home health aides. Using secondary data analysis from the 2007 National Home Health Aide Survey (N = 3,377), linear probability models were used to estimate correlations between theoretical drivers of turnover and turnover intention. Separate linear models examined relational factors (supervisory support and job satisfaction) and economic factors (hourly pay rate, workload, and schedule volatility) as predictors of intent to leave. Results showed employees who report strong supervisory support are 21% less likely to express intent to leave their job, indicating that a lack of proper compensation alone could not predict turnover if strong relational support was available. Home health agencies should prioritize developing supportive supervisory relationships and enhancing job satisfaction alongside competitive compensation packages. This study contributes to understanding the complex nature of turnover rates in home health care.
Ryan Arif, rta6259@mavs.uta.edu
University of Texas at Arlington, with Dr. Theresa Jorgensen
Impact of Inclusive Instruction on Mathematical Identity in a General Education Mathematics Course
To enhance student engagement and equity in a multi-section general education terminal mathematics course at apredominantly white, public land-grant research university, a team of mathematics faculty designed and implemented several coordinated instructional strategies. The strategies emphasized inclusive practices and highlighted thecontributions of historically minoritized mathematicians. To examine the impact of the course design changes, we designed and analyzed a pre- and post-survey adapted from Hazari et al. (2020), which measured four constructs of identity:sense of belonging, interest, recognition, and performance/competence. Quantitative analyses revealed positive shifts across all constructs, with sense of belonging showing the greatest, statistically significant increase from the start toend of the semester. To better understand the impact the inclusive instructional strategies had on the development ofstudents' mathematical identity during the semester, we analyzed each student's mathematician biography assignments, of which they submitted four throughout the semester. We used thematic analysis to code the studentartifacts, using Guiterrez's equity in mathematics education dimensions of access, achievement, identity, and power tocategorize how student views of mathematics, mathematicians, and their connection to themselves evolved over the semester. Our findings indicate that early in the semester, students initially focused on the achievements of theirselected mathematicians, and as the semester progressed, students found more human ways in which theyconnected with the mathematicians. This suggests the instructional tasks described here, which are relatively simple andinexpensive to implement, can have a significant impact on improving mathematical identity for students in a generaleducation mathematics course.
Alejandro Sanchez, axs7305@mavs.uta.edu
University of Texas at Arlington, with Dr. Shelley Wigley
The Digital Ripple: How Online Conversations Create Waves in Environmental Policy
Social media's role in our daily lives has expanded significantly. Nearly every facet, from maintaining connections and news consumption to sharing photos of matcha lattes, has transitioned into the digital domain. This study serves as an initial investigation into what online conversations are happening related to environmental policy and how it measures up against other policy matters, such as immigration policy. This content analysis study utilized the social media platform “X” (formally known as Twitter) to collect tweets for analysis. The data analysis included calculating an engagement score for each tweet, conducting a qualitative thematic analysis of post content derived from applicable communication theories and categorizing tweets by different theories and finally categorizing by publisher (government entity, news sources, influencer or average user). This study aims to discover the types of online conversations around environmental policy and compare the level of engagement between environmental policy and immigration policy discussions. Future research will explore "slacktivism" and its dual impact on policy through social media.
Anett Loredo, aloredo1@depaul.edu
DePaul University, with Dr. Olya Glantsman
Food Insecurity in Higher Education: A Connection to Disordered Eating via Mental Health Stress
College students ages 18 to 25 face higher levels of food insecurity than the general population. This issue affects both physical health and mental wellbeing, increasing the likelihood of unhealthy eating habits. This study explores the relationship between food insecurity and mental health problems among college students, with a focus on the increased risk of disordered eating. Disordered eating includes a spectrum from “normal” eating patterns to clinical eating disorders, involving less severe behaviors. Universities aim to promote student wellness by recognizing how unmet basic needs impact emotional and behavioral health. Monitoring the accessibility and success of food pantries and mental health services is vital. Disordered eating in young adults often goes unnoticed, delaying intervention from both parents and institutions. Students facing food insecurity early in the semester showed increased restrictive eating, purging, and restraint by semester's end. This relates to “feast or famine cycles,” where regulating intake causes stress. (Kosmas, 2025) Food insecurity early on is linked to a 41% higher risk of binge eating 4-5 years later, showing lasting effects throughout the four years of undergrad. (Walker, 2025) A study found 60% of college students face food insecurity (Hickey, 2022). Zickgraf (2022) added that food insecurity may lead to disordered eating through stress and preoccupation, even without clinical depression or anxiety. Food insecurity leads to disordered eating by raising stress and disrupting routines among college students. Addressing it would improve campus resources for basic needs. Future research will include surveys and focus groups to explore its effects quantitatively.
