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Annual Research Day

Sustaining the Flame: Research and Responsiveness to Communities and Schools in Chicagoland

Friday, February 25, 2022

Thank you to all who attended our 13th Annual Research Day. Session recordings will be posted soon.

Welcome, Land Acknowledgment & Introductory Remarks Heading link

9:30-9:55 a.m.

Interim Associate Dean of Research Dan Maggin and Dean Kathryn Chval

View Recording

Roundtables Heading link

10:00-10:55 a.m.

Roundtable A | Facilitated by Dr. Federico Waitoller

Examining Equity in Teachers’ Perceptions of Social Emotional Learning (SEL):  A Critical Review | Chastity Owens and Marisha Humphries

The Role of Social Media on Early Adolescents’ Social and Emotional Competence Abilities |  Thitirat Sriplo

Multiple Case Study of Early Career Preschool Teachers’ Definition of Children Social and Emotional Competency | Jola Walasek and Sarai Coba-Rodriguez

Diversity or School Context, Why Not Both?  | Bradley Crimmins, Ying Chen, and Aisha Griffith

Roundtable B | Facilitated by Jean Sack

Balancing SCandals: Tracking the University of Southern California’s Expansion & Administrative Practices | Javin D’Souza

Giving Attention to Hauntings and Engaging with Ghosts: Portraits of Closed Schools in Chicago | Kristy Ulrich Papczun

Advocacy and Resistance: Latina Mothers Reframing the Experience of Disability | Joseph Passi and Michelle Parker-Katz

Lessons & Lineups: Men’s Stories of Racial Socialization in Black Barbershops | Aremu Mbande (unable to attend)

Roundtable C | Facilitated by Jasmine Collard

Youth’s Digital Practices & Intersectional Identity Formations through Student-Teacher Relationships of Co-Constructed Third Spaces | Patricia Minegishi Delacruz

Becoming a Bilingual Teacher | Melizabeth Santos

Transformative Pedagogies in Teacher Education: Anti-Racism in a Trauma-Informed Approach | Stephanie Torres and Victoria Trinder

Paper Session 1 Heading link

11:00-11:55 a.m.

Room A | Symposium

Illuminating the Shadows: Transformative Potentials of Critical Art Engagement in Education Theory and Practice | Ellen Oberto, Chastity Owens, Mark Diaz, Erin Preston, and Kristy Ulrich Papczun (chair)

Room B | Facilitated by Raúl Figueroa-Rivera

The Impact of Anti-Muslim Racism on Immigrant-Origin American Muslim Students: A Systematic Literature | Syeda S. Raza and Hafsa Siddiqui 

The Exclusion Process of Preschool Children: Is it all the same? | Jasmine Brown, Rebecca Lim, Sarai Coba-Rodriguez, and Kate Zinsser  

Black Adolescent Girls’ Moral Reasoning about School Discipline: A Qualitative Metasynthesis  | Jean Sack

Room C | Facilitated by Kristy Ulrich Papczun

Understanding the Emotional, Financial, & Daily Hassles Families Experience as a Result of their Preschoolers Expulsion | Rabia Zahid, Jola Walasek, Sarai Coba-Rodriguez, and Kate Zinsser

Trigger warnings in psychology classrooms?: Comparing sexes from a diverse religious institution | Jasmine K. Collard and Herbert W. Helm

The Impact of the Acculturative stress on Coping of Korean Immigrant Parents of Children with Developmental Disabilities | Namhee Kim and Sunyoung Kim

2022 Keynote with Dr. Gholnecsar Muhammad Heading link

Dr. Gholdy Muhammad

12:15–12:55 p.m.

(Re)membering Genius and Joy: Toward An Equity Model of Culturally and Historically Responsive Education

In this talk, Dr. Gholdy Muhammad offers a unique culturally and historically responsive approach toward the goal of cultivating genius and joy in education. This approach is essential for accelerating the growth of all students and uniquely youth of color, who have been traditionally underserved in learning standards, policies, and school practices. She will present her equity framework to help educators teach toward developing students’ histories, identities, literacies, and liberation.

  • Identity Development—Helping youth to make sense of who they are and others.
  • Skill Development— Helping youth to develop proficiencies across the content areas and state learning standards.
  • Intellectual Development—Helping youth to gain new knowledge that is set into the context of the world.
  • Criticality—Helping youth to name, understand, question, and disrupt oppression in the world.
  • Joy—Helping youth to uplifting beauty, aesthetics, truth, and personal space fulfillment within humanity.

Participants will learn and understand history and policy as well as personal and instructional factors that justify the need and purpose for culturally and historically responsive education. Educators will be encouraged and motivated to be more inclusive of their teaching of these five collective pursuits while learning the importance of integrating cultural, racial, linguistic, and historical responsiveness into practice.

