Chrissy Daniel, Luke Haumesser, & Isnino Iftin
Research has shown the complexity of relationships between families, education, and educational institutions (Hamiltion, 2016; Ngo, 2006). These relationships are nuanced and frequently influenced by class, race, gender, and (dis)ability status. In educational settings, individuals negotiate the different relationships’ responsibilities that identify them. The simultaneous identities of student-child, student-spouse/parent, and educator-spouse/parent are not left at the classrooms’ doors. With changing contexts (e.g., the COVID-19 pandemic) and societal expectations (e.g., generational, gendered, and cultural norms), this panel will broadly explore families and education. Through virtual semi-structured one-on-one interviews, we explore how Somali-Bantu women, traditional-aged college women, low-income and underrepresented students, and parents who work as tenure-line faculty make meaning out of their lived experiences. Although the concept of family is shared among these four populations, each tells a unique story of how family dynamics shape academic lives. We can learn more about how marriage can factor into the completion of a college degree, the relationships formed between college women and their parents, child-rearing experiences by tenure-line faculty during a global pandemic, and the negotiation of emotional and financial support exhibited by low-income families.
Zoom Link: https://buffalo.zoom.us/j/91732247664
Sara Robinsin, Giambattista Davis, & Joshua Hine
Undergraduate and graduate students alike often find themselves boxed into identities as insiders or outsiders in various social and academic contexts. While the importance of how students form these identities and the implications of how they develop a sense of belonging based on them is well documented (Maestas et al., 2007; Renn & Reason, 2013; Strayhorn, 2012), there are a number of student populations and social and academic contexts which remain to be studied. This panel will present initial findings from three qualitative research projects that utilized semi-structured interviews conducted remotely, as well as focus groups in one of the studies, to investigate issues surrounding student identity formation. Research questions specifically set out to analyze student identity as it relates to a sense of social and academic belongingness and institutional inclusiveness; selection of a major and career path, in which students are members of either historically underrepresented or overrepresented ethnic backgrounds; and self-perceptions, academic engagement, and career aspirations for self-defined social activists.
Zoom Link: https://buffalo.zoom.us/j/98603908909?pwd=NXg5cXZtbmU4RjZzaW9KaHV6WEt3UT09
Lianzi (Lily) Ouyang, Alec Eichelkraut, & Lauren Aldana
With the rapid rate of globalization, many international students and immigrants travel from less developed countries like mainland China, Bangladesh, India, or Tanzania to highly developed countries like the United States (U.S.). Domestic and international students provide an important barometer for balancing cultural diversity and equity in America (Lee, et al. 2018). This panel aims to present how teachers of immigrant youth and international students interact with the United States education system at both the public school and the higher education level. One study explores the ways in which international students narrate and reflect on their cultural, social, emotional, and academic experiences before and after they quarantined during the COVID-19 pandemic. Another project addresses the factors that international students consider in developing plans after graduation. The last study examines teachers’ perceptions and expectations of recently arrived immigrant youth at urban public schools in the Northeast. Using qualitative methods, these studies analyze the beliefs and behaviors of the individuals that are connected to the global dimensions of the American education system.
Zoom Link: https://buffalo.zoom.us/j/4500501523?pwd=WmpaZkFHMWh1SGsyWHhVQjNqTGRUUT09
Heather Ryan, Diana Cassulis, Aiko Minematsu & Yukako Otsuki
This is a special panel for proposed works by GSE students. They will present their work to attendees as well as offer discussion surrounding proposing work in the current pandemic-related climate.
Zoom Link for entire panel: https://buffalo.zoom.us/j/97500540734?pwd=bThkUUZIdGRYVDBKV0NqK3BXTVRxZz09
An Exploration of Summer Mathematics Programming and Mathematics Attitudes at Public Libraries (Heather Ryan)
This study explores the state of summer math programming at public libraries and the relationship between the lack of programming, lack of mathematics skills, and lack of confidence among library staff by focusing on one county in New York state.This study will lay the groundwork for future action research to help implement summer mathematics programming in libraries by identifying what interventions will be most beneficial for library staff and where they need the most support. As education has moved online due to COVID-19, public libraries have taken on a greater role in assisting students with schoolwork. The new format has also put more pressure on parents to act as teachers. It is more important than ever that public librarians have the knowledge, and confidence, to assist students and their parents with math questions. This study will help us to better prepare children to participate in a mathematically literate society and contribute to the ongoing discussion of competencies for public librarians.
Benefits of Dedicated Early Literacy Programs for Children with Disabilities in Public Libraries (Diana Cassulis)
This study proposes to test the hypothesis that early literacy programs in public libraries designed specifically for children with disabilities have a greater potential to impact their literacy, communication, socialization, and physical abilities compared to early literacy programs designed for typically developing children but open to those with disabilities. To collect a broad range of data, the researcher proposes to conduct research in three distinct public library settings: rural, suburban, and city libraries. This would be a longitudinal study following a cohort of a total of 20-25 children with developmental, physical, and/or neural disabilities from age 2 through their year of kindergarten, while also collecting data about their families. Data involving short-term benefits of dedicated programming would also be collected and analyzed.
A case study of Japanese pre-service English teachers’ reflective practice in teaching methodology course (Aiko Minematsu & Yukako Otsuki)
This proposed study will investigate how Japanese pre-service English teachers develop their teaching professions through reflective practice on their micro-teaching lessons in a teaching methods course at university. The study will conduct a case study of Japanese pre-service English teachers who are English majors and take a teaching methods course at university in Tokyo. Data will be collected through 1) observations of micro-teaching lessons, 2) lesson plans and teaching materials, 3) reflections on micro-teaching, 4) a final reflection paper, 5) an end-of-semester questionnaire, and 6) individual interviews. The study will give insights of effective ways/tools of reflective practice to teacher educators and teacher education program administrators.