Annika Litterio, arlitterio24sp@ollusa.edu
Our Lady of the Lake University, with Dr. Kathryn Anderson
The Impact of Social Support on the Recovery Process in College Athletes
College athletes face significant physical and psychological challenges during injury recovery and often experience distress, isolation, and a threatened athletic identity. This research examines various forms of social support that impact rehabilitation and the return to play. Athletes are frequently expected to perform perfectly and at a high levelof effort, and mental health challenges are stigmatized. Emotional support from teammates, coaches, athletic trainers, and family is a crucial buffer against the cognitive burdens of injury. Social support also helps injured athletes cope with academic, work, and other demands that compound the stress associated with their injury. Becoming injured as a college athlete can jeopardize their motivation regarding their sport as well as achieving academic and other goals. Self-determination Theory (SOT) suggests that people can become self-determined when their needs for competence,relatedness, and autonomy are fulfilled (Deci & Ryan, 1985). Based on research on athletes' return-to-play protocols, SOT plays an important role (Podlog & Eclund, 2010). In this study, eight college athletes who have experienced an injury for at least two weeks will participated in a 10-question semi-structured interview, during which they shared how social support (or lack thereof) from different individuals affected their recovery process and return to play. The findings can inform the development of new training protocols that create a successful recovery environment for athletes that reduce isolation and enhance motivation and self determination
Ava Lyn Caballero, alcaballero23fl@ollusa.edu
Our Lady of the Lake University, with Dr. Christine Carmichael
Exploring the Perceived Effectiveness of Therapy Dogs in Speech Therapy
This study examines the perceived effectiveness of therapy dogs in enhancing engagement, social skills, anxiety reduction, and expressive language outcomes in speech language therapy, as viewed by speech language pathologists. Therapy dogs are recognized for their ability to provide emotional support, reduce anxiety, and boost motivation in children undergoing speech therapy. The purpose of this study is to gather insights from speech language pathologists regarding the impact of therapy dogs on verbal communication skills, social interaction, and overall participation in therapy. Research surveys will be distributed to collect data on therapists' perceptions of the effectiveness of therapy dogs in speech therapy. Data collection is ongoing, and results will be finalized soon. The findings from this study are expected to enhance the understanding of therapists' perceptions, potentially increasing the number of professionals who incorporate animal-assisted therapy into their practice.
Celestina Vasquez, celestina.vasquez@students.tamuk.edu
Texas A&M University Kingsville, with Dr. Maura Krestar
First Responders and Their Beliefs About Communicating with Individuals Living with Moderate to Severe Dementia
As adults age, their risk of developing a mental illness that may lead to dementia or other related neurocognitive conditions increases. Given their role on the front lines of emergency care, first responders frequently interact with older adults who may exhibit symptoms of cognitive impairment, making first responders’ communication approach critical to ensuring effective and appropriate care. The purpose of this study is to determine and quantify what first responders believe to be the most appropriate ways of communicating with a person with moderate to severe dementia. Participants in the fields that qualify as a first responder will be asked to complete a short survey that asks questions about their job and their beliefs about appropriate ways to communicate with individuals with moderate to severe dementia. The research study will use a quantitative-based approach and set a goal of describing trends, including differences and similarities between different first responder departments using statistical methods based on the data collected. Findings from this study could potentially benefit first responder departments by identifying areas where knowledge about communicating with people who suffer from moderate to severe dementia is lacking. In doing so, first responders will gain more access to targeted trainings to help those with moderate to severe dementia. Identifying these areas that are easily misunderstood and could help address future first responder training.
