������

Alexis Contreras

California State University, Long Beach 2025 

Specialization: Elementary/Secondary Education 

Chair: Alejandra Priede 

Abstract 

According to the California Department of Education, 15% of the teaching population identities as Latina, while 56% of the student population in the state identities as Latine. Representation of Latina teachers in California, specifically in the social sciences, is lacking despite the initiatives, programs, and policies that have been established to try to recruit and retain more teachers of color. This visual narrative study explores the experiences of Latina secondary social science teachers in California through the elements of intersectionality, systems of power, secondary education, and resilience and advocacy. Using an original conceptual framework, Profesora Pedagogy and Muxerista Resilience and Empowerment (PPRME), this study highlights the obstacles and triumphs of Latina educators within PK-16 education, teacher preparation, and the teacher workforce. This three-part interview series and cultural artifact analysis follows the journeys of eight Latina educators as they navigate educational and occupational sectors. Findings show that Latina educators must combat institutional, interpersonal, and internalized oppression throughout their academic and teaching journeys. Despite the intersectional challenges, Latina educator have proven resiliency and community empowerment as they serve urban populations and positively influence Latine student communities. Implications show the need to address systemic racism in all educational sectors. Recommendations urge for changes within educational curriculum, teacher and staff professional development, and intentional hiring practices of teacher preparation programs. In addition, this visual narrative inquiry offers additional research opportunities that expand the study’s findings

Kristen Entringer

California State University, Long Beach 2025

Specialization: Community College/Higher Education 

Chair: Avery Olson

Abstract

Higher education practitioners fulfilling roles within the increasingly regulated, highly litigious field of Title IX administration have navigated substantial legal and sociopolitical shifts since the 2010s. Viewed through Michael Lipsky’s street-level bureaucracy framework, Title IX administrators implement federal law as street-level bureaucrats (SLBs) within unique campus contexts, which often requires balancing between individuals’ needs and procedural compliance amid organizational constraints. This study sought to understand the ethical challenges faced by higher education Title IX administrators attempting to find this balance. Addressing a gap in available literature, this study established the applicability of the concept of moral injury to the field of Title IX administration by leveraging an explanatory sequential mixed methods design with an emphasis on post-intentional phenomenological interviews. A survey of 54 administrators from 24 states and follow-up interviews with 19 individuals found that Title IX administrators perceive their line of work to be legally, ethically, institutionally, and interpersonally challenging. The study showed that working in Title IX administration is likely to expose practitioners to both perpetration-based and betrayal-based potentially morally injurious events (PMIEs) in the course of their daily work, and Title IX administrators experience these PMIEs as being connected with a range of adverse effects, known as moral injury. The implications of this study are wide-reaching and consequential. Although the political pendulum of Title IX is likely to continue to swing due to the larger sociopolitical structures that shape how regulations are made, this study’s policy and practice recommendations include creating more flexibility in policy application, increasing communication within and beyond campuses, improving relevant working conditions for Title IX administrators, and developing a code of ethics for practitioners. Further research is warranted to understand and mitigate the effects of both SLB working conditions and moral injury within the field. 

Elizabeth McCann

California State University, Long Beach 2025 

Specialization: Community College/Higher Education 

Chair: Avery Olson

Abstract

Black male student-athletes disproportionally face unmet basic needs while attending California’s community colleges. This qualitative study used Critical Race Theory to better understand the lived experiences of Black male student-athletes facing basic needs insecurity. The research questions guiding this study sought to understand the systemic challenges and barriers that prevent Black male student-athletes from meeting their needs, the ways in which they survive and persevere despite the hurdles they encounter, and the facilitators and supports they rely on and need. This basic qualitative interview study included 18 one-on-one interviews with Black male student-athletes currently enrolled in California community colleges or enrolled within the past 15 years. Findings indicate that Black male student-athletes face significant challenges and barriers particularly related to food, housing, and harmful institutional policies. Despite challenges and barriers, they survive by growing up fast and they persevere through strong bonds of brotherhood and a supportive athlete community. Along their journey, helpful facilitators and supports get them through. Implications from this study highlight the need to provide more time for meals and food resources to Black male-student athletes to prevent food insecurity and a changes to non-resident fees that are necessary to make California community colleges more affordable to Black male student-athletes, preventing basic needs insecurity. Recommendations include calls for policy change by the California Community Colleges and the California Community College Athletics Association as well as further research on basic needs insecurity among community college and university athletes

Rob Olmos

California State University, Long Beach 2025 

Specialization: Community College/Higher Education  

Chair: Avery Olson

Abstract

Despite a need for STEM graduates, many college and university campuses still do an inadequate job of supporting the persistence and retention of STEM students from diverse populations. Research shows that students of color majoring in STEM tend not to experience a supportive environment, receive mentoring by someone of the same gender and race, or have sufficient access to research opportunities. In addition to race, gender is another factor of consideration, as Black and Latinx males complete STEM degrees at lower rates than other populations. Black and Latinx male students overwhelmingly enroll in the community college, and for those who transfer to 4-year colleges to study STEM, they face many challenges. Research shows that this population of students experience lower levels of persistence, retention, and completion compared to their White and Asian peers. Given these clear equity gaps, it is important to examine the institutional barriers, while using an anti-deficit lens, to examine student experiences navigating these barriers.

Utilizing Harper’s (2010) Anti-Deficit Achievement Framework, this qualitative study investigated 17 Black and Latinx male California Community College (CCC) transfer students who were currently enrolled or recently graduated from 4-year institutions with STEM degrees to understand which practices these students found to be most helpful in their educational and career pathways. Themes emerged from the analysis of data conveying out-of-class engagement, community college relationships, applied STEM experiences, and challenges and support systems which inform how they persist through to obtaining a degree in STEM. Despite some of the previous literature, this study demonstrated that Black and Latinx male STEM students found an array of programs and services that assisted with the persistence of transferring from a CCC to a University of California (UC) or California State University (CSU). The participants in this study provided their experience developing their STEM identity, described participation in research projects, and received faculty and staff mentoring from one of their STEM professors or industry experts. Similarly, CCCs, UCs, and CSUs offered their STEM students’&�Բ�����;academic and out-of-class support to assist in traversing the STEM degree pipeline.

