Education - Seattle

Permanent URI for this collectionhttps://digital.lib.washington.edu/handle/1773/4914

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The Importance of Coding Time in Growth Models: Analyzing Graduation Rates in Title I Washington State High Schools 2019-2025
(2026-04-20) Helke, Brianna McLean; Sanders, Elizabeth; Li, Min
Four-year graduation rates are a central accountability metric under the U.S. Every Student Succeeds Act (ESSA), yet limited research has examined how rates can evolve longitudinally across under-resourced schools, or how school-level characteristics relate to change over time. This study used multilevel growth modeling to predict graduation trajectories among N = 93 Title I high schools in Washington State across six academic years (2018–2019 through 2024–2025). In addition to investigating mean change over time, between-school heterogeneity, and associations with school enrollment, ESSA Section 1003 improvement funding, and Education Service District (ESD) membership. Data were drawn from publicly available administrative records from the Washington Office of Superintendent of Public Instruction. Results indicated that graduation rates increased slightly but significantly over time. The intraclass correlation coefficient (ICC ≈ .80) revealed that most variance in graduation outcomes was attributable to differences between schools rather than year-to-year fluctuations within schools. Enrollment size was a small but significant predictor of baseline graduation rates, while Section 1003 improvement funding was significantly associated with differences in growth trajectories—though not with baseline levels—showing that improvement funds relate more to longitudinal change than to initial standing. As well, how time points are coded can either smooth over trajectories or spotlight year-to-year differences. Taken together, findings have implications for how funding accountability systems can be designed, analyzed, and interpreted: single-time-point or smoothed-over comparisons alone risk obscuring meaningful heterogeneity whereas nuanced growth-oriented frameworks can better reflect the effects of targeted supports.
Teacher Participation in Equity-Focused Family Engagement
(2026-04-20) Gaul, Jennifer; Honig, Meredith I
Researchers and policymakers have long claimed that family engagement can support racial equity goals within schools. However, equity-related outcomes of family engagement have been mixed, especially for families of color. Studies suggest that teachers’ participation in these initiatives is important, but that their positive participation requires fundamental shifts in both their thinking and practices around family engagement. This study draws on the theories of Inhabited Institutionalism and Racialized Organizations to investigate how teachers make those fundamental shifts. Data come from a qualitative comparative case study of nine teachers at two schools in a district working to support teachers in implementing equity-focused family engagement. Findings include that while the district leaders conceptualized the initiative as supportive of equity, the initiative itself and the professional learning provided by the outside organization that the district had contracted with did not explicitly call on teachers to shift their practices or position family engagement as supportive of equitable experiences and outcomes. Two teachers consistently inhabited the equity myth, two inconsistently inhabited it, and five consistently inhabited the school-centric myth. School conditions also differed in ways that my conceptual framework related to teachers’ learning to make equity-focused practice shifts, including in their professional learning opportunities, workforce composition, and policies. The teachers who consistently inhabited the equity myth described coherent understandings and experiences that helped them relate their work as teachers to equity goals, while the teachers who inconsistently inhabited the equity myth and those who consistently inhabited the school-centric myth did not explicitly connect their work to equity. Finally, interactions were generally unsupportive of shifts toward equity mainly because they rarely addressed equity-focused family engagement. In a few exceptions, sensegivers who were internal to the team of teachers implementing equity-focused family engagement interacted with other teachers in ways that seemed to shift their practices toward equity. This study provides a new perspective on teachers’ participation in equity-focused family engagement by drawing attention to the role of institutionalized myths and racialized organizations in mediating teachers’ thinking and practices.institutionalized myths and racialized organizations in mediating teachers’ thinking and practices.
