UB's Graduate School of Education's students showcase their work, explore their passion for research and strengthen their presentation skills. The annual Student Research Symposium is an opportunity for students from all disciplines within GSE to work collaboratively, share their research, meet professionals in their field and prepare for upcoming conferences. Research posters, papers and panels that share the symposium theme are presented over the course of two days.
Friday, April 28, 2023: In-person event. See schedule below.
Saturday, April 29, 2023: Zoom-only morning paper presentations. See schedule below.
As we transition from the global challenges created by the Covid-19 pandemic, this year’s GSE Symposium aims at (re)building a collective sense of purpose, rekindling passion for work among academics and practitioners, and looking beyond the borders of GSE to better serve our wider community.
The GSE Symposium student committee calls upon our graduate students, staff and faculty to engage in (un)censoring the educational narrative, to “speak truth to power” regarding educational policies, programming and practices that reproduce inequality, and to empower one another to engage in social activism. These ideas, and the potential they hold, will shed new light on systemic racism, white supremacy, heteronormativity, xenophobia and other forms of oppression, also underscoring a need for activism like never before.
Student researchers and professionals are called to submit proposals tied to this year’s theme – including examining past and current educational equity challenges with a view toward offering policy and practice solutions about how public education can more authentically cultivate (un)censoring in the work we do. We welcome and look forward to reviewing research posters and papers that share this theme.
|8:15-8:55 a.m.||Check-in and breakfast||428 Baldy Hall|
|9:00-9:40 a.m.|| |
Keynote Presentation: Schol(her)ship as an Act of Survivance: Reflections from an Indigenous M(other) Scholar
by Dr. Susan C. Faircloth, professor in the School of Education at Colorado State University and an enrolled member of the Coharie Tribe of North Carolina
|112 O'Brian Hall|
Dr. Susan C. Faircloth (an enrolled member of the Coharie Tribe of North Carolina) is a professor in the School of Education at Colorado State University.
Dr. Faircloth’s research interests include: Indigenous education, the education of culturally and linguistically diverse students with special educational needs, and the moral and ethical dimensions of school leadership. She has published widely in such journals as Educational Administration Quarterly, Harvard Educational Review, The Journal of Special Education Leadership, International Studies in Educational Administration, Values and Ethics in Educational Administration, Tribal College Journal of American Indian Higher Education, Rural Special Education Quarterly, and Journal of Disability Policy Studies.
Dr. Faircloth is the editor of Oxford Bibliographies in Education, senior associate editor of the American Journal of Education, Associate Editor of AERA Open, and a member of the editorial board of the Journal of American Indian Education. In addition to editorial service, Dr. Faircloth has been actively involved in service at the national level, including serving as the Chair of the Technical Review Panel for the National Indian Education Study conducted by the National Center for Education Statistics in collaboration with the Office of Indian Education, and the Educational Testing Service, and as the former Vice President of Division A (Administration) of the American Educational Research Association (AERA).
Dr. Faircloth has also had the honor of serving as a Fulbright Senior Scholar to Aotearoa (New Zealand), Ford Foundation Postdoctoral Scholar with the Civil Rights Project/Proyecto Derechos Civiles at the University of California Los Angeles, research fellow with the American Indian/Alaska Native Head Start Research Center at the University of Colorado Denver, and a William C. Friday Fellow for Human Relations.
Dr. Faircloth and her husband, Lee, live in Fort Collins, Colorado, with their daughter, Journey; dogs, Prince and Apollo; and an assortment of other pets. She attributes her pathway into education to her parents, Gene and Marie Faircloth, and her tribal elders. According to Dr. Faircloth, “they knew I was destined to be an educator long before I did.”
Ibram X. Kendi is the Andrew W. Mellon Professor in the Humanities at Boston University, and the founding director of the Boston University Center for Antiracist Research. He is a contributing writer at The Atlantic and a CBS News racial justice contributor.