Based on these themes, recommendations for practice, policy, and research are provided to increase the support for Black and Latinx male transfer students pre- and post-transfer at the UCs and CSUs. Recommendations include offering increased access to lab and research opportunities, developing faculty mentoring opportunities, and enhancing peer-to-peer out-of-class activities to strengthen their sense of belonging in STEM.

Guadalupe Arias 

California State University, Long Beach 2025 

Specialization: Elementary/Secondary Education 

Chair: Cara Richards-Tutor

Abstract

Closing the opportunity gap in K-12 schools is a chronic problem in urban high poverty school communities throughout the United States. The introduction of information and communication technologies (ICT) has added additional challenges. While ICTs have inundated school districts to close learning gaps, success is dependent on how K-12 schools integrate technological initiatives in districts, schools, and classrooms across the nation. The purpose of this study was to explore the relationships between ICT use and performance outcomes among minoritized student populations. A quantitative methodological design was utilized to describe and explore relationships between ICT use and student achievement. Secondary data from six Title 1 high poverty elementary schools was used, including 1,410 participants from third, fourth, and fifth grade from one urban school district. Utilizing an integrated QuantCrit and First & Second Order theoretical approach, SPSS statistical analysis was utilized to explore: (1) the differences by demographic variables in consistency and intensity of ED Tech tool use; and (2) if consistency and intensity of ICT use predicts SBA performance outcomes and if the relationship is moderated by student demographic variables. The findings revealed student subgroups differ in consistency and intensity of ICT use. Furthermore, regression analysis revealed consistency of ICT use has a direct relationship to SBA ELA and Math performance outcomes and variance differed among student groups. The implication of the study suggests the importance of consistent use of ICTs and their contribution to learning outcomes when accessed and utilized by K-12 students. Recommendations for practice and policy around professional development and the implementation of equity teams are shared to improve current district and school technology initiatives to address disparity issues in ICT use among identified student subgroups not reaping the benefits in urban high poverty K-12 school communities.  

Rachelle Lopez  

California State University, Long Beach 2025 

Specialization: Community College/Higher Education

Chair: Cara Richards- Tutor  

Abstract

California community colleges serve as an entry point to higher education, offering pathways for academic and career advancement to a diverse student population. Among these students, individuals with disabilities (LD) represent a growing demographic, yet they continue to face significant barriers to degree completion. Students with LD consistently graduate at lower rates than their peers without disabilities. In 2017, California implemented Assembly Bill (AB) 705, eliminating placement tests and remedial courses, while requiring students to enroll in and complete transfer-level math and English within a one-year timeframe. Although aimed at accelerating student progress and increasing completion rates, this policy has created additional barriers, particularly for students with LD.  

This correlational quantitative study examined the impact of AB 705 on completion rates of transfer-level math and English, as well as associate degree attainment at two community colleges in Southern California. Grounded in Critical Disability Theory and Universal Design for Learning, this conceptual framework was used to analyze factors influencing the educational experiences of students with LD while integrating practical strategies for inclusive education. Secondary institutional data from 9,331 students were analyzed using crosstabulations and logistic regression. Results indicate that while AB 705 has increased access to transfer-level math and English, disparities in pass rates persist, particularly for students with disabilities. Findings suggest that expanding access alone is insufficient to close achievement gaps, instead targeted interventions and tailored support services are needed to address the challenges faced by historically marginalized student, including those with LD. This study provides recommendations for practice and policy to enhance educational equity in California community colleges.  

Mary Avalos 

California State University, Long Beach 2025 

Specialization: Community College/Higher Education  

Chair: Charles Slater 

Abstract

According to the California Community Colleges Chancellor’s Office (CCCCO), Latinx students make up nearly half of all students in the state’s community colleges, yet their civic participation—particularly voting—remains disproportionately low, with only 14% of Latinx youth voting in the 2022 election compared to 23% of youth nationwide. This qualitative study explores how Latinx students at California community colleges (CCCs) define civic engagement, the challenges they encounter, and the conditions that support their civic growth. Framed by SPD theory, the research centers the lived experiences of youth aged 18–29 as they navigate civic identity formation within public two-year institutions. 

Data were collected through semi structured interviews with 16 Latinx students, six of whom also participated in a follow-up focus group. Findings reveal that Latinx students must navigate systemic barriers—including time constraints, financial insecurity, and institutional mistrust—while also drawing strength from peer communities, faculty mentorship, and evolving sociopolitical awareness. Rather than viewing civic engagement solely through traditional lenses, such as voting, many participants expressed a critical awareness of their positionality and embraced broader, community-rooted definitions of civic engagement, ranging from advocacy and volunteering to informal leadership and cultural participation. This study contributes to the growing body of research on student sociopolitical development in higher education and offers direction for institutions seeking to better support Latinx students’ civic engagement. 

Pauline Đồn��

California State University, Long Beach 2025

Specialization: Elementary/Secondary Education

Chair: Charles Slater 

Abstract

Some of the largest populations of Vietnamese people in the United States currently live in California (Dang et al., 2015). The Vietnamese American population took root in the United States as a direct consequence of the end of the Việt Nam War in 1975, which caused the mass exodus of Vietnamese refugees escaping war, persecution, and political oppression in their homeland. Many Vietnamese people resettled in the United States, and the post-war Vietnamese American community continues to grow. Vietnamese Americans still utilize the Vietnamese language significantly (Budiman, 2021). Despite the rich cultural and linguistic diversity in California’s student population, one of the key challenges the Vietnamese American community faces is heritage language preservation (Tse, 2001; Hsieh & Protzel, 2021).  