Cydnee Lacy, crl2318@mavs.uta.edu
The University of Texas at Arlington, with Dr. Hui Huang
Study of Parental Substance Use
The history of substance use and mental health problems in children traces back to the parents' addiction struggles. Research has shown a strong connection between parental substance use disorders (SUDs) and the likelihood of children engaging in similar behaviors. The existing literature uses data collected before the COVID-19 pandemic,whereas the research for this study utilizes data collected during the pandemic. It is important to examine whethersubstance use and mental health problems became more prevalent among parents involved in the child welfare system during the pandemic. It is also essential to examine whether the relationship between parental substance use and children's substance use increased, as children spent more time at home during the pandemic. Analysis of frequencies and percentages will be used to examine the prevalence of substance use and mental health problems among parents and children, respectively. Second, bivariateanalysis, such as chi-square statistics, will be used to examine the association between parents' substance use and mental health problems and children's substance use. Analysis of the results shows that a child's exposure to substance use by a parent figure early on can lead to them following in their parents' footsteps.
Demetrice Johnson, djohnson132@uco.edu
University of Central Oklahoma, with Dr. Vickie Jean
Lost in the Letters: Navigating College with Dyslexia and ADD
Students with Attention Deficit Disorder (ADD) and dyslexia often experience unique academic challenges that may not be fully addressed by current campus accommodations. Despite the presence of disability services, many students stillreport barriers to academic recruitment, engagement, retention, and performance. This research aims to identify thesegaps and suggest improvements to better support students and ADD, dyslexia, or both at the University of Central Oklahoma.
Evelin Regalado, eregala2@depaul.edu
DePaul University, with Dr. Kathryn Grant
The Role of Very Important Adults in Shaping Academic Coping Strategies Among Adolescents
Adolescents develop coping skills through life experiences, social relationships, and personal well-being. In academic settings, these coping strategies are essential for managing stress and maintaining performance. This study examines how the presence of self-identified “Very Important Adults” (VIAs) influences the coping strategies adolescents use in response to academic stress. It was hypothesized that students with strong VIA support would rely less on primary coping skills during periods of high academic stress, while students with fewer VIA supports would depend more on primary coping skills under similar conditions. Participants included 200 students from 6th to 8th grade who completed questionnaires assessing academic stress, coping strategies, perceptions of school and teachers, and the presence of VIAs. Preliminary findings suggest that students with higher VIA support report greater use of primary coping strategies when academic stress is low, but reduced use of those strategies when stress increases. Conversely, students with lower VIA support report increased use of primary coping strategies as academic stress rises. These findings highlight the importance of supportive adult relationships in shaping how adolescents manage academic challenges and suggest that fostering strong adult-student connections may enhance students’ coping capacities.
Galilea Villalobos Acosta, galilea.villalobosacosta@ucdenver.edu
University of Colorado at Denver, with Dr. Sasha Breger
Substance Abuse and its Effects on Violent Crime and Incarceration Rates
The consumption of alcohol is often linked to violent and aggressive behaviors (Boles et al., 2003). At least 40% of the violentoffenses committed were a result of physical violence of an intoxicated individual (Park et al., 2021). However, some violent crime may be associated at higher rates with alcohol usage and liquor laws may impact the overall consumption of alcohol. Tounderstand the relationship between alcohol and violent crime I will examine intimate partner violence, sexual assault or rape,and homicide in relation to alcohol usage. I will then examine liquor laws and their effectiveness in reducing crime. To answer this, I compiled existing literature and analyzed and interpreted existing data sets. I then compared dry and wet states to understand the effectiveness of their liquor laws. I anticipated finding that alcohol consumption increases violent offenses andthat liquor laws are imperative to reducing crime. Understanding the relationship between alcohol usage and violent crime may help reduce crime and reframe liquor laws to become more effective.
Nina Jones, JonesN02@uww.edu
University of Wisconsin Whitewater, with Dr. Philip Bostic
Break the Cycle: Higher Education for Everyone
The signs are all there. We all can agree that schooling is a necessary part of growth. Some parents choose pre-K or kindergarten some even daycare. I remember since youthful age, my parents instilling how important education is. And if school were not for me, the moment I turned 18 I could decide a different course. But my priority should always be school and graduate with good grades for college. But then Covid hit and then the priority became graduate high school school. But we also see a lot of people make it in the world without having a GED. So naturally, the idea of school and education seems invalid. Why is that? Why is College no longer a goal? That is the focus of my research. To bring back the fundamentals of higher education. My research will use a mixed method approach and that I will use both quantitative and qualitative design measures. Using various surveys from in person, interviews from people in the system of pre-college programs and the students who take part in these programs the aim of the research is to conclude if pre-college programs will provide a more positive outlook on higher education. Hoping that my research will lead to implementation all schools, to create a program and a mandatory summer dedicated to pre-college programs and all it has to offer.
