urweek2024 - Education: Prerecorded Presentation (2024)

Welcome to UCLA Undergraduate Research Week 2024!

Thank you for visiting the 2024 Undergraduate Research and Creativity Showcase. This Showcase features student research and creative projects across all disciplines. As a university campus, free expression is encouraged, and some content may not be appropriate for all ages. Visitors under the age of 18 are encouraged to explore these presentations with a parent or guardian. The views and opinions expressed here are those of the participants and do not necessarily reflect UCLA or any policy or position of UCLA. As a visitor, you agree not to record, copy, or reproduce any of the material featured here. By clicking on the "Agree" button below, you understand and agree to these terms.

Education: Prerecorded Presentation - Panel 2, Presentation 1

KYLEE S. RIPPE

Separation Anxiety impacts many young children that are first entering school or afterschool care, but if it persists, it can also have negative effects on academics, mental health, and socio-emotional skills. After school programs have proven to have positive effects on mental health of children, but it is important to understand what resources and tactics are being employed. For example, previous research has shown that peer leadership roles have significantly increased children's mental health and staff attitudes could predict mental health outcomes of children in participating programs. In this study, I will utilize Youth Participatory Action Research (YPAR) methods in order to understand separation anxiety experiences of kindergarten students and brainstorm how afterschool programs can best support anxiety. This is a qualitative research study utilizing a focus group, interviews, and observations…

Education: Prerecorded Presentation - Panel 2, Presentation 2

JULIA MOST

Past research on inclusivity suggests that administrative support is imperative in creating inclusive practices that benefit all students, however, there are limitations on implemented strategies. The purpose of the current study is to examine how high school administrators in Southern California conceptualize the support given to teachers and students in creating an inclusive education. A qualitative method is being used through a series of semi-structured interviews with different high school administrators of an urban school district. Both structural and cultural support are being analyzed, more specifically, professional development, scheduling, prioritization, and collaborative participation. This study aims to provide insight into the importance of the role that administrators play in creating an inclusive education and deduct practices being used by inclusive-focused administrators.

Education: Prerecorded Presentation - Panel 2, Presentation 3

LINGXI ZHANG, Kelly Kistner

Numerous studies highlight the affirmative impact of undergraduate research programs on students’ academic performance in natural science and humanities, arts, and social sciences (HASS). However, these programs are notably less accessible to HASS students, particularly those who are underrepresented or first-generation college students. To address this, Dr. Kistner and I work collaboratively to investigate the impact of UCLA's Research Revealed Program, a HASS research preparation program, on students' academic outcomes, potential research pathways, and subsequent career decisions, meanwhile understanding their motivation for engagement. Our research utilized a mixed methodology, analyzing data from entry and exit surveys conducted between 2020 and 2023, alongside records of undergraduate enrollment in research contract courses. Quantitative analysis involved conducting t-tests to evaluate changes in students' academic skills before and after participation. Qualitative analysis included thematic coding to extract major themes from open-ended responses, supported by direct quotes from the participants. In conclusion, intellectual curiosity was the primary motivator for student participation. Additionally, there was a significant increase in students’ self-reported academic competencies and many pursued future research. This project underscores the need for targeted research preparation programs to support diverse student populations in academia.

Education: Prerecorded Presentation - Panel 2, Presentation 4

JOANNE OHWOBETE Sandra Graham

Culturally responsive teaching, also known as CRT, is a student-based teaching practice that uses the students' customs, characteristics, experiences, and perspectives as tools to create a better classroom environment. This study will examine the implementation of CRT practices in elementary school classrooms from communities of low socioeconomic standing in a large public school district in the United States. The question to be answered by this study is, from the perspective of Black and Brown male students in communities of low SES, are Culturally Responsive Teaching practices being effectively implemented in elementary classrooms? IRB approval from LAUSD will be pursued. Participants will include elementary-aged Black and Brown boys attending LAUSD, whose schools claim to implement Culturally Responsive practices. The data collection contains 2 phases: one-on-one interviews with participating boys, and having them view videos that illustrate CRT practices being implemented at various levels. Thematic Analysis will be utilized to categorize the level of CRT implementation that each participant is witnessing in their respective classrooms. This study aims to bridge the perspectival gaps that lay between the theory of CRT practices and its application. This investigation centers the student perspective and provides insight into the work that needs to be done to create a truly Culturally Responsive classroom environment.

Education: Prerecorded Presentation - Panel 2, Presentation 5

Abigail Han

This literature review explores the impacts of educating students on Asian American History, the current curriculum’s failure to address this history, and further steps required for reform. Past research explained how ethnic studies can provide quality learning experiences for all students, teach a holistic perspective, and build social cohesion. I claim that the benefits of teaching ethnic studies apply to Asian American history curriculums while focusing on the AP US History curriculum as the baseline for high school US History courses. Findings imply that the College Board doesn’t require teaching diverse histories. The laxness allows curriculums only to mention popular topics regarding Asian American history, forcing teachers to consult outside sources to dive deeper. An inclusive approach to teaching history that accurately reflects the complexity of the American experience would help historically marginalized students. Another significant finding centers around how history shapes how students view the past and present. Particularly pertinent to the political atmosphere in the US today, our fiercely divided society is rife with life-threatening repercussions. The APUSH syllabus doesn’t address these concerns, so reform is needed via a strong, inclusive history curriculum for all students.

Education: Prerecorded Presentation - Panel 2, Presentation 7

JOCELYN TORRES

California's large San Joaquin Valley, located between Sacramento and Bakersfield, holds one of largest Latino populated areas in California, making up 54.8% of its population, yet continues to be one of lowest populated areas to enter the University of California System (UC). Major access and equity issues have existed for the Latino population residing in the Central Valley. These continuous issues impact Latinx students from entering the University of California system and instead shift toward the California State University system (CSU), community colleges or not attending higher education whatsoever. Through the methodology of interviews, surveys, and autoethnography, this study seeks to uncover the underlying factors contributing to the decline in Latinx students from the Central Valley attending UC’s.

Education: Prerecorded Presentation - Panel 2, Presentation 8

EVAN A. VASQUEZ-GOMEZ and Minnie Ferguson

This study seeks to assess the value of Indigenous curriculum and schools on students’ academic success at Anawakalmekak/Semillas Community Schools located in El Sereno, CA. Qualitative methods such as interviews, surveys, and platicas will be used with teachers, administrators, a parent, and a student to analyze the impact of an Indigenous-based learning environment. This research will contribute to dialogues on Indigenous educational transformation in the 21st century. Additionally, the paper will assess how teachers educate their students through different methods, including understanding ceremonial practices, relationships with the land, and indigenous views of sovereignty in education, differing from traditional Western schools. The research further aims to impact and contribute to the conversation of Indigenous education and curriculum-based schools such as Anwakalmekak. I will draw on literature written by Indigenous and non-Indigenous scholars examining Indigenous education, Indigenous epistemologies, and decolonial thoughts, all elements related to the work/mission of Anwakalmekak/Semillas Community Schools. This study further aims to understand the value added by Indigenous approaches to education, including resources, networks, and benefits for students and the community. Concepts I will use to understand the impact of Indigenous-based education include Indigenous resurgence, Indigeneity, and language and cultural revitalization.

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