This qualitative study explores the experiences of K-12 Vietnamese language teachers affiliated with a K-12 Vietnamese Dual Language Immersion (VDLI) program/pathway in southern California. This study investigates the factors that support them as they strive to deliver high-quality Vietnamese language education, the factors that inhibit their efforts, and how they  utilize cultural strengths to serve in their roles as Vietnamese language teachers. The Capacity-Building Framework for Vietnamese Language Teachers was utilized to analyze the needs and experiences of these teachers, with particular attention to identifying the assets necessary to succeed in their roles. A narrative research design was applied to honor and center the stories of Vietnamese language teachers and offer insight on how they are being supported to do their jobs. Data collection methods included demographic questionnaires, and two semi-structured interviews conducted with each participant. Findings indicated that Vietnamese language teachers (1) exercise agency and capital in their roles, (2) benefit from collaboration and systemic support, (3) are better supported with active parent and community engagements, (4) struggle with limited Vietnamese language resources, (5) navigate political and systemic issues in Vietnamese language education, and (6) utilize cultural strengths to serve in their roles. Key recommendations for policy, practice, and research are offered at the end of this study to better support K-12 Vietnamese language teachers pedagogically and systemically in California’s public schools.  

Susan Mun

California State University, Long Beach 2025

Specialization: Elementary/Secondary Education

Chair: Devery Rodgers 

Abstract

Suspensions and expulsions have been a longstanding problem of practice with growing research that shows its negative impact on student achievement. Despite trends that show a decline in overall suspensions, Black and Latinx students remain overrepresented in this area. This qualitative study aimed to examine the racial disproportionality in exclusionary discipline in PK-12 education through the role of elementary school principals using the Culturally Responsive School Leadership (CRSL) theoretical framework as a lens to examine how principals apply CRSL in addressing student discipline needs that encourages long-term behavioral improvements for all students. It explores principal preparedness, leadership impact, and collaboration with teachers that sustain equitable discipline policies and practices.  The research questions that guided this study are 1) How are principals prepared as leaders in fostering equitable discipline practices throughout the school? 2) How do principals collaborate with teachers to ensure equitable school discipline? The findings highlighted the ongoing work of confronting biases by engaging with systems of practice, collaboration, and ongoing personal development that encourage stakeholder engagement leading to long-term behavioral support and improvements for all students. The study provides recommendations on policy and practices that focus on creating restorative and supportive interventions that ultimately ensure all students have equal access to learning opportunities.  

Elsie Heredia-Lara 

California State University, Long Beach 2025 

Specialization: Elementary/Secondary Education 

Chair: Erin Biolchino  

Abstract

Multilingual learners (MLL) are students learning and using multiple languages across their lives. Latine multilingual learners (MLL) take longer to reclassify as fluent English proficient (RFEP) than any other MLL group. It is crucial to address the problem of low reclassification rates amongst Latine MLL students because reclassification is directly correlated with higher academic achievement and socioemotional growth for MLL students. This study applies the Culturally Responsive School Leadership (CRSL) framework to understand the experiences of elementary school principals and the role they play in supporting Latine MLL to reclassify as fluent English proficient (RFEP). Participants consisted of 21 principals working in Southern California elementary schools with 20 percent or more MLL students classified as English Learner (ELs). Participants had a broad range of experience as principals and the majority self-identified as MLL. The data collection methods for this study consisted of a demographic questionnaire and a semi-structured interview with each participant. The findings highlighted that principals feel pressured and frustrated by school-centered—rather than student-centered—reclassification policies and practices from the state and district, but not all principals respond equally to this pressure and frustration. Some principals felt frustrated in trying to balance the many reclassification demands and stuck in a place of compliance, while other principals used critical self-reflection as a tool to get past frustration and advocate to make changes to school structures that negatively impact the experiences and outcomes of MLL students. The study provides recommendations for practice, policy, and future research to support elementary school principals in their critical role as leaders supporting Latine MLL students and their families navigate reclassification.  

Maria Rivera 

California State University, Long Beach 2025 

Specialization: Elementary/Secondary Education

Chair: Erin Biolchino 

Abstract

Social and emotional learning (SEL) is a critical element in early childhood education (ECE) because of the important role it plays in children’s healthy development. California has established training guidelines for early childhood educator (ECE) training in social emotional training; however, these guidelines are not stringent enough to ensure high-quality training for ECE teachers. Currently only about 20% of early childhood educators in California have received SEL training. It is crucial to address the absence of high-quality SEL training for teachers in California ECE settings because of the undeniable importance of SEL in childhood development. This study uses conceptual framework combining Culturally Relevant Pedagogy and the five SEL competencies from the Collaborative for Academic, Social, and Emotional Learning (CASEL) to examine the SEL training experiences of former Wanderkind preschool (pseudonym) teaching staff. Participants consisted of 26 former Wanderkind preschool teaching staff. Participants had a broad range of 1-30 years since their experience with Wanderkind SEL training. The data collection methods for this study consisted of document analysis of Wanderkind’s SEL training materials, a demographic questionnaire and a semi-structured interview with each participant. The findings highlighted how the ongoing SEL training program at Wanderkind facilitated teaching staff’s understanding of the Wanderkind philosophy by centering the child in all interactions at the preschool. The ongoing SEL training and many opportunities for support shaped teaching staff’s ability to implement SEL strategies with children and even impacted them beyond their time at Wanderkind. Implications for this study yielded valuable insight into Wanderkind’s SEL training that employs an ongoing, multifaceted approach to enhance teaching assistants' SEL competencies. The study provides recommendations for practice, policy and future research to support ongoing comprehensive culturally relevant social and emotional learning (CRSEL) training program for ECE. Findings contribute to the lack of available literature on ongoing comprehensive SEL training for ECE and highlight the need for culturally relevant social emotional training. 