Poster Session Heading link

1:00pm-1:55pm | Facilitated by Dr. Torica Webb

Breakout rooms:

  1. The Associations between Adolescents’ Social Media Activities and Their In-Person Interactions | Thitirat Sriplo and Marisha L. Humphries
  2. Early Adolescents’ Compassion and Social Cognitive Reasoning Regarding Intentional and Accidental Harm Scenarios | Megan Edgin
  3. Measuring Chemistry Teacher’s Instructional Practices In Technology-Infused Classroom: A Rasch-based Classroom Observation System | Ying Chen, Yue Yin, Stephanie M. Werner, and Mike Stieff
  4. Comparing the Impact of Real-Time versus Asynchronous-Only Interactions in a Virtual Educational Simulation Game (vESG) | Jeremy Riel, Kimberly A. Lawless, and James Oren
  5. Learning to be a Crewmate, or an Impostor, in a Gaming Community of Practice/Affinity Group | Raúl Figueroa-Rivera
  6. Healing Spaces: Testimonies, Witnesses and Interactions within the Classroom | Nathaniel Cha
  7. African American Parents’ Socialization in Their Children’s Mathematic Development During the COVID-19 Pandemic | Anthony Thames
  8. The Role of Family in Latinx Students’ Science Education and Careers | Kay Thursby, Bernadette Sanchez, Lidia Monjaras-Gaytan, and Hector Rasgado-Flores
  9. Understanding Agency in Arts Integrated School Contexts: Literature Review | Stephanie Spezza and Erin Preston

Paper Session 2 Heading link

2:00 p.m.-2:55 p.m.

Room A: Symposium

Sustaining the Mind and the Body: Embodied Performances and Engagement in Science Learning | Rebecca Kotler, Meghan Rock, Amanda Diaz, Maria Varelas, Nathan Phillips, Rachelle Tsachor, Rebecca Woodard, & the STAGE Team (Phillip Bowen, Bridget Dougherty, Jaegen Ellison, Monet Felton, Marcie Gutierrez, Sonya Madrigal, Miguel Melchor, Barbara Nagy, Hannah Natividad, Maria Rosario, Zack Sabitt, Gustavo Soto, Stephanie Spezza, & Derek Threewitt)

Room B: Facilitated by Jola Dohrmann

High stakes testing and the new pedagogy of poverty: NWEA MAP and the disappearance of Chicago’s “extra year of growth” from 2014 through 2019  | Paul Zavitkovsky

Evaluation of Myers-Briggs Type Indicator personality inventory of second-year pharmacy students | Abigail T. Elmes, Frank Paloucek, and Jennie B. Jarrett

Examining the Impact of High-Fidelity Simulation Based Secondary Chemistry Curriculum | Ying Chen, Yue Yin, and Mike Stieff

Outcomes and Beyond: Responding to Multiple Definitions of Success When Specifying Evaluative Criteria | Rebecca M. Teasdale, Mikayla Strasser, Ceily Moor, and Kara E. Graham

Room C: Facilitated by Patricia Delacruz

Exploring the Disparate Impact of COVID-19 on Undergraduate Students: A Mixed Methods Study  | Alexios Rosario-Moore, Kara E. Graham, Svetlana Mitric, and Gabriela Avila

Socio-emotional programs and its impacts on teachers and students: evidence from a RCT in Colombia | Nataly Obando Rozo, Catherine Rodriguez, Lesbia Maris, and Maria Cantele

Educational Technology Policy: Lessons From Thailand | Michael K. Thomas and Thitriat Sriplo

Bridge to Faculty Fellows Presentations Heading link

3:00–4:30 p.m.

Facilitated by Dr. Zitlali Morales

View Recording

Dr. Phillip Boda

“Design-Based Liberation: Disobedient Dreaming to Dispossess Hegemonic Grammars” with Dr. Phillip Boda

Design research relies heavily on disciplinary commitments, often to the detriment of broader liberatory dreaming that center the lived realities of teachers and students in schools and society. This possessive praxis takes hold and subsequently sustains the grammars that manifest in schools, thus shaping and shading whose Lives-Hopes-Dreams Matter. To Dream toward Liberation, then, demands disobedience in nuanced ways among research endeavors that enact and study what design research is, and can mean, for schools and schooling. In this talk, I walk through my articulation of Liberation from Global South philosophies, then I provided a generative grammar of taking up such a pursuit toward design-based liberation where tensions of possessive hegemony mediate such work. Throughout the talk, I reflexively engage as a bricoleur, highlighting valuable moments for disobedient dreaming to afford strategic dispossession of hegemonic grammars. The implications of this (de)centering praxis holds space for school-based research beyond possession.