Dr. Kendi is the author of many highly acclaimed books including Stamped from the Beginning: The Definitive History of Racist Ideas in America, which won the National Book Award for Nonfiction, making him the youngest author to win that award. He had also produced five #1 New York Times bestsellers, including How to Be an Antiracist; Stamped: Racism, Antiracism, and You, co-authored with Jason Reynolds; and Antiracist Baby, illustrated by Ashley Lukashevsky. In 2020, Time magazine named Dr. Kendi one of the 100 Most Influential People in the world. He was awarded a 2021 MacArthur Fellowship, popularly known as the Genius Grant. His latest two books were the instant New York Times bestsellers, How to Raise an Antiracist and the picture book, Goodnight Racism. His latest book, co-authored with Nic Stone, is How to Be a (Young) Antiracist.
Press Contact: Tami Nguyen
For more information on this speaker please visit www.prhspeakers.com.
|9:45 -10:00 a.m.|| |
Ngo Hna, Meg Syrell and Kristina Collier
|112 O'Brian Hall|
|10:05-11:00 a.m.||“Tributaries of the Mainstream”: Narrated Experiences of Belongingness, Races, Educational and Career Choices across Varied Communities in the United States||112 O'Brian Hall|
|Angelica Soto: Ni aquí ni allá: White-assumed and Belonging in The Latinx Community |
|Anthony Vargas: Sense of Belonging among Caribbean Students at a PWI (Predominately White Institution) Higher Education Institution|
|Min Hu: Educational and Career Choices and Financial Well-being of White and AA/Black Female Master of Social Work (MSW) Students|
|Ngo Hna, Symposium Co-chair: High School and Post-High School Experiences of Burmese Refugees|
|Ogechi Kalu: Un-tie: International Students' Tale of Happy Freedom and Sad Struggles|
|11:20 a.m.-12:10 p.m.|| |
"Educational and Health (In)Equity: Persistence and Resistance" Paper Session
Discussant - Dr. Kathryn Leigh-Osroosh
|479 Baldy Hall|
|African American Diabetes Education/Information Outreach Health Equity Project - Akua Kamau Harris|
|Aspirations and Persistence of Black, Indigenous, and Latina/o/x Students and Alumni in the Pharmacy Career Path - Sara Robinson|
|It all Started on Friday the 13th: Care Work by Female Teachers in New York State during the COVID-19 Pandemic - Holly Marcolina, Symposium Committee Member|
|11:20 a.m.-12:10 p.m.|| |
“Bullying, Harassment, and Violence on Campus: Awareness and Action” Paper Session
Discussant – Dr. Stephanie Frederick
|415 Baldy Hall|
|Identifying Predictors of Change in a Social Norms Campaign to Reduce Bullying and Sexual Harassment in High School Students - Julianna Casella and Kay Huang|
|Impact of College Student Activism and Protest on Student Outcomes - Mike Yates|
|Why do Some Bullying Victims Perpetrate or Defend? The Moderating Effect of Empathy - Dylan Harrison and Julianna Casella |
|1:15-2:00 p.m.|| |
Poster Presentation Session One
Facilitator: Dr. Sunha Kim
|101 Baldy Hall|
|Stacy Scheuneman: A Theoretical Framework for Small-Group Whiteboarding for Collaborative Sense-Making in Physics|
|Hannah Grossman: Building Self Confidence, Friendship, and Preventing Bullying in a Boys’ Overnight Camp|
|Amanda Breese, Symposium Committee Member: Examining Implicit Biases of Pre-Service Educators within a Professional Development Context |
|Minjung Kang: Mathematics Identity of Female Students in Relation to Gender Stereotype|
|Swapna Balkundi: Students’ Perceptions of COVID-19 Stress and Internalizing Problems: Is Social Support a Buffer? |
|Gabriella Martinez: Testing a Critical Cultural Wealth Model for First-Generation, Economically Marginalized, Latinx College Students|
