Schedule of Events

The purpose of this qualitative study was to explore the narratives of first-generation Mixteco students and how they used aspects of community cultural wealth to draw on their college readiness. The theoretical framework for this study was Yosso’s (2005) community cultural wealth (CCW) model, which centers the cultural knowledge, skills, and abilities of marginalized groups that serve as forms of capital. The two research questions that guided this study were: (a) in what ways do Mixteco students who are the first in their families to attend college navigate familial and educational expectations of going to college? and (b) in what ways do Mixteco students use forms of community cultural wealth to prepare themselves for college? This narrative inquiry study included seven participants who attended high school for at least two years in Los Angeles, Ventura, Santa Barbara, and/or San Luis Obispo Counties and who continued their education at the post-secondary level. The participants ranged in age from 22 to 30 and were either currently enrolled or had graduated with a college degree within the last five years.All participants were first-generation college students with a range of educational degrees, spanning from an associate degree to a master’s degree. Three major themes emerged from analyzing the data: (a) parental involvement, (b) K–16 educational access and support programs, and (c) educators’ impacts on college readiness. The findings of this study suggested the participants navigated familial and educational expectations of going to college using aspects of CCW.

This research investigates the socio-economic impacts of Chinese investments in Africa, focusing on Zimbabwe as a case study, particularly the Gwanda Lithium Mine. It examines how these developments affect local communities amidst concerns of neocolonialism, including African perceptions of Chinese enterprises, labor conditions, and community relations. The study also addresses power dynamics, highlighting fears of exploitation and loss of sovereignty that often overshadow potential benefits. Through literature review and observation, the research aims to illuminate the challenges Zimbabweans face in an economy influenced by external forces.

The Wagon Wheel holds a significant place in the history of Oxnard and has remained a recognizable icon for several generations. Originally known for its bowling alley, hotel, restaurants, and various Americana tourist attractions, the Wagon Wheel has a rich legacy. However, one community that often went unnoticed is the Trailer Park community of Wagon Wheel. In this research presentation, I will explore the experiences and challenges faced by this community in their fight against displacement. Additionally, I will examine the current state of the Wagon Wheel in 2025.

Historical disparities in high school graduation rates among Hispanic/Latino students reveal persistent systemic inequities in traditional education settings. Following the 2021-22 school year, Hispanic/Latino males had one of the highest status dropout rates nationally at 9.6% (NCES, 2023). Within California, students considered unsuccessful in traditional high schools are more likely to be referred to alternative high schools, emphasizing the need to examine how alternative education settings serve vulnerable populations, primarily students of color (de Velasco et al., 2008; Sperling, 2019). This qualitative study explored the experiences of Latino graduates from alternative high schools in California and examined how these settings shaped their academic trajectories and postsecondary pathways. Grounded in Critical Race Theory (Matsuda, 1993; Ladson-Billings, 1998) and theories of resistance (Giroux, 1983; Fordham & Ogbu, 1986), this study utilized portraiture methodology and semi-structured interviews to capture the voices of five former Latino alternative school students. This study expands the literature on alternative education by illuminating how these schools reinforce and resist deficit narratives and racialized ideologies. Findings suggest the need to reform hiring practices to prioritize educators of all positions who embody care ethics and allyship, establish policies that guarantee postsecondary guidance and access for alternative high school students, and address intraracial segregation and structural inequities within alternative school settings.
 
Keywords: Hispanic/Latino, dropout rates, vulnerable populations, systemic inequities, alternative high schools, post-secondary pathways, Critical Race Theory, theories of resistance
 

Traumatic experiences can contribute to the development of various psychopathologies (Bomysoad & Francis, 2020). Research, however, has begun to show the relevance of several moderating factors that can result in lower levels of psychopathology following traumatic experiences (Nilsson et al., 2023). Resilience can be defined as an individual's capacity to withstand, adapt to, and recover from adversity, stress, and trauma (Fletcher & Sarkar, 2013). One study found that resilience, specifically amongst peers, significantly moderated the trauma symptoms in children (Nilsson et al., 2023). The purpose of the present  study is to conduct a conceptual replication of (Nilsson et al., 2023) that will examine the moderating effect of resilience between trauma symptoms and trauma experience in young adults located in the United States. The study will test three hypotheses. First, it is predicted that high scores on experienced trauma will be positively associated with trauma symptoms. The second hypothesis predicts that high scores on resilience will be negatively associated with trauma symptoms. The third hypothesis predicts that resilience will moderate the association between experienced trauma and trauma symptoms. A total sample of 48 participants from Amazon’s Mechanical Turk (MTURK) will complete measures of trauma experience, symptoms, and resilience. The study’s methodology is currently pre-registered (https://aspredicted.org/~ZLBGKbp8WO) and data will be collected in January 2025. If supported, the results will support the importance of resilience as a significant factor in the presentation of trauma symptoms in young adults.  

“Silenced Voices” is a project rooted in my personal journey as a young reader, where I often encountered characters in literature before me who did not reflect my cultural identity. This growing disconnect led to a deeper examination of the Latino book bans occurring in the United States. This study aims to answer the question: How do the Latino book bans in the United States impact the Latino community? The methodology includes literature reviews to analyze the content of banned books and interviews with individuals affected within the Latino community. The findings indicate significant repercussions on cultural identity, inclusion, and academic performance. The banning of Latino literature marginalizes an entire community, depriving them of the opportunity to see themselves and their experiences represented in the pages before them. This research aims to emphasize the importance of promoting inclusivity in literature and advocating for the preservation of Latino literature in the United States.