All posts by lrath

Caregiving Environmental Risk, Parenting, and Aggression from Infancy to Adolescence in a High-Risk Sample

Concurrent Poster Session (4:30pm-5:15pm)

Margaret Manges

This poster will discuss a study conducted by the Alberti Center of Bullying Abuse Prevention investigating the pathways to adolescent aggression via parenting, cumulative environmental risk, and childhood aggression in a high-risk sample. The study sought to investigate whether cumulative caregiving environmental risk (maternal psychopathology, maternal substance use, caregiving instability, and maternal education), and parenting (maternal harshness and maternal sensitivity) across early childhood was associated with aggression in early adolescence. It also investigates whether these associations are due to stable/enduring effects or if they are time specific/critical periods of development that exert influence on early adolescent aggression.

Zoom Link: https://buffalo.zoom.us/j/97573790141?pwd=QVJ1RXN5MVBlVjBEaEFHNjJnRG8wQT09

Participatory Design: A Turn Toward More Resilient Research

Concurrent Poster Session (4:30pm-5:15pm)

Elizabeth Davis & Owen Stewart-Robertson

In attempting to demonstrate the value of participatory design, this poster will point toward areas where LIS research can look past the proverbial tower of academia to focus on community-based, practice-focused projects. It will discuss how participatory design models foster local relationships that may also support social justice initiatives in various communities. The poster presentation will conclude with suggested areas for future research and scenarios which could benefit from participatory design research methodologies.

Zoom Link: https://buffalo.zoom.us/j/9510629101?pwd=eDhCTWRlN2dyR0VneDNOWjlIcGU2UT09

Effects of Science Fiction on Eleventh-Grade Girls’ Interest in Entering STEM Fields

Concurrent Poster Session (4:30pm-5:15pm)

Diana Krueger

The proposed study will test the hypothesis that the consumption of assigned science fiction materials will impact eleventh-grade girls’ science identities such that they become more likely to consider careers in STEM. If the study strengthens the belief in the hypothesis that an arts-based strategy in high school leads to an increase in girls’ interest in STEM fields, then this strategy is promising for increasing the number of women employed in STEM in the future.

Zoom Link: https://buffalo.zoom.us/j/91845511972?pwd=Zm5LTHhlQ3Bpd3FNbjNydEtnK2xJdz09

Understanding each other: Exploring high school students’ and math teachers’ viewpoints regarding multiple strategies in mathematics

Concurrent Paper Session D (3:45pm-4:15pm)

Veronica Bass

The purpose of this study was to explore high school students and mathematics teachers’ levels of perceived effectiveness, suggested frequency, and affinity towards multiple strategies. It was found that, in general, multiple strategies were popular among teachers and students, were considered highly beneficial, and should be used frequently in the high school mathematics classroom. Further research is needed to evaluate the effectiveness of mathematical strategies.

Zoom Link: https://buffalo.zoom.us/j/96752806811?pwd=RFZ4VCt2NU1Kd3RJQjJDVTMyWUh3dz09

A Case Study of A UPK Teacher

Concurrent Paper Session D (3:45pm-4:15pm)

Cai Wang

The research was to understand Universal Pre-K teacher’s experience, views and beliefs about school readiness in the context of UPK. A contradictory picture was discovered from this study: teacher’s inside-building status vs. outsider status; teacher’s autonomy vs. external requirements; teacher’s belief vs. treatment; teacher’s expectation vs. reality. The current study would help other UPK teachers, school teachers, educators, parents, schools, districts, government and policy makers to better understand UPK teachers’ experience, the struggles, and their work in fostering children’s readiness for school

Zoom Link: https://buffalo.zoom.us/j/93515307648?pwd=VXJFNDRaUXFBcU1wVDlLSHVkSDJFQT09

Restorative Justice Practice Values and The Co-authoring a Set of Classroom Rules

Concurrent Paper Session D (3:45pm-4:15pm)

Cara Monaco

Classroom talk around co-authored rules – if marked by receptive listening and responsive uptake, can manifest student voices and needs (Noddings, 2012). Indeed, how classroom rules emerge can manifest how relations of caring are evidenced and the values embodied. I examine the classroom talk around such a process in a second grade classroom community in a diverse, urban public charter school building upon a study that examined the development of a co-authored classroom agreement in the same classroom (Boyd, Vasquez & Monaco-Shevlin, in progress) and how this Classroom Agreement process is reflective of four Restorative Justice (RJ) values: empowerment, identity, apology, and empathy (Brathwaite, 1989; Zehr, 2015).