|Anna Cryan: The Effect of a Mindful Movement Program on Motor Skills of 5–7-year-Old Students with Special Needs: A Randomized Control Study|
|2:05-2:55 p.m.|| |
“Learning: (Un)Censoring, Transgressing, Acting”
Discussant: Dr. Namsook Kim
|479 Baldy Hall|
|First-year Multilingual Writers' Engagement with Written Feedback: The Gap - Yueqiu Zhang|
|How Do Children and Mothers from Disadvantaged Families Learn Computational Thinking (CT) Together? - Grace Xing|
|Informal Learning Environments: Leveraging Self-Directed Learning to Build Communities of Inquiry - Finn Goehrig |
|2:05-2:55 p.m.|| |
“Teaching: (Un)Censoring, Transgressing, Acting”
Discussant: Dr. Sameer Honwad
|474 Baldy Hall|
|Atal Tinkering Lab: Technology Design and Collaboration in Rural Western India - Akshay Kedari|
|Pre-Service Teachers’ Understanding of Fraction Division - Seoyeon Lee|
|How Different Colors are Related to Preservice Teachers’ Math Self-Efficacy, Professional Identity, and their Conception of Mathematics Teaching - Mary DiCioccio|
|2:05-2:55 p.m.|| |
“Leading: (Un)Censoring, Transgressing, Acting”
Discussant: Dr. Megan Iantosca
|415 Baldy Hall|
|Leadership as Care: Exploring Connective Labor Practices - Kate Steilen|
|Racial Disparities in Teacher Ratings of ADHD Symptoms and Behavior: A Systematic Review - Abbey McClemont|
|Reimagining Teacher Education to Address Relational Competencies: A Qualitative Case Study Exploring Culturally Responsive Social Emotional Learning Dimensions - Halley Maza|
|9:00-9:10 a.m.|| |
Ngo Hna, Meg Syrell, Kristina Collier, Giambattista Davis
|9:15-10:15 a.m.|| |
"Narratives in Math Education: Race, Ethnicity, and Gender"
Discussant: Dr. Tim Monreal
|A Narrative Inquiry Across Race and Ethnic Groups: What Parents Say About Their Mathematics Learning Experiences and Kindergarteners’ Mathematics Interest - Kudirat Alli-Balogun|
|Elementary School Teacher's Mindset in Mathematics Education - Christy Sutton|
|“I’m Not the Math Parent!”: Parental Gender Roles and Mathematical Parenting in the Home - Anastasia Betts|
|10:15-11:15 a.m.|| |
"Narratives of Well-being: Race, Language, and Nationality"
Discussant: Dr. Jasmine Alvarado
|Be Part of the SELution: Cultural Adaptations for Black Students - Christina Sipior|
|Graduate Student-Parents’ Well-Being: An Analysis of Predictors of Mental Health - Joshua Hine, Tina Lewis, Kristen Smigielski and Kannaki Thayaseelan |
|Letting Refugee Background Writers Speak for Themselves: How Using Constructivist Grounded Theory Method for English as a Second Language Research Circumvents Traditional Ethnographic Voice-Snatching - Miriam Moore|
The GSE Student Research Symposium Planning Committee (ELP) Co-Chairs (Kristina Collier, Giambattista Davis, Ngo Hna, and Meg Syrell) would like to thank the following groups and individuals for their contributions to the 30th Annual GSE Student Research Symposium:
Symposium Planning Committee Faculty Advisor
Symposium Planning Committee Members
Symposium Faculty Discussants and Facilitators
GSE Dean’s Office
GSE Information Technology
GSE Communications and Marketing
UB Alberti Center for Bullying Abuse Prevention
Submissions will be read in a blind review process, with those reviewing proposals looking for strength, accuracy and originality in research. Please adhere to the guidelines when submitting.
Contact the symposium planning committee or faculty advisor through email:
Kristina Collier, ELP PhD student, email@example.com
Giambattista Davis, ELP PhD student, firstname.lastname@example.org
Ngo (NuNu) Hna, ELP PhD student, email@example.com
Meg Syrell, ELP PhD student, firstname.lastname@example.org
Melinda Lemke, symposium faculty advisor, email@example.com