Designing for Responsible and Empowering GenAI Research, Policy, and Practice: Young Adults with Special Education and Neurodiversity Experiences Meaningfully Navigating Risks and Opportunities Toward Expansive Possibilities
(2026-02-05) Tesoriero, Gina; Bell, Philip
Generative AI (GenAI) has become what Engeström (2009) refers to as a “runaway object”, rapidly expanding across education, policy, and society in ways that are difficult to predict or control. Its growth creates both opportunities and challenges. Runaway objects demand collective responsibility and inclusive engagement in shaping how they impact society and how it is used. As a runaway object, designing responsible and empowering approaches to GenAI in education, must engage those who have been historically excluded from research and decision-making.This dissertation focuses on young adults with special education and neurodiversity experiences, a population often excluded from educational research and decision-making about new technologies (Rice & Dunn, 2023). These individuals bring valuable perspectives shaped by navigating systems that have not always met their learning needs, and by often developing deep relationships with assistive technologies that support their communication and learning (Dieker & Zaugg, 2024; Kleekamp, 2021). Using a design-based research (DBR) approach, this dissertation examines how young adults with special education experiences engage with GenAI. While DBR supports flexible, participant-responsive design, it can also reproduce power imbalances that limit full participation (Vakil, 2016). To address this, I adopted a collaborative co-design process, working with two to three participants from each group to make the research tools more accessible and inclusive. Data from co-design meetings, focus groups, and interviews were collected online through Zoom and surveys through Google Forms. Following the two cycles of coding model (Saldaña, 2016), I created codebooks through an inductive and deductive coding approach, then synthesized the first-cycle codes and identified broader themes. Data is analyzed through theoretical lenses based on Cultural Historical Activity Theory (CHAT; Engeström & Sannino 2010; 2020) explore how learning unfolds when young adults and adults work together to design responsible and powerful GenAI research, policy, and practice. CHAT allows me to examine co-design activity systems and how they are shaped by tools, rules, histories, contradictions, power dynamics, and the shared object that organizes the work. CHAT gives me the language to identify moments of tension, discussion, and expansive learning as participants reimagine their future of engagement with emerging technologies. The first article focuses on co-designing the research process, the second on co-designing GenAI policies, and the third on co-designing GenAI practices. Together, these studies illuminate the emotional and relational dimensions of GenAI engagement. This dissertation offers both practical insights and theoretical contributions for researchers, educators, and policymakers seeking to build more responsible and empowering GenAI supported learning environments.
DISPOSITIONAL MINDFULNESS, SELF-COMPASSION, AND OBSERVED PARENTING BEHAVIORS IN EARLY INFANCY
(2026-02-05) Cook, Heather; Joseph, Gail
The early postpartum period is a critical window for establishing parent-infant relationships that support children’s long-term development. Internal traits such as dispositional mindfulness and self-compassion have been linked to positive parenting outcomes, but few studies have examined whether these self-reported traits translate into observable parenting behaviors. This study explored the associations between parent-reported dispositional mindfulness and self-compassion and observed parenting behaviors in early infancy. Data were drawn from the NEW Moms Connect Study, a longitudinal investigation of low-income, racially diverse, first-time mothers. Participants (N = 189) completed validated self-report measures of mindfulness and self-compassion, and their parenting behaviors were assessed through video-coded observations of structured parent-infant interactions. Correlational and linear regression analyses were conducted using multiple imputed datasets. As expected, dispositional mindfulness and self-compassion were strongly positively correlated (r = .78, p < .001). However, contrary to hypotheses, neither trait was significantly associated with observed parenting behaviors. Findings suggest that while trait mindfulness and self-compassion may be important internal capacities, they do not independently predict how parenting behavior manifests during brief observed interactions in early infancy—a period in which caregiving lays the foundation for attachment, emotion regulation, and developmental outcomes. Theoretical implications for mindful parenting models and practical considerations for intervention design are discussed. Results underscore the complexity of linking intrapersonal processes to interpersonal behavior and highlight the need for further research incorporating contextual and mediating variables, particularly in underrepresented populations.