Zoom Link: https://buffalo.zoom.us/j/5707101959?pwd=S0dKVGZtSVpxc2pHTUFIZGtnUDY3Zz09

The Globalization of the ‘Savage’: Human Exhibitions of the Past & Its Metaphorical Connection to Education in the Present

Concurrent Paper Session D (3:45pm-4:15pm)

Iman Lathan

This paper seeks to link the human zoo era of the 19th and 20th century to the current state of education for Black American children. The linkage is created by analyzing the historical context of the exhibition era, the construction of the “savage”, and the ways in which it reveals itself present-day through the criminalization and adultification of Black boys and girls in the classroom.

Zoom Link: https://buffalo.zoom.us/j/98400889955?pwd=bHg5cnF0aXY0eHFESUhoUi9NRUdMZz09

Carelessness in Higher Education: How The Neoliberal University Shapes the Experiences of Students on the Margins

Concurrent Paper Session D (3:45pm-4:15pm)

Christopher Kohler, Joshua Hine, & Luke Haumesser

This study explores the ways in which neoliberal processes affect how student-parents who are food insecure experience higher education. We use neoliberalism as a frame to examine a move towards “carelessness” in explicit and implicit institutional policy, creating a culture that marginalizes students deemed as out of the mainstream, such as student-parents experiencing food insecurity. This paper not only centers how food insecure student-parents experience one institution’s culture, but brings together two theoretical lenses–neoliberalism and carelessness–to help explain how social systems and structures continue to neglect those at the margins. Despite the “nontraditional” student becoming the norm as massification of higher education takes hold, the neoliberal university is designed to develop rational, autonomous actors unencumbered by responsibilities apart from their identities as students.

Zoom Link: https://buffalo.zoom.us/j/3557919913?pwd=aEs2U3V4bHdNWWJqOVVYSDdXaTNVQT09

Trauma Testimonials in Slam Poetry: A Portrait of Resilience

Concurrent Paper Session C (3:00pm-3:30pm)

Kelly Schucker

This study emphasizes the value of engaging in nonacademic literacy practices (specifically focusing on slam poetry) as an authentic source of literacy engagement, and as a method of identity exploration and exposition through performative poetry. This paper specifically looks at one slam poetry competition event in a rustbelt city in the United States. Four poets consented to participate in this study, which requested: to film and transcribe the poet’s performances at that event, and to participate in both a semi-formal interview and a viewing session (which was a semi-formal interview that focused on film of one of the poet’s slam poems). All data was recorded and linguistically transcribed.Significant coding and analysis revealed a few major themes across all poets in relation to their expressions of identity-establishment: 1. a major theme in slam poetry is the testimony of trauma narratives 2. poets frequently use metaphor in their poetry: a. as a way to better understand their own experiences, trauma, and oppression b. as a tool to connect with the audience through shared experiences and knowledge 3. in sharing narratives of trauma, poets demonstrate their resilience.

Zoom Link: https://buffalo.zoom.us/j/94545791685?pwd=bUpudnZodFE0VlUwNXNYMm5Bdkl1dz09

Exploring the Use of Elements of New Literacies Theories in Traditional Developmental Writing Class for First Year College Students

Concurrent Paper Session C (3:00pm-3:30pm)

Odette J Reid

This paper presentation will be on the qualitative comparative case study that was designed to explore the differences of students’ engagement and motivation in a traditional developmental writing class, and one in which elements of a new literacies stance (Bailey, 2012) were taken by the instructor. Based on interviews, surveys, and classroom observations, this study examined how students engaged with writing and each other in two types of classrooms: one – traditional and one infused with new literacies. Additionally, the study’s purpose was to determine whether the teaching practices and pedagogies of adjunct instructors could be enhanced and/or informed using theories in new literacies, specifically multimodality, new literacies, and multiliteracies. Various themes emerged in this study which showed that theories in new literacies influence student engagement and the teaching practices of developmental writing instructors. Furthermore, implications can be found with regards to teaching writing with an anti-racist pedagogy. The shift to remote learning during data collection also demonstrated the resilience of instructors and students, and the impact that shifting pedagogies can have on developmental writing instructions and process.

Zoom link: https://buffalo.zoom.us/j/99107096096