Jonathan Davis 

California State University, Long Beach 2025 

Specialization: Community College/Higher Education 

Chair: Jonathan O’Brien 

Abstract

Access to mental health resources for students of color is hindered by various barriers, including cultural stigma and limited awareness of available support. This study explored these challenges and identified effective practices that enhance mental health support, guided by Disability/Critical Race (DisCrit) Theory and the Ecological Model. Utilizing qualitative case studies involving both administrative staff (n = 5) and students (n = 10) at a public university in Southern California, the research highlighted the crucial role of supportive services and peer connections in fostering an inclusive environment. Key findings revealed that culturally relevant practices and peer-led initiatives significantly improved students’ willingness to seek help. The implications of this study underscore the need for higher education institutions to prioritize mental health support tailored to diverse populations, ultimately promoting academic success, and well-being among students of color. This work serves as a call to action for educational leaders to create equitable mental health resources and empower all students in their academic journeys. 

Robert Moushon 

California State University, Long Beach 2025 

Specialization: Community College/Higher Education 

Chair: Jonathan O'Brien

Abstract

The rapid emergence of easy-to-access generative artificial intelligence has transformed higher education. Executive academic leaders in postsecondary environments must balance AI’s potential benefits against its challenges. This qualitative multiple-case study analysis combines aspects of the Unified Model of Effective Leader Practices and the AI Ecological Education Policy Framework into a conceptual framework to holistically explore the complex decisions an executive academic leader must navigate in consideration of generative AI use at their site. Research findings indicated there were issues related to quality of communications and governance strategies at the research site. Analysis determined a revised models of the conceptual framework was necessary, adding additional layers of nuance to guide leaders. The implications from this study highlight the multiple perspectives postsecondary leaders need to consider when developing plans for the integration of AI on their campus. Recommendations for executive academic leaders are related to policymaking, redrafting strategic communications plans, and critically evaluating shared governance roles. Further research is also recommended, including use of the revised framework intended to guide executive academic leaders.  

Basti Lopez 

California State University, Long Beach 2025 

Specialization: Community College/Higher Education 

Chair: Lindsay Perez-Huber

Abstract

This qualitative study explores how dual enrollment programs—Middle College High Schools, Early College initiatives through CCAP, and concurrent enrollment—support undocumented Latinx students in accessing and succeeding in post-secondary education. While existing research highlights general dual enrollment outcomes, this study uniquely centers undocumented student experiences and examines how early college exposure helps them navigate systemic barriers rooted in racist nativist ideologies. 

Using a racist nativism framework (Perez-Huber, 2008) and Testimonio methodology, the study includes in-depth interviews with 11 undocumented students from Southern California. It investigates their K-12 and post-secondary dual enrollment experiences, internal and external pressures, and the programs' influence on their educational trajectories. 

Key themes include: (1) legal status stigma and the politics of silence and its sub-themes of (a) educational practitioners as barriers, (b) emotional effects and mental health challenges, and (c) internalized racist nativism; (2) financial barriers; (3) the transformative power of dual enrollment (DE) and the subtheme of (d) exposure to college early on; and (4) strategies of resistance, advocacy, and voice.  

Participants described how silence about legal status limited access to resources, while internalizing negative ideologies impacted their well-being. Yet, dual enrollment emerged as an empowering force, fostering academic confidence and agency. 

This research contributes to equity-focused dual enrollment opportunities by centering undocumented student voices. Implications include fostering coalitions among K-12, community colleges, and universities; hosting equity-driven student conferences; advocating for policy reforms on undocumented student employability; and expanding research on DE implementation for diverse populations, including adults without diplomas and incarcerated learners. 

Jacqueline Naranjo 

California State University, Long Beach 2025 

Specialization: Community College/Higher Education 

Chair: Lindsay Perez-Huber 

Abstract

This dissertation explores the experiences of first-generation Latinx college students (FGCS) within Hispanic-Serving Institutions (HSIs) in the California State University (CSU) system, focusing on how these institutions perpetuate systemic racism and oppression, resulting in academic trauma. Despite the increasing enrollment of Latinx FGCS, these students face significant barriers that impact their persistence and degree completion rates. The study employs Critical Race Theory (CRT) and LatCrit, Critical University Studies (CUS), and Lee-Anne Gray’s concept of Educational Trauma to examine the intersecting systems of oppression based on race, gender, class, and immigration status that shape the experiences of Latinx FGCS. In addition, the study employs pláticas and testimonios as both methodological approaches and data collection methods, centering the voices and the lives experiences of Latinx FGCS. 

The research findings are organized into four overarching themes: institutional mechanisms of academic trauma, racialized academic trauma, manifestations of academic trauma, and strategies of resistance and resilience. These findings reveal how educational institutions’ structures, policies, and practices disadvantage and traumatize Latinx FGCS, highlighting the impact of systemic oppression on their academic journeys. The findings also point out the psychological and emotional impacts of academic trauma, intergenerational and historical trauma, and the strategies Latinx FGCS develop to navigate and challenge systemic oppression. This study contributes to the growing scholarship on HSIs by critically examining how these institutions serve the unique needs of Latinx FGCS. It provides insights into the ways in which HSIs may inadvertently perpetuate systemic barriers and academic trauma, offering recommendations for more inclusive, and equity-minded policies and practices to support Latinx FGCS’ academic success. 