Bilingual Elementary Teachers' Thoughts and Perceptions on Translanguaging Reflexiones y percepciones de los/as/es maestros/as/es bilingües de primaria sobre el translenguaje
(2025-10-02) Dott, Pauline C; Jegatheesan, Brinda
In recent years, the literature on translanguaging, the dynamic language use of bi/multilingual people, has grown to show its positive impact on bi/multilingual students' learning. The literature indicates that the rigid separationist structures of bilingual dual language programs contradict the lived realities of bi/multilingual individuals. Additionally, translanguaging pedagogies and English-only standardized tests are at odds with each other, as the former depends upon the use of the full linguistic repertoire of students while the latter focuses strictly on the English language. Consequently, scholars started to focus more on the role teachers play within this ecosystem. Elementary teachers have the agency to foster translanguaging pedagogies in their classrooms, which can have a big impact on their students. The bilingual population is growing in the United States, and Texas is a prime example. I interviewed bilingual elementary teachers in public and private schools in Texas to understand what role translanguaging plays in the classroom. My study further opens the conversation on what is happening in schools and how we can support teachers for more equitable bilingual programs for all students. Bilingual teachers are committed to their students and believe in the power of bi/multilingualism. They highlight that translanguaging can support their students but needs to be intentional and strategic to truly foster bi/multilingualism. Therefore, in collaboration with teachers and based on literature, I created a compilation of resources and strategies to support their teaching with a translanguaging stance that I hope to share.
Re-storying Indigenous Education: Weaving Indigenous Teacher Educators' Pedagogical Pathways in Teacher Education Programs
(2025-10-02) Chatto, Shayla R; Washington, Shaneé A
In Washington State, teacher educators are tasked with the integration of Indigenous ways of knowing and being into a required course in teacher education programs (TEPs) (Madden, 2015; Rhea & Russell, 2012). The 2018 Senate Bill 5028 in Washington State, requires teacher education programs to integrate a mandatory college course on preparing teacher candidates to teach tribal history, culture, and government. This calls for Indigenous teacher educators to negotiate and forge pedagogical pathways for centering Indigenous education, which do not align with traditional, colonial models of TEPs. In this qualitative study, I draw from the Indigenous research methodology (IRM), Diné Story Rug (Tachine, 2015), to re-story the stories of how nine Indigenous teacher educators' identities and educational journeys inform their pedagogical pathways for teaching a state-mandated Indigenous education course in four university-based, teacher education programs across the state of Washington. To do so, I engaged in IRM to weave a metaphorical and physical story rug. The metaphorical story rug reflected the qualitative research process in tandem with the process of weaving a Diné rug (Tachine, 2015), and the physical story rugs represented the nine Indigenous teacher educators/relatives' stories. The symbolisms found within the story rugs captured core stories from relatives' identities, educational journeys, pedagogical pathways, and visions for re-storying Indigenous education. The findings revealed that the nine Indigenous teacher educators asserted pedagogical approaches in line with their identities and educational journeys. These pedagogical pathways included engaging senses/ancestral teachings, place-, land- and water-based approaches, and federal Indian law through belonging, storytelling, and co-planning/-teaching approaches.
Teaching Social Studies from the Rupture: Eliciting and Responding to Contributions with Recently Arrived Immigrant Students
(2025-10-02) Schuster, Elizabeth; Jackson, Kara
This qualitative study explores teaching social studies in secondary classrooms with recently arrived immigrant students, building on literature at the intersection of social studies, immigrant education, and asset-based pedagogies. While the literature offers important insights about what can be designed for prior to instruction, including curriculum and classroom routines and structures, we know little about the contributions students make in the moment of instruction. Based on observations and teacher and student interviews in two classrooms, I found that students often made unique and unexpected contributions, which offered opportunities and complexities for educators and students alike. Both teachers created onramps for students to share, weaving a generosity towards ideas, languages and feelings together with supportive tools, structures, and processes. I theorize the importance of attending to the complexities of student contributions that stem from their histories and lived experiences, including their ways of knowing and ways of engaging with knowledge in classrooms. This study also makes the case for teaching social studies from the rupture (Aponte-Safe et al., 2022), in which complexities, such as tensions and vulnerabilities stemming from recently arrived immigrant students' experiences and prior knowledge, are explored to allow for new learning and less hierarchical classroom communities. Finally, it illustrates ways for teachers to create classrooms in which ruptures become visible and offers guidance for teachers who choose to create space for them.