Ian McDermid, imcdermid@uco.edu
University of Central Oklahoma, with Dr. Robert Mather
The Relationship Between Social Authenticity and Self-Esteem Across Traditional and Non-Traditional College Students
Authenticity is conceptualized in various ways. Traditional models, such as Maslow's (1968) theory, emphasize actualization and argue that authenticity arises from the fulfillment of higher-order psychological needs. These "being needs" facilitate the realization of one's true self. Similarly, Rogers (1961) emphasized the importance of congruence between self-concept and experience as vital for authentic living, contending that psychological maladjustment results from a misalignment between one's personal reflections and internal self-perceptions. Other scholars highlight the importance of self-regulatory processes to authenticity. Self-Determination Theory (Deci & Ryan, 1995, 2000), authenticity manifests when individuals engage in behaviors that satisfy their innate psychological needs for autonomy, competence, and relatedness. When self-regulation is motivated by intrinsic factors rather than external pressures, individuals tend to report higher levels of well-being (Sheldon & Kasser, 1995). Building on these perspectives, Goldman and Kernis (2001) developed a multicomponent model of authenticity operationalized through the Authenticity Inventory (Al). This model identifies four distinct yet interrelated components: awareness, unbiased processing, behavior, and relational orientation. Their findings suggest that higher scores on the AI are associated with greater life satisfaction, higher self-esteem, and lower levels of contingent self-worth and negative affect (Goldman & Kernis, 2001). Research from Goldman and Kernis (2002) further supports these theoretical claims. Their research shows that individuals who described their academic goals as aligned with their true self reported greater life satisfaction and positive affect one month later. Similarly, self-determined individuals tend to have more stable and resilient self-worth, in contrast to those with contingent self-esteem based on external achievements (Kernis et al., 2000; Paradise & Kernis, 1999).
JaNia Hall, hallj03@uww.edu
University of Wisconsin Whitewater, with Dr. Phillip Bostic
Systemic Bias in Black Maternal Healthcare
This study explores the way in which implicit bias and racism–particularly the harmful myth that Black people feel less pain–affect the quality of maternal healthcare for Black women in the United States. The research uses a mixed-methods apporach to examine how these disparities influence medical decision making, delayed care, and lead to inadequate outcomes during childbirth and pregnancy. The qualitaive section will consist of interviews with Black women who have given birth in U.S. hospitals and Black women who have experienced substandard care. These discussions aim to capture the experiences with misdiagnosis, pain being disregarded, delays in treatment and feeling dismissed. Interviews with Black healthcare pracitioners will provide additional insight into how bias shows up in the workplace and affects care for Black patients. The quantitative part uses existing datasets (such as from the CDC or hospitals) to compare maternal health outcomes across racial groups. Surveys will also include both scaled questions and open responses about pain management, communication, and satisfaction with care. Findings are expected to show that Black women face higher risks of complications and receive lower-quality care, regardless of income or insurance. These results will support the need for stronger bias training, more Black professionals in medicine, and policy changes to make healthcare more equitable.
Juan Ojeda Garcia, OjedaGarJR14@uww.edu
University of Wisconsin Whitewater, with Dr. John Dominguez
The Effects of Artificial Intelligence in Finance in the United States
Artificial Intelligence is revolutionizing the financial field, such as how we manage money, measure risk, and makedecisions. For many years, financial institutions always relied on traditional models and human intuition to make the best decisions. While these methods were effective, they were not as convenient as AI in recent years since you can make financial decisions by simply typing a sentence and clicking a button. This research project will use quantitative and qualitative analysis methods, looking at different programs being created and how they can be used for making profit trading in real time. These programs also have the advantage of optimizing your portfolio, measuring risk, detecting fraud and so many more applications. The anticipated findings for this research project will include real life examples of AI in trading, as well as firms and individuals using it to enhance efficiency and highlight the bigger platforms of the study. Another aim for this study is to show the challenges regarding transparency and examples of data bias and ethical concerns. The purpose of this research is to understand both the potential and the limitations of AI, specifically in finance, while emphasizing the importance of responsible use to make sure there is sustainability in financial markets with this new technology.