Idania Padron

California State University, Long Beach 2025 

Specialization: Community College/Higher Education 

Chair: Lindsay Perez-Huber 

Abstract

This qualitative research study explores the lived experiences of Latina presidents at California Community Colleges, illuminating their pathways from their formative years of K-12 through higher education, and beyond to their professional leadership positions using the lens of Critical Race Theory (CRT) and Latino Critical Race Theory (LatCrit). Drawing on their stories or testimonios, the research centers the voices of Latina leaders to examine how systemic racism, gender bias, and cultural expectations shaped their personal and professional journeys. The research focuses on exploring structural inequities and stereotypes that the women faced and seeks to understand how they navigated the "adobe ceiling" to ascend to the presidency in predominantly White and male-dominated educational systems. The study aims to capture the strategies employed by these Latina presidents as they navigated discriminatory barriers, familial obligations, and institutional politics. The study also explores the importance of mentorship, cultural identity, and professional development. Further, Participants in the study provide advice or consejos that serve to challenge dominant ideologies and advocate for greater equity and representation in higher education leadership. This dissertation contributes to a deeper understanding of leadership formation among Latinas in community colleges and offers actionable insights for supporting future generations of Latina leaders who aspire to be educational leaders. 

Christina Laney

California State University, Long Beach 2025 

Specialization: Elementary/Secondary Education 

Chair: Maiyoua Vang

Abstract

This qualitative study explores how infant/toddler teachers (ITTs) manage the emotional, physical, and instructional demands of their work, and how their perceptions of support, or lack thereof, influence their decisions to remain in or leave the early childhood education (ECE) field. While substantial research exists on preschool and K-3^rd grade teachers, infant/toddler educators remain underrepresented in workforce literature despite engaging in some of the most relationally intensive and labor-intensive caregiving roles within ECE. Guided by the Conservation of Resources (COR) theory (Alarcon, 2011; Hobfoll, 1989), this study draws on in-depth interviews with 19 ITTs across diverse program types in Southern California to examine how teachers navigate resource loss, gain, and emotional investment in a chronically under-resourced profession. The research findings are organized into four overarching themes: resource-driven coping, perceived support and the impact on retention, misalignment between expectations and resources, and teaching as identity, advocacy, and emotional legacy. Participants described relying heavily on peer-based support networks, internal coping strategies, improvisation, and resourcefulness to meet workplace demands in the absence of formal resources such as protected planning time, curriculum training, professional development, and administrative support. Teachers’ decisions to stay were strongly shaped by their perceptions of emotional affirmation, professional recognition, and access to meaningful supports. In contrast, participants who felt unseen, isolated, or devalued reported symptoms of burnout, emotional withdrawal, and intentions to exit the profession. Findings contribute to the growing body of scholarship on ECE workforce retention by centering the unique experiences of ITTs. This study highlights the importance of relationship leadership, developmentally aligned professional development, and structural equity in sustaining a diverse and emotionally supported infant/toddler workforce. Recommendations for ECE leadership practice, policy, and research offer critical guidance for building a more equitable, sustainable, and emotionally affirming early childhood system. 

Nansi Reyes 

California State University, Long Beach 2025 

Specialization: Elementary/Secondary Education 

Chair: Maiyoua Vang

Abstract

Being a part of team sports has been shown to lower drop-out rates, increase test scores, increase graduation rates, promote student engagement, and decrease anxiety and depression in youth. However, over the last thirty years, low-income students of color have experienced a decline in participation in extracurricular activities, such as sports, while upper- and middle-class students have increased their participation. As students in low-SES urban communities continue to fall further behind academically, it is essential to explore transformative methods of engaging students and fostering their sense of belonging. This study examined the significance that elementary and middle schools offering sports in low-SES urban communities can have on students' academic achievement and their sense of belonging in schools. Guided by narrative inquiry, this study centered the voices of five former students and their lived experiences while participating in team sports at the elementary and/or middle school level in Compton, CA. Using Sean Ginwright’s (2010) Radical Healing Framework with a focus on the CARMA model -Culture, Agency, Relationships, Meaning, Achievement- this study examined how playing team sports brings a wealth of individual benefits that students will use for the well-being of the community. The findings highlight that sports played a critical role in contributing to academic improvement, personal growth and development, and a sense of belonging through community and mentorship. However, the findings also reveal barriers, like safety concerns, gendered expectations, and inadequate funding at the K-8 level. The study will benefit policymakers, school districts, educational leaders, school administrators, and teachers who are ready to transition from a high stake standardized approach to a more comprehensive one, where students will be affirmed, form meaningful relationships, develop agency, and, as a result, excel academically.  

Kristina Walshe

California State University, Long Beach 2025 

Specialization: Elementary/Secondary Education 

Chair: Maiyoua Vang

Abstract

Over 19% of K-12 students in California are identified as English Learners (ELs) and the achievement gap in math between ELs and their peers on the statewide California Assessment of Student Performance and Progress (CAASPP) has consistently been around 25%. While teachers are arguably the most important school actors in the school lives of ELs, they frequently encounter barriers to serving these students such as implicit bias, deficit thinking, inadequate teacher training, lack of ongoing professional development and lack of support from school and district administration. This qualitative study utilized a narrative inquiry approach to explore the lived experiences of eight middle school math teachers who teach English Learners (ELs), with an emphasis on how critical self-reflection plays a role in their meaning-making of their classroom experiences and the impact it has on their feelings of self-efficacy. This study was examined through the lens of a conceptual framework comprised of aspects of Reflective Action Theory (RAT) and Self-Efficacy Theory (SET). The findings highlighted the importance of reflection to the teachers’ practice, especially when done in collaboration with others, the lack of preparation and support they feel to engage with ELs in their math classes, and the need for high-quality, targeted professional development opportunities. Additionally, a number of systemic issues that negatively impact EL students academic success in math class were brought to light including a lack of language support and support for teachers working with ELs. This study provides recommendations for practice, policy, and future research to better support middle school math teachers in developing the practices and strategies necessary to effectively meet the needs of ELs and close the achievement gap.  