Implementing a School-Based CBT Intervention for Autistic and Typically Developing Girls with Anxiety
(2025-10-02) Picoto, Marta; Mazza, James
This study examined changes in anxiety among 3rd- to 5th-grade girls with and without autism following a modified Facing Your Fears–Schools (FYF-S) program and explored student, teacher, and parent perceptions of the intervention. By integrating autistic and typically developing (TD) girls in a shared therapeutic setting, the study aimed to (1) bridge the gap between research and school-based practice, (2) expand access to mental health services for autistic students within a multi-tiered system of support (MTSS), and (3) offer autistic girls opportunities to engage with TD peers in naturalistic settings to support social communication and empathy, promoting a more inclusive school climate. While changes in anxiety at post-intervention were not statistically significant, trends suggested decreases across student, parent, and teacher reports. Social validity findings indicated that the intervention was acceptable, helped students learn coping strategies, and, according to some parents, normalized experiences of anxiety. Results support future research on inclusive, school-based CBT approaches.
How K-12 Educators of Color Enact Technology-enhanced Multiliterate Curricula to Create Reciprocal Learning Environments for Multilingual Students
(2025-08-01) Lin, Ying-Tung; Afolalu, Lakeya
In light of the urgent need for teacher diversity in the multilingual and multicultural contexts of the United States, this phenomenological research collected insights from K-12 educators of color regarding their experiences with ethnically diverse students to illuminate various ways of knowing in language and literacy. Drawing on a multiliterate, sociocultural approach to teaching and learning for multilingual students, it demonstrates how multiliteracies and digital technologies can serve as mediums to empower them. Data include semi-structured interviews and are analyzed through interpretative phenomenological analysis, which collectively generate the participants’ narratives in relation to their knowing and being. Findings indicate that educators of color who bring their intersecting identities into their teaching and enact technology-enhanced multiliteracies approaches to connect with students from diverse linguistic and cultural backgrounds can foster their students’ agency and build reciprocal relationships. The role of a teacher transitions from being above students to collaborating with them. During a time when the field of teacher education lacks representation of teachers of color, this study advocates for an increased, diversified teaching workforce and ongoing reflection on teaching practices to align with the evolving landscape of 21st-century education.
Menstrual Health Literacy and Turning Toward the Taboo: Coaches’ Concerns and Experiences as They Make Sense of a Female Athlete Physiology Educational Intervention
(2025-08-01) Daniel, Marsa; Lopez, Sara
Female athletes are increasingly seeking knowledge and support from coaches around the menstrual cycle as it relates to health and performance in sport. Yet few coaches feel equipped to provide this support due to low levels of knowledge around female-specific physiology, communication barriers, and lack of access to female-specific health education. This study qualitatively examined how male and female coaches of female athletes aged 15+ responded to an online education series on supporting female athlete health and performance. Coaches were encouraged to actively apply their learning in their coaching by sharing supplemental handouts and discussing menstrual cycle health with athletes. Coaches then shared their concerns and experiences through surveys (n = 21) and interviews (n = 5). Analysis revealed that (1) coaches were surprised to learn that menstrual cycle health and symptom management is a significant concern for female athletes, (2) coaches had concerns that discussing menstrual cycle health might violate social norms, gender roles, and/or exceed the scope of their leadership responsibilities, and (3) coaches needed support in translating menstrual cycle health learning into their work with female athletes. Additionally, female coaches (i.e., those with lived experience with the menstrual cycle) were more likely to implement menstrual cycle health awareness in their coaching, as they were better able to relate to female athletes’ concerns and experiences with the menstrual cycle in sport. However, even female coaches needed translational support to navigate the social stigma associated with the menstrual cycle. In summary, a working model was co-constructed with coaches to guide education for coaches of female athletes and support coaches in translating female athlete physiology learning into practice.
