The way adolescents describe their emotions shapes how they view themselves, peers, and the world around them. Observational and experimental studies have shown feelings of gratitude in particular to be linked to an increased sense of well-being, academic performance, and prosocial behavior. Previous studies have defined “gratitude” as an appreciation of what is valuable or a state of appreciation. This study explored 1) how gratitude varies across different peer interaction scenarios and ethnic groups, and 2) how adolescents explain the emotion gratitude. Studies have yet to examine how ethnically diverse students interpret the emotion. Our sample size consisted of 300 students from ages 12-18, evenly divided between African, European, Mexican, and Native Americans across Washington state. Students provided explanations of times where they were an actor and recipient in four different scenarios: calming, amplifying, avenging, and reconciling a peer. In each scenario students rated how grateful they felt and why. Quantitative analyses demonstrated that students’ levels of gratitude varied by role and scenario, but did not vary by ethnic group (all ps < 0.001). This suggested that adolescents’ definitions of gratitude could vary in different roles as well. To understand influences on gratitude in adolescents, we coded students’ explanations for their actions across all four scenarios to see if different definitions of gratitude were being used in each role. We also present results of demographic analyses relating to gratitude levels (gender, ethnicity, grade level). The results of this study contribute to research on adolescent mental health and peer relationships in school contexts, and could also help school practitioners work towards learning environments that promote student well-being and more stable peer interactions.

STUDIO, a near-peer STEM (science, technology, engineering, and mathematics) mentoring program, fosters growth for both the mentors and mentees. In partnership with Neighborhood House, a local multiservice community-based organization, UW mentors support low-income, immigrant and refugee youth to develop motivation, interest, and identification with STEM education and careers. Mentors do this by creating units that provide youth opportunities to learn at the intersection of their stated interests and mentor expertise. This cultivates a community of learners that values youth and mentor agency. STUDIO focuses on both mentees and mentors, but our initial research and evaluation supported by National Science Foundation has focused primarily on mentees. In this study, we investigate mentor learning and growth. We are currently lead undergraduate mentors in STUDIO and are therefore positioned to reflect on our own and other mentors’ learning. Mentors are given the opportunity to advance their leadership and mentoring skills by documenting occurrences in program time, writing weekly reflections, creating and leading curricula, and participating in weekly seminars to share experiences and address issues important to increasing diversity in STEM. In this study, documentations, reflections, and interviews are analyzed to identify shared themes and unique personal stories that illuminate mentor learning, commitment, and collaboration in the STUDIO learning environment. In early thematic analyses, we have identified several emergent themes such as the powerful role of collaborating, relationship building, and mentors’ development through leadership that support their overall academic and personal connection with STEM. As students of color remain underrepresented in the STEM field, mentors empower youth to develop their identification with STEM, despite challenges they face due to persistent stereotypes and limited resources. This research will help us better understand mentor growth and learning so that we can continue to strengthen the STUDIO mentoring team.

Post 9/11 Veterans are more equipped to be successful than any other veteran generation. After three years of honorable enlistment, service members can use the G.I. bill to receive 36 months of tuition and living expenses for education at state and private institutions. Despite increased access to education, there is a decrease in veteran entrepreneurs compared to post WWII veterans. The present demographics in the military consist of individuals from a wide range of cultures and backgrounds with more female and non-white ethnicities represented. Additionally, the current military service is largely non-combatant and voluntary, which contrasts to the conflicts in the last century such as a draft in the Vietnam Era and WWII. The diversity and skill sets of the current veteran population align more with the growing diverse general population. Yet, Bunker Labs has found primarily a specific demographic of the veteran population, white male officers, pursue entrepreneurship disproportionately. Bunker Labs and other similarly focused organizations look to continue positive leadership experiences that the military establishes, that are hard to find after service. This research looks to compare the barriers and assets veterans specific to Bunker Labs and the local veteran populace face as entrepreneurs, and how the not for profits such as Bunker Labs and institutions such as the University of Washington, business, and local governments can work to create a successful startup ecosystem. This paper reflects the differences between different types of backgrounds, rankings, and specializations that veterans bring into business to understand the kind of needs that our nation's heroes require to make their dreams come true.

 The student population in higher education settings continues to become more diverse by increasing the number of Hispanic, Asian/Pacific Islander, Black, and American Indian/Alaska Native students, but the college graduation rate continues to be lower compared to their white counterparts, except for Asian students (National Center For Education Statistics, 2015-2017). The purpose of this research is to understand if student's academic self confidence correlates with various student identities. The principal research questions for this study are: 1) Is there a correlation between student academic self confidence and their racial/ethnic identity? 2) Is there a correlation between student academic self confidence and whether they are disabled or not? 3) Is there a correlation between student academic self confidence and their socioeconomic status? 4) Is there a correlation between student academic self confidence and whether they’re first generation or not? 5) Is there a correlation between student academic self confidence and their gender? A secondary data analysis will be conducted. This analysis will test the correlation between student's academic self confidence and their various identities. I hypothesize that there is a positive correlation between students having academic self confidence and identifying with the dominant student population. Furthermore, I predict a positive correlation between students not having academic self confidence and identifying with the minoritized student population. Results from this study can be used by higher education professionals to build identity-conscious leadership development programming in order to promote student self confidence and have a positive impact on graduation rates of students of color.