Stephanie Torres

“A Community-Engaged Approach to Addressing Structural Racism among Latinx Immigrant Families” with Dr. Stephanie Torres

Structural factors, including structural racism, serve as root causes underlying disproportionate stress for many minoritized and immigrant communities. For Latinx immigrant families, structural racism can include immigration fears, discrimination, and linguistic isolation, and

the insidious impact of these stressors reverberates across the family unit. A community-engaged approach can contribute to our understanding of what interventions are most helpful in addressing structural stressors and provide critical perspectives regarding how to optimize equitable and sustainable community implementation. The current presentation aims to highlight ongoing work with a community-based organization in Chicago that seeks to develop and finalize an intervention curriculum addressing stress due to structural racism among Latinx immigrant parents and youth. This project lays the groundwork for influencing policy and social change through empowering Latinx immigrant families in the midst of structural racism.

Gordon Palmer

“Urban place, race, and gender in young Black women’s sociopolitical development” with Dr. Gordon Palmer

Emerging adulthood is characterized by shifts in identity, responsibilities, and social pressures. For Black emerging adult women (BEAW), this developmental period is also shaped by their gendered-racial experiences as they navigate the sociopolitical terrain. This qualitative study used a critical narrative methodology to investigate the role of social identities and urban spatial context (i.e., cities and urban universities) in the sociopolitical development (SPD) of BEAW. Participants included 12 BEAW (ages 18-29) who attended universities in large metropolitan areas (e.g., Atlanta, New York City, Washington D.C.). Findings from a narrative analysis highlight that BEAW critically reflect on and navigate spatial manifestations of oppression in their cities and campuses while at the same time endeavoring to ameliorate these ills through activism and collective healing. Further, BEAW do not only resist oppressions. They actively cultivate joy, celebrate their everyday existence as Black women, and render themselves visible through Black placemaking efforts. This study highlights the reality that place and gender are central to the SPD of BEAW. Participant’s narratives highlighted that place and gender-based critical reflections central to the SPD of BEAW and the collective efforts that structure their activism.

Recognitions & Thank Yous Heading link

4:30-4:55 p.m.

Dr. Decoteau Irby

View Recording

Friday, February 25, 2022 Schedule Heading link

Scroll down for full speaker and presentation details and links to join each session
Time Session Speakers and/or Facilitators
9:30–9:55 a.m. (Central) Welcome, Land Acknowledgment & Introductory Remarks Interim Associate Dean of Research Dan Maggin; Dean Kathryn Chval
10:00-10:55 a.m. Roundtables Federico Waitoller (A); Jean Sack (B); Jasmine Collard (C)
11:00-11:55 a.m. Paper Session 1 Symposium Group (A); Raúl Figueroa-Rivera (B); Kristy Ulrich Papczun (C)
11:55 a.m.-12:15 p.m. Break; Grab your lunch Musical interlude
12:15 p.m.-12:55 p.m. Lunch and Keynote Presentation Dr. Gholdy Muhammad
1:00 p.m.-1:55 p.m. Poster Session Dr. Torica Webb
2:00pm-2:55pm Paper Session 2 Symposium Group (A); Jola Dohrmann (B); Patricia Delacruz (C)
3:00 p.m.-4:30 p.m. Highlighted Session: Bridge to Faculty Postdoctoral Fellows Dr. P. Zitlali Morales (facilitator); Dr. Phillip Boda; Dr. Gordon Palmer; Dr. Stephanie Torres
4:30 p.m.-4:55 p.m. Recognitions & Thank Yous Dr. Decoteau Irby
5 p.m. Virtual Mixer Join us on Gather

Graduate Student Planning Committee Heading link

UIC Logo

Brad Crimmins is a first year doctoral student in the Educational Psychology –  Human Development and Learning PhD program. His research interests are centered on the social relationships and context of adolescents. He has worked as a special education teacher for the past eight years and currently works in Albany Park  for Chicago Public Schools.

Brad Crimmins  |  Educational Psychology
Jola Dohrmann

Jola Dohrmann is a second-year doctoral student in Educational Psychology in the program of Human Development and Learning. She earned her Master’s in Early Childhood Education from Erikson Institute in 2020. Her primary research interests are children’s school readiness and social and emotional development during the early years. She is interested in learning processes and finding the most effective way of teaching young children.

Jola Dohrmann  |  Educational Psychology
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Nicole Mancha is a second-year graduate student in Urban Higher Education. She earned her Master’s in Creative Writing from Southern New Hampshire University in 2020 before moving on to apply to the Master’s of Education at UIC. Her research interests focus on promoting inclusive literacy learning to diverse learners and encouraging self-expression through writing.

Nicole Mancha  |  Urban Higher Education
Johan Tabora

Johan Tabora is a Mathematics and Science Education doctoral student. His research work centers on understanding how the socio-cultural,-historical, and -political backgrounds of Filipino American students shape their identities as learners and doers of science. Johan volunteers as a co-editor for the Underrepresentation Curriculum Project, a modular, student-centered curriculum designed to examine and address systemic inequities in science. Johan is also a National Board Certified physics teacher with the Chicago Public Schools.

Johan Tabora  |  Mathematics & Science Education