Modeling Growth and Placement Effects on Literacy Learning for Elementary-Aged Learners with Intellectual and Developmental Disabilities
(2025-08-01) Wilhelm, Alison; Hudson, Roxanne; Roberts, Carly
Little is known about the development of literacy and language skills within naturally occurring classroom contexts for students with IDD. This study conducted a quantitative analysis of growth in six key areas of literacy and language for students with IDD in grades 1-5. Multilevel linear modeling was used to evaluate mean trajectories and the predictive effects of grade level and inclusive educational placements on estimated growth. Data provided through teacher surveys was used to provide preliminary descriptions of literacy instruction for students with IDD across contexts. Results identified significant effects for both grade level membership and inclusive educational placements on student achievement in all literacy and language variables of interest. This analysis further examined the relationships between the focus of teacher instruction, educational placements, and student outcomes in literacy for young learners with IDD.
Investigating Gender Differential Item Functioning (DIF) in the eTIMSS 2019 Math Assessment
(2025-08-01) Zheng, Yiqi; Li, Min
The Trends in International Mathematics and Science Study (TIMSS) has long been a crucial tool for evaluating students’ mathematical achievement on a global scale. The reliability, validity, and fairness of its score interpretations have been extensively researched. With the introduction of the digital version (eTIMSS) and the addition of innovative Problem-Solving and Inquiry (PSI) tasks in 2019, it becomes essential to explore how these newly adopted changes affect item and assessment quality. Differential Item Functioning (DIF) analysis is an advanced method in educational assessment used to detect potentially biased items across different demographic groups, such as gender groups (boys and girls). However, previous research on math assessments has yielded inconclusive findings on which item features may be the sources of gender-related DIF. By utilizing eTIMSS 2019 United States student response and demographic data, this study has two main objectives: (1) identifying DIF items and estimating their magnitude using both Non-Item Response Theory (Non-IRT)-based and Item Response Theory (IRT)-based DIF detection methods, and (2) systematically coding item features through consensus coding to explore their associations with DIF patterns using stepwise linear regression. The findings indicated that the gender DIF patterns were related to the number of clauses, the presence of context, the involvement of construction, and the number of metric system units. Additionally, newly added PSI booklets exhibited a higher percentage of DIF items compared to regular digital items. The inconsistency in linking item features to DIF estimates between regular digital math items and PSI items stressed the need for further research on the effects of item features on how students respond to different task types, especially in the era of digital technology.
Designing for and Exploring Justice-Oriented Citizenship in Adult ESOL Education
(2025-08-01) Plitkins, Lauren M.; Washington, ShaneÃ©
Immigrant and refugee newcomers to the U.S. face the daunting task of navigating cultural, economic, and civic integration (Wrigley, 2012)--often without the support of federal or even local governments. Those that find their way to adult education programs such as English for Speakers of Other Languages (ESOL) courses, experience a strong emphasis on workforce education as mandated by the Workforce Innovation and Opportunity Act (WIOA) which funds much of adult basic education. Programs that attempt to emphasize civics often provide a shallow, individualistic approach to democratic engagement that primarily focuses on basic access to public services, naturalization and voting, and volunteerism. While this can be beneficial knowledge, it does not on its own prepare newcomers to fully engage in U.S. democracy. This three paper dissertation explores how one ESOL-civics program for adult learners adopted a justice-oriented approach to civics and the impacts of this approach on learning as a form of belonging and becoming. The first paper offers an empirical analysis utilizing qualitative, community-based design research methods to examine justice-oriented citizenship practices in the ESOL context, interweaving students’ participation patterns and identity shifts as evidence of their learning. The second paper is written for practitioners and provides concrete, on-the-ground approaches to implementing justice-oriented civics in adult ESOL classrooms while simultaneously considering the challenges for federally funded programs. Lastly, in the spirit of reciprocity, the third piece is written for the organization where this research was conducted. As a program update and report, the third piece addresses concerns and lines of inquiry co-developed with program staff.
Conceptualizations of Equity Across the Landscape of Education Policy
(2025-08-01) Baldauf, Brett; Rigby, Jessica G.
