In an era of increasing political polarization, the ability to engage in meaningful and respectful discourse is more critical than ever. Yet, on college campuses across the U.S., students often struggle to navigate ideological differences, sometimes choosing disengagement over dialogue. The purpose of the three part Civil Discourse Project (CDP) is to use participatory action research principles to understand and address inequity related to civil dialogue and discussions of democracy at the University of Washington. Led by student researchers and staff from UW Brotherhood (BI) and Sisterhood (SI) Initiatives, the three-part project is structured around an iterative cycle of research (i.e. action and reflection) to empower students of color to surface and address social and institutional barriers faced by other students of color within the BI and SI. As a part of the CDP,  this study surveyed 91 first-year BI and SI students through an 11-question online survey in Fall 2024. The goal was to understand how identity shapes engagement with civil discourse. The survey included open-ended, scale, and ranked choice questions assessing students’ prior exposure to civil discourse, their comfort level in engaging with differing viewpoints, and their perceptions of discourse dynamics. Using descriptive and text analysis, the study found that both BI and SI responses exhibited common themes regarding the importance of maintaining composure and respectful engagement during civil discourse. However, the preliminary findings also suggested notable gender differences between the value placed on civil discourse, willingness to seek out civil discourse, and personal comfort while engaging in civil discourse. Specifically, the findings highlighted how a willingness to engage with different perspectives is not always synonymous with being an active discussion participant. These insights can inform ongoing discussions at colleges and universities about fostering equitable and inclusive dialogue across political and ideological divides.

Surveys leading up to and following the 2024 Presidential election have indicated a substantial proportion of Americans have experienced tremendous anxiety about democracy and the future of the nation. Among minority groups, moreover, anxiety is exacerbated by fears of discrimination, threats of deportation, and feelings of alienation in the U.S. Yet, the limited culturally responsive spaces across our educational institutions that empower students from minority backgrounds to share vulnerable experiences and meaningfully engage in discourse about public policy issues have not grown proportionately to remedy these intensified needs. As such, the University of Washington (UW) Brotherhood (B.I.) and Sisterhood (S.I.) Initiatives are researching the extent to which students of color are empowered to be engaged in civil discourse spaces at the UW, as well as how our institutions can best create community discourse spaces that recognize diverse student needs and perspectives. Thus far, we have developed a focus group protocol and administered two focus groups (one for the B.I. and one for the S.I.), with 4 participants in each group. In examining themes of student civil discourse experiences in our emergent findings, we see that the environments, tools, and practices of campus civil discourse spaces can be better structured to challenge harmful stereotypes and further support authentic exchanges of ideas and experiences across differences in positionality. This work helps situate gaps in the provision of civil discourse spaces at the UW relative to demonstrated student needs and contributes to actionable, culturally responsive approaches for students from all backgrounds to find empowerment in and through civil discourse spaces and ultimately become critically informed agents of social change.

Gun violence is a persistent and complex social issue that poses significant challenges to communities worldwide. Within the landscape of gun violence research, there is a recognized need for studies that explore the experiences of marginalized and immigrant populations, such as Somalis, Ethiopians, and multiple other Black immigrant communities. These communities often face intersecting socio-economic, cultural, and systemic factors that shape their vulnerability to gun violence. This study seeks to address this gap by examining the impact of gun violence on the Black immigrant communities in Seattle and surrounding areas, with a focus on understanding the underlying factors contributing to its prevalence and the responses employed by affected individuals and communities. The primary research question guiding this study is: How does gun violence impact the Black immigrant communities in Seattle and surrounding areas? What are the underlying factors contributing to its prevalence? I will conduct an interview study using a mixed-methods approach to analyze crime statistics and demographic data, complemented by creating a codebook. Preliminary findings indicate an increase in gun violence within these communities, reflecting the complex interplay of socio-economic disadvantage, cultural factors, and systemic inequities. By amplifying the voices and experiences of affected individuals, this study advocates for evidence-based interventions and policies that address the root causes of gun violence and promote community resilience. Through a holistic and community-centered approach, this research advances social justice and fosters safer, more inclusive environments for all residents.

Technology is an integral part of modern life, extending into elementary classrooms where one-to-one device programs have become the norm. While technology can increase accessibility to education, its widespread integration in early learning environments raises concerns about its long-term impact on students and teachers. This research critically examines the role of gamified learning applications in elementary education, questioning whether they enhance or hinder cognitive development, attention span, and problem-solving skills. Using a mixed-methods approach, I conducted surveys and interviews with educators and students in Seattle Public Schools to assess the effects of technology-driven instruction. Preliminary findings suggest that while applications like Khan Academy focus on educational enrichment, others, such as Prodigy, prioritize engagement through addictive, game-like mechanics. This distinction highlights a growing concern: when profit-driven applications shape learning experiences, students may develop a dependence on digital stimuli. Additionally, teachers face challenges balancing digital instruction with traditional instructional methods. This study contributes to ongoing discussions about the ethics and effectiveness of digital learning tools, emphasizing the need for a balanced approach that preserves curiosity, critical thinking, and human connection in education.

With college students becoming more diverse, both ideologically and culturally, creating environments conducive to productive civil dialogue is vitally important. The Civil Discourse Project (CDP) uses participatory action research principles to understand and address inequity related to civil dialogue at the University of Washington. Co-led by student researchers and staff from UW Brotherhood (BI) and Sisterhood (SI) Initiatives, this three-part project (i.e., survey, data walk, focus group) empowers students of color to surface and address barriers to civil dialogue faced by other students of color within the BI and SI.  As a part of the CDP,  this study utilized the data walk community engagement method developed by the Urban Institute to invite BI and SI first-year students (n = 103) to jointly review previously collected survey data, interpret what the data meant, and discuss data-related experiences. Through small group discussions focused on select survey charts, the purpose of the event was to clarify the influence of identity and prior experiences in seeking out civil discourse. After the event, transcripts from small group discussions were analyzed using a six-step thematic analysis process to identify major themes. Several preliminary themes emerged from the study. Participants expressed hesitance about engaging in civil discourse, often due to the anticipation of a lack of active listening from peers or over or under-reliance on fact-based arguments.  Previous encounters with dismissive or heated exchanges also influenced their willingness to seek dialogue. These findings suggest that the quality of previous interactions, particularly in terms of listening and respect, plays a crucial role in ongoing engagement with civil discourse. The research also highlighted the value of using data to engage students and catalyze discussions grounded in objective, community-based information. These insights suggest that promoting respectful engagement and creating opportunities for collaborative dialogue could enhance civil discourse on campus.