Melissa Flores, mflor114@depaul.edu
DePaul University, with Dr. Zoe Smith
Coping as a Moderator Between Negative Mental Health Experiences and Academic Motivation in Black and Latina/é/o adolescents with ADHD
Black and/or Latina/é/o adolescents with ADHD are at higher risk for negative mental health experiences. Higher rates of mental health difficulties have been shown to be associated with lower academic motivation (AM). How adolescents engage with and are perceived by the education system affects their wellbeing, disciplinary action, and education attainment. Given that youth utilize a wide range of coping skills, this study examines how their copingeffects the relationship between adolescent mental health ratings and academic motivation. Black and/or Latina/é/o adolescents aged 11-18 who were suspected of having ADHD completed questionnaires on coping, Anxiety, depression, and Academic motivation as part of a clinical assessment through CRAFT. Coping skills factors were utilized from the BREIF-cope (Emotional-Focused coping, Problem- Focused coping, and Avoidance coping). Anxiety was negatively associated with AM with emotion focused coping moderating that relationship; however, problem focused coping and avoidance focused coping where not found to significantly moderate the relationship. Depression was negatively associated with AM with amount of emotion focused coping moderating that relationship, however problem focused coping and avoidance focused coping were not found to significantly moderate the relationship. The results from this study show how emotion-focus coping can help elevate the alleviate effects that poor mental health have on academic motivation andhighlights the need for explicit coping strategies to be taught, especially for Black and Latina/é/o children with ADHD.
Kiara Rios, RiosKL14@uww.edu
University of Wisconsin - Whitewater, with Dr. Anna Lindell
The Role of Family Context and Emotional Regulation in the Development of Academic Perfectionism
Maladaptive perfectionism refers to personal concerns over failure and other people’s evaluations or criticisms, and is related to self-defeating behaviors, which include self-doubt, concern about others' evaluation, and constant worry about making mistakes that can lead to other problematic behaviors. However, minimal research has investigated the antecedents of perfectionism, and even less has examined these among college students, who are at particular risk fordeveloping maladaptive perfectionism. A growing body of research suggests that having poor relationships with parents and having poor emotion regulation skills may be linked to the development of perfectionism and similar constructs like academic anxiety, yet these possible antecedents have not been examined concurrently. This study examines associations between emotional neglect from mothers and emotion regulation skills, and maladaptiveperfectionism in undergraduate students, to begin to understand factors that increase the risk of students developingperfectionism. Results suggest that less use of adaptive emotion regulation strategies was associated with a greater risk of perfectionism, and these associations were exacerbated when students also reported high levels of emotional neglect from their mothers. The present study highlights the important roles that both emotion regulation and family context play in the development of perfectionism. Future studies should continue to examine ways that academic professionals can support students with their performance, as well as effective interventions for students with poor emotional regulation abilities.
Lensa Wako, lensa.wako@ucdenver.edu
University of Colorado Denver, with Dr. Kevin Masters
Work, Life, and Health: A Study of the MIDUS Sample
This study examines how work experiences spill over into personal life and their effects on well- being among middle-aged Americans. While people derive life meaning from various sources including relationships and work itself, there's considerable variation in how individuals experience their jobs from finding deep satisfaction to working purely for financial necessity. The research focuses on two types of work-life spillover, negative spillover, where job demands interfere with personal life and harm health outcomes, and positive spillover, where work and personal domains mutually enhance each other. The investigation explores which workplace factors might facilitate beneficial work-life interactions. The researchers hypothesize that supportive colleague relationships and consistent supervisory backing may enable workers to experience more positive spillover effects, potentially improving both mental and physical health. Using a large national sample, the study analyzes how positive and negative work-to- family spillover relate to cardiovascular health indicators such as the Life's Essential 8 and overall life satisfaction. Additionally, the research examineswhether specific job characteristics, including peer support, managerial support, workload demands, decision-makingautonomy, and opportunities to use skills moderates these relationships. This approach aims to identify which workplace elements are most crucial for employee well-being and meaningful work experiences.
Lexi Zimmerman, azimmerman6@uco.edu
University of Central Oklahoma, with Dr. Liz Wallace
When Caring Hurts: Exploring the Link Between Empathy and Secondary Trauma
Secondary traumatic stress (STS) refers to the psychological and emotional distress experienced by individuals who areindirectly exposed to others' trauma, a phenomenon primarily observed in caregiving or clinical professions. While empathy is critical for effective care and support, emerging research suggests that different dimensions of empathy may have differing effects on an individual's susceptibility to STS (Crumpei & Dafinoiu, 2011; Jang et al., 2023; Mottaghi et al., 2019).This project uses validated measurements to clarify the relationship between empathy and secondary traumatic stress.