Roger Becker 

California State University, Long Beach 2025

Specialization: Community College/Higher Education

Chair: Nina Flores

Abstract

This qualitative study examines how Student Affairs administrators implement California Senate Bill 179 (SB179), also known as the Gender Recognition Act, to support Two-Spirit, trans*, nonbinary+ (2STNB+) students in higher education. Semi-structured interviews and an asset mapping activity were used to collect data from 20 Student Affairs administrators at public higher education institutions in California. The study is grounded in the emergent Prism of Policy and Praxis framework, which integrates Street-Level Bureaucracy (Lipsky, 2010) and Critical Praxis (Freire, 2005; Marine & Gilbert, 2022; Mehrotra, 2022). Findings are organized into three themes: institutional barriers, leadership gaps and resistance, and student-centered support and advocacy. With limited structural support, administrators often relied on workarounds, case-by-case support, and personal advocacy to meet student needs. These improvised strategies reveal a broader pattern of “compliance over humanity,” where administrators were left to bridge the gap between institutional rigidity and the realities of student life. The study also draws on Nancy Fraser’s (2005) framework of justice, encompassing recognition, representation, and redistribution, as a way to organize recommended policy and practice changes that address the structural and political barriers faced by Student Affairs administrators. Supporting 2STNB+ students requires more than good intentions; it necessitates material investment in facilities, data systems, and trained staff. This study urges institutions and educational leaders to create conditions that enable 2STNB+ students to thrive by redesigning institutional structures to be flexible, student-centered, and focused on care. 

Jaclyn Caballero 

California State University, Long Beach 2025

Specialization: Elementary/Secondary Education

Chair: Paul Ratanasiripong

Abstract

 Early childhood education (ECE) teachers leave the field at exceptionally high rates, which impacts access to high-quality ECE programs. The purpose of this quantitative study was to better understand the factors that influence burnout and in turn turnover intent among ECE teachers. A total of 480 ECE teachers across the United States completed the online survey that allowed for analyses on the predictive relationships between work-life demands and work-life resources on burnout. Statistical analyses, including t-tests, correlations, multiple regression, ANOVA, simple linear regression, and mediation, revealed that work-life demands (workload, time pressure, financial stress, psychological well-being, physical well-being, and physical work environment) and work-life resources (leadership satisfaction, meaningful work relations, coping styles, and social support) were statistically significant predictors of burnout and turnover intent. Additionally, a mediation analysis revealed that burnout was a significant mediating variable between work-life demands and turnover intent and, work resources and turnover intent. The findings contribute to the growing body of literature on ECE teacher burnout and highlights the need for target supports, such as interventions that improve ECE teacher well-being to help reduce burnout levels, decrease turnover rates, and improve child outcomes. 

Shelby Feliciano

California State University, Long Beach 2025

Specialization: Elementary/Secondary Education

Chair: Paul Ratanasiripong

Abstract

There are currently almost one and half million youths experiencing homelessness in the United States; this number continues to grow every year. Youths experiencing homelessness (YEH) miss school more often, drop out of high school more, receive more suspensions, and perform worse academically than their stably-housed peers. Prolonged exposure to homelessness is considered an adverse childhood event that has dire implications on health, mental health, and overall wellness during childhood and into adulthood. A significant challenge in supporting YEH is the difficulty in identifying them, due to ambiguous and confusing definitions of who is considered homeless. However, social emotional learning (SEL) can be a mitigating factor that enables success in academics and overall well-being, particularly for marginalized youth. This quantitative study sought to understand the relationship of youth housing status on SEL skill improvement in one academic year. This study also aimed to understand if there was a difference in the number of days absent for youth with different housing status. Additionally, this study aimed to identify how SEL skill improvement affected a variety of academic and performance outcomes, including school attendance, academic performance in English Language Arts (ELA), academic performance in Mathematics, and office referrals. This study utilized secondary data analysis collected from a low-income, urban charter school organization from two kindergarten through eighth grade school sites in Southern California from the 2022-2023 school year. Results from data of 447 participants indicated significant differences in SEL improvement for YEH. Results also indicate that YEH attend school less often. Results demonstrate that SEL improvement predicts academic performance in ELA for YEH. Exploratory analyses indicate significant correlations among the variables of multilingual learner (MLL), academic performance in ELA and math, school attendance, and office referrals for YEH.  Implications of this study aim to bring knowledge and awareness of youth homelessness and the importance of SEL skills to policymakers, educational leaders, and future researchers. Recognizing the strength of YEH while creating targeted policies and mechanisms to support YEH in schools can aid in creating equity in their pursuit of education. 

Angela Tuan 

California State University, Long Beach 2025

Specialization: Community College/Higher Education

Chair: Paul Ratanasiripong

Abstract

Despite its faster than average growth, the computer science field is not representative of the diverse population in the United States, with the majority of individuals employed in computer and mathematical occupations being male (73.8%) and White (65.4%). Community colleges are a viable pathway for women of color seeking computer science degrees, but their rates of persisting in their major are low with many changing to non-STEM majors or leaving college. This quantitative study examined how support program participation, sense of belonging, self-efficacy, and computer science identity influenced persistence for women of color majoring in computer science at a community college. A conceptual framework comprised of the STEM Engagement Framework and Critical Race Feminism was used to provide a comprehensive look at macro and micro level factors that influence persistence for computer science students, particularly women of color. This study utilized secondary data collected by the Computer Science Department at a large community college in Southern California. Sample consisted of 213 community college students, including 53 females (24.9%). Independent samples t-tests, simple linear regressions, and multiple regressions were used to analyze the data. Results indicate that computer science identity is a significant predictor of intention to persist in computer science for women of color. Additionally, first-generation women of color have significantly lower GPA and significantly lower intention to persist than non-first-generation women of color. Recommendations for practice and policy to help increase computer science identity and persistence for women of color in computer science are included. 