Building relationships with students may not be an easy task as a teacher, because students are coming in with a diverse range of differences which includes students’ backgrounds (i.e. life outside of school, race, socio economic status), perspectives, behavior, and interests. Teacher-student relationships may help increase student engagement, increase their sense of belonging, and help foster a safe environment which can have a significant impact on their success. Unfortunately, research has shown that many teachers are unprepared to teach students from diverse racial and cultural backgrounds. One reason may be that teacher preparation programs have not been as successful in changing teacher's values, attitudes, and dispositions related to teaching culturally diverse students. In my research, I examined the structure and content of the University of Washington Elementary Teacher Education Program (ELTEP) to better understand how teacher candidates transfer knowledge from their course work into their field placement, focusing on classrooms that are situated in culturally, racially, and ethnically diverse Seattle public schools. I analyzed how teacher candidates took up strategies for building teacher student relationships from their coursework into their field placements. I did so through interviews and ethnographic observations, analyzing teacher student communication patterns (i.e. one on one interactions, positive and negative reinforcement, humor, body language, etc.) in their field placements. My findings have significant implications for improving ELTEP coursework focused on building teacher-student relationships and ultimately improving student success in Seattle public schools.

Public Broadcasting Service (PBS) is using its children's programs to promote STEM career tracks. My research project sought to analyze the representation of male and female identifying characters in PBS science-based programs for children ages 4-10. I collected both quantitative and qualitative data from the following four shows: Cat in The Hat, Magic School Bus, Cyber Chase, and Wild Kratts. These 30 minute animated shows are presented as gender neutral and science focused. My research examined the following questions: 1) The number and ways male-identified versus female-identified characters are represented in leading and supportive roles; 2) How STEM fields are presented as future careers for both genders; 3) The number of STEM learning opportunities presented within each episode; and 4) How children view the gender roles and relationships between characters. Data was collected through two processes. First, I watched multiple episodes of each show and gathered quanitiative data, for example; how often females are in leadership roles, how often they generate their own ideas, and are viewed as capable of completing a task. I then co-viewed episodes of each show with children in the intended age range. While co-viewing I made observational notes and asked a set of verbal questions used to engage with the child during the show. Through the co-viewing process and dialogue, I gained insight into how children view gender representation within these shows. This research project further examined the messages children receive regarding STEM learning and careers during the critical time when self image is being developed. In addition, this research highlights the opportunity for further research across multiple television networks, analyzing gender representation within STEM fields.

This project was designed to support staff within an early childhood program experiencing major changes. The early childhood program had recently moved to a temporary location while a new learning center is under construction. This program now occupies an elementary school building and has been joined by a previously separate Head Start program and a special education preschool program. Along with the move the program shifted its requirements and curriculum to better match the Head Start program they now share a building with. These changes include in-class meal times, a mandatory rest period, and mixed age classrooms. The physical building move and program changes have created new challenges and added stress for teachers. This includes new challenging behaviors related to new program changes. With this in mind, this project sought to alleviate stress for a teacher who was dealing with persistent challenging behavior for one student. Practical skills training has been shown to improve teacher attitudes towards working with students with challenging behaviors. In this project I compiled a practical skills training using Gail Joseph’s Positive Behavior Supports videos and guided a teacher through writing and implementing a behavioral support plan with the intention of reducing one child’s challenging behavior. The intervention was successful in providing the skills necessary to write and implement a behavior plan as well as reducing the child’s challenging behavior. The frequency of the challenging behavior was reduced from an average of 13.6 times a day to 8.5 times a day after 3 weeks. Future research could examine how effective video skills trainings are in providing teachers with skills to deal with challenging behaviors and could consider the possibility of remote trainings or remote professional development opportunities for teachers.

This study explores the impacts of inclusive education practices in United States public schools from the perspective of students who receive these services. Students targeted are from public schools in Washington state between the ages of 12 and 21. Majority of the literature on inclusive education practices are written by people who have not experienced special education services in the United States. It is hypothesized that the study will provide an increase of skills and opportunities for students with disabilities to advocate their own education and engage in self-advocacy. Photovoice is a participatory research approach that has participants take pictures to illustrate the research question that can later be supplemented by short stories or captions by the participants. Students participating were able to talk with each other about the Photovoice process, common themes they found in each other’s pictures and captions, and brainstorm ways to target local representatives and policy-makers. Data collection was strengthened by surveys to gather more specific information on people’s perceptions of inclusion and special educations services. Themes identified include feelings around inclusion, being accepted in the school community, isolation, or social engagement. The study will contribute to social work practice by providing an opportunity for students with disabilities to share their own perspectives and experiences within the public education system. This work will allow an opportunity for students with disabilities to become the principle speaker on special education reform.