Matthew Gonzales, mxg3442@mavs.uta.edu
The University of Texas at Arlington, with Dr. Ram Venkataraman
A Look into New Accounting Standards. Do Persistent Critical Audit Matters Disclosures Matter?
Investors rely heavily on financial data disclosed in 10-K filings to inform decisions involving billions of dollars annually. In 2017, the introduction of Critical Audit Matters (CAMs) as a mandated disclosure enhanced the 10-K by requiring auditors to highlight material issues that may not be adequately addressed elsewhere in the report. Despitethis, little is known about the long-term financial implications for companies with unresolved CAMs that persistbeyond the typical resolution window of one to two years. This study aims to fill that gap by investigating whetherlong-term CAM disclosures have meaningful impacts on firm outcomes over time. This research isolates firms with CAMs disclosed for more than two years, categorizes them by duration, and compares their financial performance to firms with short-term and no CAM disclosures. By evaluating performance trends over multiple years, we sought to determine whether unresolved CAMs signal deeper or more persistent financial issues. Our results show that if there is any fluctuation in financial outcomes related to long-term CAMs, it most often occurs inyear one, with many firms showing no clear shift afterward. This suggests the market reacts primarily when the CAM isfirst issued, and that no additional financial disruption occurs as the issue persists. The findings also indicate that many persistent CAM topics, such as revenue from customer contracts, reflect ongoing structural elements of a business, rather than new or worsening concerns.
Nina Hudson, nhudso10@depaul.edu
DePaul University, with Dr. Sheldon White
We Need Our Black Women Sex Workers: How to Make the Necessary Change in American Sex Education
Sex education in school should be a curriculum that informs and expands the minds of preteens/teenagers, so that their identity is validated, they can keep themselves safe, and act in the protection of others. What students typically learn in sex ed does not develop their understanding of self, it does not inform students of their agency and autonomy, and it certainly does not keep students safe. When assessing how to improve sex education for students, I look at how the intersectional experiences of Black women sex workers, including myself, have critical knowledge in benefit of the curriculum. Using feminist frameworks such as intersectionality and Black feminist thought, I will explain how Black women sex workers hold crucial knowledge that would benefit sex education not only for students, but for the greater good of all. Utilizing the feminist frameworks previously mentioned, I will develop a critical autoethnography, examining my personal experiences in the sex world and how the knowledge gained from the work gives nuance to sexual education. Sex education provided for students are usually abstinent based and solely focus on the gender binary and heterosexual relationships. Sex education provided in schools ignore the variety of circumstance and identity. Black women sex workers, who are intersectionally positioned within multiple marginalizations, are provided a particular view into sex education that enhances the lives of all identities.
Princess Pompa, pcpompa23fl@ollusa.edu
Our Lady of the Lake, with Dr. Leda Barnett
The Declining Democracy within the United States
My study aims to answer the question: Under what current conditions has the United States experienced an erosion of its democracy? This research will employ a dual stress test approach to examine the resilience of U.S. democracy: one test will focus on national-level dynamics from 2010 to 2024, while the other will concentrate on state-level dynamics during the years 2020, 2022, and 2024. By assessing recent shifts in democratic practices over these periods of time, the research seeks to identify factors that contribute to democratic erosion. The goal is to enhance our understanding of how established democratic nations can gradually deviate from their original values and practices, providing insights into how these trends can be reversed to preserve democratic integrity.
Rebeca Acosta, racosta5@depaul.edu
Depaul University, with Dr. Yoalli Rodriguez Aguilera
From Colonial Archives to Carceral Voices: Tracing the Coloniality of Gender Across Time and Space
Coloniality, as distinct from colonialism, reveals how colonial processes transcend historical moments, becoming structuresof power that continue to organize the global world today. Extending on Maria Lugones's (2008) conceptualization of the Coloniality of Gender as the intersection of gender, class, and race as core constructs of the modern/colonial capitalist world system of power, this comparative content analysis examines colonial manuscripts from the Newberry Library's Edward E. Ayer collection, one of the world's largest collections on Indigenous peoples with more than 17,000 items, alongside poetry from DePaul University's Women, Writing and Incarceration Project, which comprises 400 poems created by women in Illinois correctional facilities. The research traces how colonial gender constructions continue to operate through the carceral apparatus as a site of power, examining how the archive constructs gender and preserves gendered categories transformed from the human/not human binary that colonization imposed on Indigenous peoples. By diagnosing the continuity of the modem colonial gender system, this analysis reveals the epistemological and material sites for decolonialization.