Martha Villa 

California State University, Long Beach 2025

Specialization:Elementary/Secondary Education

Chair: Paul Ratanasiripong

Abstract 

Students of color with disabilities persistently demonstrate the lowest achievement outcomes on general education standards-based assessment measures. Moreover, as mathematics achievement directly impacts college and career opportunities it is of significant concern that a mathematics achievement gap exists and is greatest for students of color with disabilities as compared to their white non-disabled peers. This study examined the effect of culturally affirming, rigorous academic experiences on math achievement to support improving academic equity for students of color with disabilities who participate in inclusive general education curriculum and assessments. Specifically, demographic, instructional rigor, and mathematics achievement data were derived from secondary data and culturally responsive data were derived via curriculum evaluation. This cross-sectional study examined whether there were relationships between culturally responsive (CR) curricula, rigorous mathematics curricula, and the combination of CR with instructional math rigor to mathematics achievement. In addition, this study examined whether there was a relationship between school district demographic data and district-level culturally responsive curricula. Results did not support significant relationships between culturally responsive (CR) curricula, rigorous mathematics curricula, or the combination of CR with instructional math rigor to mathematics achievement. In addition, results did not support a significant relationship between school district demographic data and district-level culturally responsive curricula. However, results did support the significance of demographic factors in relation to mathematics achievement and study findings indicate that school districts are not providing appropriate culturally responsive curricula even when demographic factors and evidence-based research strongly support the need for it to improve mathematic outcomes by providing equity in instruction and closing achievement gaps. 

Nicole Janisse  

California State University, Long Beach 2025

Specialization: Elementary/Secondary Education

Chair: Stephen Glass

Abstract 

Black students consistently demonstrate lower literacy outcomes than white peers, a disparity rooted in systemic educational inequities. This disparity has been sustained for decades with origins tied to racial discrimination reflected in American society. The purpose of this study was to analyze the potential impact of anti-Black structures on Black student literacy. In order to analyze this literacy disparity, Critical Race Theory (CRT) (Crenshaw et al., 1995) and Culturally Responsive Pedagogy (CRP) (Ladson-Billings, 2009) will be used as a conceptual framework.  CRT frames how systemic racism impacts educational experiences, while CRP informs the value of culturally relevant texts in literacy development. The research question used to steer the study was: How do recently graduated Black students describe the impact of anti-Black structural practices on their literacy experiences, and how do they perceive the influence of culturally relevant texts in shaping their experiences? A qualitative interview design was employed to capture the experiences of Black students in K-12 settings.  Butterfly School District (BSD) was the school district used to conduct this analysis. BSD is a large school district located in Southern California serving 63,557 students.   

Data collection for this study involved one-on-one, in-depth interviews with 24 recently graduated Black students from BSD, along with demographic questionnaires. Participants were selected to reflect on how anti-Black structures shaped their K–12 literacy experiences. Demographic Questionnaires were used to gather data on gender, ethnicity, and trajectory; how their literacy acquisition/ability affects their everyday life.  Each interview lasted approximately 60 to 90 minutes and served as the primary method of gathering data. The findings of this study suggest that anti-Black structures of institutional racism, marginalization, and curriculum exclusion cause psychosocial harm and instructional injustice that negatively impacts literacy acquisition for Black students.  

These results suggest policy makers should consider creating district-supported, community-governed schools primarily serving Black students designed to sustain cultural affirmation, academic excellence, and self-determination. This can counteract the exposure to psychological harm and academic injustices Black students encounter in traditional K-12 education.  Policy makers should also hire more Black teachers to reduce discipline disparities and improve exposure to culturally responsive pedagogy. Additionally, policy makers should provide curriculum reform with autonomy given to school sites so that educators can address the specific needs of the demographic of the population the school serves. Future qualitative research should explore Black students’ perceptions of anti-Black structures and the role of culturally relevant pedagogy in literacy. 

Robert Rodgers Jr.

California State University, Long Beach 2025

Specialization: Elementary/Secondary Education

Chair: Stephen Glass

Abstract 

Brown v. Board of Education (1954) significantly transformed American educational history. The ruling promoted racial integration among both students and educators; however, white resistance to having African American educators in integrated schools resulted in numerous illegal dismissals and replacements of African American educators. Paradoxically, the integration mandated by Brown created a shortage of African American male educators. This study investigates the ongoing shortage of African American male educators and explores systemic barriers and potential solutions. To achieve this, Critical Race Theory serves as the theoretical framework for examining systemic racism in American public education from multiple perspectives. Additionally, eighteen African American male educators were purposefully selected based on their profiles as newly hired, tenured, former, or retired educators. The findings indicate that these educators expressed a need for guidance through experience, a demand for empowering representation in a field dominated by white middle-class females, a necessity for salaries and benefits comparable to those in other professions, and a need to comprehend the permanence and pervasiveness of racialized practices contributing to the underrepresentation of African American male educators in the teaching workforce. Recommendations to address the shortage of African American male educators include identifying teacher talent in K-6 settings, restructuring human resource departments to meet the needs of a diverse student population, and establishing relationships with Teacher Preparation Programs (TPPs) at HBCUs as vital pipelines into American public education. A longitudinal study could further examine the effectiveness of teacher pipelines, mainly targeting magnet schools designed to guide African American male students into the teaching profession. Strengthening these pathways would ensure a more equitable and representative public school workforce. Without prompt action, the lack of African American male educators and the failure to address the need for them will keep depriving students, particularly in communities of color of essential role models, deepening racial disparities in education. This study demands systemic change. 