Seraiah Moore, MooreS17@uww.edu
University of Wisconsin-Whitewater, with Dr. Elizabeth Olson
Attachment Styles and Emotional Regulation in Adult Relationships
This study investigates the impact of attachment styles on emotional expression and relationships dynamics. Based on theattachment theory, it hypothesizes that individuals with insecure attachment styles will demonstrate an increase in negative emotional expression and responsiveness in relationships. The hypothesis will be tested by conducting a survey for adults aged 18 and above using established questionnaires via the UW-Whitewater survey system. Anticipated results are expected to reveal the correlations between specific attachment styles and patterns of emotional expression and responsiveness in relationships. This research will contribute a deeper understanding of the interplay between attachment styles, emotional regulation strategies, and relationship dynamics. Future directions include developing interventions to help promote positive emotional regulation strategies and relationship satisfaction based on attachment styles.
Sirrye Retelle-Branch, Retellebs28@uww.edu
University of Wisconsin-Whitewater, with Dr. Adam Paddock
The Impact Economic Policies Make on Black Gen Z Americans Wealth
Since Covid-19, inflation has been running rapidly—not only throughout the U.S. economy but also through the bank accounts of millions of Americans. But those who have been impacted the most are those of the more recent generations, as well as Black Americans; thus, Black Gen Z Americans are at the forefront of this recession. Furthermore, the existing economic policies that affect tax laws, student loan debt, and housing subsidies are making it increasingly difficult for individuals to accumulate wealth. However, this isn’t by coincidence, as many Black Gen Z Americans are affected by the economic disparity that is created because government legislation disproportionately affects this group. In this research I will use mixed methods to illustrate how Black Americans are marginally affected by certain economic policies and how changes in the way Blackness is perceived can improve economic legislation. Moreover, I will use surveys, interviews, and statistics to demonstrate the depth of this disparity and how specifically it can be reformed.
Sofia Ibarra, sibarra6@islander.tamucc.edu
Texas A&M University- Corpus Christi, with Dr. Steven Seidel
Are We of One Mind(set)? - A Cross-Domain Analysis of Growth and Fixed Mindsets
This study investigates whether individuals maintain consistent cognitive mindsets (incremental/growth) or (entity/fixed) across life domains such as intelligence, emotion, body weight, job fit, and relationships. While prior research focuses on single domains, this research explores whether a general implicit belief system exists across several domains. We hypothesized that individuals would show moderate to strong cross-domain consistency in their mindsets. A sample of 191 participants from the U.S. completed a survey of measures across six domains. Bivariate correlational analyses revealed significant positive relationships in 12 of 15 domain pairings. Notably, Job Fit demonstrated strong correlations with Emotion regulation (r = .545, p < .001) and Growth mindset in Relationships (r = .458, p < .001), while Emotion regulation was significantly related to Weight management (r = .427, p < .001) and Intelligence (r = .204, p = .005). A principal component analysis yielded a one-factor solution accounting for 39.47% of total variance, with strong loadings from Job Fit (.834), Emotion regulation (.781), and Weight management (.659). These results provide evidence for cross-domain consistency in implicit beliefs, supporting the conceptualization of implicit beliefs as reflecting a general cognitive orientation rather than domain-specific attitudes. The single-factor solution indicates that individuals who endorse certain types of implicit beliefs in one life domain tend to hold similar beliefs across other domains.
Stephen Peterson, stephen.peterson@students.tamuk.edu
Texas A&M University - Kingsville, with Dr. Dean Ferguson
Bridging Communities: The Role of The First Presbyterian Church of Kingsville, Texas, in Mexican & Mexican-American Educational Outreach
This project explores the overlooked influence of the first Presbyterian Church of Kingsville, Texas in supporting Mexicans and Mexican-Americans in the early 1900s. While people often focus on major donors like Henrietta King or schools like the Texas-Mexican Industrial Institute and the Presbyterian Pan American School, this study highlights the local church that worked behind the scenes to help those efforts succeed. The central hypothesis is that the Kingsville church, while part of the racially exclusive Southern Presbyterian tradition, contributed immensely to Mexican and Mexican-American educational access in ways that challenged broader segregation norms. Using qualitative historical methods, this project draws on primary sources including church bulletins, session minutes, and King Ranch archives, as well as secondary institutional histories and theological analyses. Preliminary analysis of this evidence shows that the church gave land, invited missionary speakers, and stayed involved with students and teachers from nearby religious schools. Even in a segregated time and place, this church didn’t seem to formally exclude people based on race and focused instead on shared beliefs and goals. By looking closely at this one congregation, the project adds a new perspective to what we know about Presbyterian work in South Texas. It also complicates existing assumptions about Southern Protestant racial attitudes. Future research will explore the church’s civic roles in public health, civil rights, social welfare, and local governance, as well as collect oral histories from church descendants and school alumni to further show the congregation’s long-term influence and effects.
Genesis Suggs, ssuggs@depaul.edu
DePaul University, with Dr. Joe R. Tafoya
Biopower and Exclusion for Unhoused People
This paper analyzes how the government imposes biopower onto unhoused and undocumented people in the United States. This paper focuses on the personal accounts of unhoused and undocumented people in Chicago and provides policy recommendations based on personal accounts, past policy proposals, and new policy proposals. This study will examine different accounts of exclusion from public spaces, protections from the law, and systemic discrimination that leads to the bare life of undocumented and unhoused people based on Michel Foucault's and Giorgio Agamben’s theories of biopower. The study’s methodology includes interviews with people with lived experience of being either undocumented, unhoused, or both and will be accompanied with a literature review of existing accounts and literature. The interviews indicate that unhoused and undocumented people are excluded from basic needs which lead to early death. The recommendations drawn include: affordable housing waitlist transparency, healthcare should be accessible to everyone regardless of citizenship status, housing first policy, and more.
Abigale Yilma, abigale.yilma@ucdenver.edu
University of Colorado Denver, with Dr. Dèsa Karye, Dr. Barbara Thelamour, and Dr. Chrystal George Mwangi
Academic Motivation & Satisfaction among Black College Students
Ethnic identity, academic motivation, and satisfaction play a role in students’ academic experiences. Motivation defined by Self-Determination Theory includes intrinsic and extrinsic components rooted in autonomy, competence, and relatedness. Intrinsic motivation includes the desire to know, accomplish, and experience stimulation. Extrinsic motivation can be internalized through forms such as introjected, identified, and integrated regulation. Academic satisfaction encompasses students’ engagement, learning experiences, and institutional support. 351 Black college students were surveyed and recruited through digital flyers and campus outreach across several universities. The Multigroup Ethnic Identity Measure, the Academic Motivation Scale, and the Academic Satisfaction Scale were used to collect data. Simple linear regressions in RStudio examined how ethnic identity relates to motivation and satisfaction.Results indicated that ethnic identity significantly predicted academic satisfaction R² = .01, F(1, 349) = 6.47 p = .01,extrinsic motivation R² = .01, F(1, 349) = 4.45 p = .03, and intrinsic motivation R² = .01, F(1, 349) = 4.33 p = .03. However, ethnic identity was not a significant predictor of amotivation. The findings suggest that ethnic identity plays a factor in academic motivation and satisfaction for Black college students.
Isabella McColl, McCollIR28@uww.edu
University of Wisconsin-Whitewater, with Dr. Dwight Watson
Teachers Opinions on What Supports Are Necessary for Low Income Wisconsin, Middle School Students to Achieve Academic Success and Well-being
Over the years, progress has been made in the world of education. New strategies have been developed to reach students' potential. However, despite all the progress, a gap still exists between the academic success rates of low-income studentsand their more affluent peers. While there are many ideas for why we are seeing this gap, my research focuses on informingeducators on how to support low-income students. The research aims to understand the academic success gap between low-income students and their more affluent peers and to determine supports that may offset this gap. The particular focus of the research aims to gain a deeper understanding of why we are seeing a gap in academic success rates. This research seeks tofind ways to inform educators on how to support low-income students. The study will focus on identifying the support low-income students need to improve their academic success. To identify these supports, I will seek the opinions of Wisconsin middle school teachers who work with low-income students. In this study, I will be reviewing the research on the academic success seen in low-income students in comparison with their more affluent peers. Through my literature review, I will identify the barriersfaced by low-income students across the United States, along with resources to offset these barriers. With this information, I will conduct interviews with middle school educators in Wisconsin. Through this investigation, I aim to identify stronger resources that will support low-income middle school students in Wisconsin in achieving better academic success.