Priscilla Bravo Arias

California State University, Long Beach 2025

Specialization: Community College/Higher Education

Chair: William Vega

Abstract 

Latinx students account for 43% of the 116 California Community Colleges (CCC) and account for 8% of the STEM workforce. Latinx are disproportionately underrepresented in STEM, and this contributes to lack of faculty diversity in STEM. STEM jobs are highly desirable for their upward mobility and stability and the fastest growing ethnicity group in the nation is excluded from the STEM workforce. This qualitative study used tenets of the Critical Race Theory to explore how Latinx STEM faculty developed their STEM identity and the role it played on their academic success in STEM. The research questions guiding this study ask how Latinx STEM faculty (1) Developed their STEM identity while pursuing their STEM degree; (2) Describe the role that science identity development has on STEM academic success. Research findings indicated that access to STEM spaces, mentors and role-models, and STEM research programs were critical components in the success of Latinx STEM faculty at a CCC. The implications from this study highlight the multiple STEM resources that are critical in developing a STEM identity to aid in the academic success of Latinx STEM students. Recommendations for college districts are related to broadening advertisement to diversify the STEM job applicant pool and collaborate with local four-year universities to create summer research opportunities and programs that connect students to role-models and mentors. Further research is also recommended, including comparing and contrasting the experiences of Latinx STEM students who transferred from a CCC to a four-year university and those who directly began their STEM journey at a four-year university.  

Noah Kelly

California State University, Long Beach 2025

Specialization: Community College/Higher Education

Chair: William Vega

Abstract 

Academic libraries provide much needed functions for a diverse learning environment on college campuses. Academic libraries help establish positive student identity and validation, which in turn leads to socially equitable outcomes such as lifelong learning, multicultural competencies and academic success. Unfortunately, academic libraries are under duress from many angles, including budget reductions, misperceptions from administrators and policy makers, and their own internal historical problems. The library dean must navigate these challenges thoughtfully and strategically to position the academic library as the premiere partner in student success. This qualitative study utilizes the Multicontextual Model for Diverse Learning Environments to analyze the perceptions and strategies of the library dean in the California State University system. The questions this research seeks to answer are 1) How the library dean perceives the value of the academic library; 2) How the library dean uses strategic resources to fulfill those values of the library; and 3) How the library dean communicates the value of the library to the campus community. Research findings produced a profile of the library as a dynamic, collaborative, and people-forward organization, but one that was under-resourced. The research also illustrated a profile of the library dean as having to operate in a liminal space of maintaining core values while systemic pressures required deviation from those values. The implications of this study include highlighting  both the pitfalls and potential for campuses whose mission of social equity could be improved by providing academic libraries with more resources. The recommendations relate to establishing better minimum staffing standards at the policy level, and also recommend how library deans can better utilize their current staffing to amplify value of the academic library. Further research is recommended to both broaden the scope, but also narrow to address specific campus needs. 

Terri Armstrong 

California State University, Long Beach 2025 

Specialization: Community College/Higher Education 

Chair: Avery Olson

Abstract

This phenomenological, qualitative study explored the racialized experiences of 11 Black student affairs professionals (SA Pros) to identify conditions that might lead to their attrition. As a profession, student affairs attracts people who are drawn to service and who want to give back to the collective well-being of the communities they come from. However, in doing such work, reasons for attrition have been attributed to lack of self-care, burnout, and fatigue. What is less known are the ways in which the profession racializes tasks based on identity and how this additional labor severely limits the agency of professionals, specifically Black student affairs professionals. While the foundation of the profession is guided by principles such as social justice, advocacy, equity, and inclusion, what is not often addressed is how it also centers whiteness. Through the lens of Black Feminist Thought and Ray’s Theory of Racialized Organizations, this study critically examines race and racism in higher education institutions as it relates to the shared and lived experiences of Black SA Pros. This study includes the narratives of Black student affairs professionals, currently working in the CSU system with experience ranging from 3-22 years. The findings revealed four key themes indicating shared experiences: (1) Root of Black Identity; (2) Cultural Taxation: The Black Tax; (3) Navigating Racism; and (4) Institutional Support and Needs. The findings also uncovered how alarmingly common racialized practices are imposed on Black student affairs professionals in higher education institutions. As the profession contemplates its future in the current sociopolitical climate, this study calls for critical reflection and acknowledgment of racism as the proverbial “elephant in the room.” This study also underscores the need for student affairs leaders to confront how racism is covertly practiced through unspoken professional norms and maintained through the overt practices of racialization, cultural taxation, microaggressions, and tokenism – often under the guise of diversity, equity, and inclusion. Future qualitative research should explore how Black staff in student affairs reclaim their agency, and how institutional leaders can use these insights to advocate for anti-racist practices to reduce cultural taxation and more equitably distribute racial equity and racial justice work.

Keywords: whiteness; racialized experience; cultural taxation; agency; Black Student Affairs Professionals; Black Feminist Thought

AnnMarie Ruelas

California State University, Long Beach 2025 

Specialization: Community College/Higher Education 

Chair: Nina Flores

Abstract

The Latinx population in the United States has experienced a significant growth, which is also reflected in college student enrollment. Despite this growth, Latinas remain underrepresented in senior-level leadership positions within higher educational institutions. Recent data has demonstrated this concerning trend, while noting that less than 1% of college presidents are Latina (American Council on Education, 2019). While research has been done on the gender gap and barriers encountered by female higher educational leaders, little research has been done focusing on the experiences of Latina leaders. 

This qualitative study aims to explore the experiences of Latina senior-level leaders in California Community Colleges, focusing on the barriers and supports encountered as they have progressed into leadership roles. The study also investigates how their lived experiences contribute to the development and evolution of their leadership identity. Critical Race Theory (CRT) provides the theoretical framework for this research, by offering a lens to examine how systems of power, shape and reproduce structures within educational contexts. Through the CRT lens, the study seeks to challenge normative educational discourse and address issues of sexism, racism, and stereotyping experienced by Latina leaders. By utilizing counter-storytelling to amplify the voices of Latina leaders, the study aims to unearth the complexities of their experiences and identify and offer strategies for fostering diversity and inclusion within higher education leadership. The findings revealed three themes: (a) multiple pathways to leadership, (b) fighting the good fight: an act of resistance, and (c) strategies and support for Latina leaders. This research is crucial for addressing the underrepresentation of Latina leaders by bringing forth findings and recommendations for policy, practice, and future research advancing equity and access for future Latina leaders.