Our education system is rife with ongoing work to pursue equity and equitable outcomes, but equity itself is rarely well-defined in this work. To date, little work has been done to examine what definitions of equity exist across this broad landscape and how their alignment or misalignment contributes to our collective capacity to pursue equity or address inequity. I drew on Critical Policy Analysis and Critical Sensemaking Theory to conduct a descriptive case study to examine conceptualizations of equity (Allbright et al., 2019) in teacher cognition, school structures, and local, state, and federal policy. In line with previous research, I found that liberal and democratic liberal conceptualizations of equity–equity of access and equity of outcomes, respectively–were most prevalent in policies at all levels. I demonstrate how my participants’ took up a liberal conceptualization of equity regarding their work and that plausibility played a central role in elevating a liberal conceptualization over a democratic liberal conceptualization. I found that liberal and democratic liberal conceptualizations of equity were embedded in school structures by policies and school leaders and this process influenced teachers’ sensemaking about equity. Finally, I contextualize this in the broader policy context to show that supporting multiple conceptualizations of equity in policy has the potential to address both questions of access and outcomes according to these two conceptualizations of equity. I build on the extant research by demonstrating that conceptualizations of equity become mixed in policy language. This refers to situations when the identified success measure for a policy does not align with the expected outcome measures from the conceptualization of equity framed in that policy. I argue that mixed conceptualizations can undermine or delegitimize efforts to pursue equity and often create difficult or impossible expectations for local actors engaged in equity work.
Gender is Performance and Performance is Behavior: Moving Behavior Analysis Beyond the Binary
(2025-08-01) Flaherty, Jessica C.; Schwartz, Ilene
Behavior analysts are often underprepared to implement gender-affirming practices with clients, supervisees, colleagues, and stakeholders. The purposes of this mixed methods study were to (a) explore behavior analysts’ knowledge of, experiences with, and needs for implementing gender- affirming practices; (b) identify if behavior analysts who complete a gender-affirming practice training showed greater understanding of and confidence in applying gender-affirming practices; and (c) what behavior analysts’ perceptions were of the acceptability, feasibility, and effectiveness of the training. The mixed methods study included focus group interviews and a quasi-experimental pre/post analysis. Findings indicated that gender-affirming practice trainings can be effective in increasing knowledge related to gender-affirming care and confidence in applying such practices for behavior analysts.
Hack for the Future: Adolescent possible self identification in community-centered learning design
(2025-08-01) Anderson, Emily G; Bell, Philip
Technology education consistently fails to serve non-dominant communities, contributing to inequities in the technology industry and reifying disparate social stratification. Addressing this issue requires creating opportunities for non-dominant communities to envision themselves within the discipline and develop future self-concepts in technology contexts. This research study investigates how community-centered learning design supports possible self identification in adolescents. Using a design-based research approach, the study examines the dimensions of community-centered learning design which foster identification of aspirational selves. Findings reveal that possible self identification is facilitated through navigation knowledge that bridges current self with a possible self, guided by community-centered design concepts. This work highlights the potential of technology curricula and learning spaces centered in community values to foster possible self identity development in non-dominant communities and promote more equitable participation in technology fields.
How to Politely Re-dip Your Chip! On the Use of Data-Based Informative Priors in Linear Mixed Models
(2025-08-01) Zhang, Zhigang; Sanders, Elizabeth
The use of Bayesian analyses in social science research has been on the rise, yet the issue of prior specification still poses theoretical controversies and practical challenges. In educational psychology, the prevalence Bayesian analysis and choice of priors is currently unknown, and the impact of using sample-model-based informative priors for multilevel models has yet to be evaluated. The current study therefore investigates: 1) the use of Bayesian analyses and prior specification choices in recent applied educational psychology research, and 2) the consequences of using increasingly informative sample-model-based priors (“double-dipping”) on fixed effect coefficient parameter recovery for 2-level hierarchical linear models. Our results show that, first, applied researchers tend to rely on software default priors (i.e., noninformative or weakly informative priors), and on rare occasions where informative priors are used, about one-third rely on sample-related values. Second, our simulation results show that posterior standard errors are progressively underestimated (leading to over-credibility) as fixed effect coefficient sample-model-based prior informativeness increases, particularly for conditions involving a larger number of clusters (L2 sample size). Third, the best approach for obtaining unbiased fixed effect coefficient credible intervals is to use weakly informative priors; the next-best alternative is to use a cross-validation method whereby a random half of the data is modeled using uninformative priors to obtain sample-model-based priors for a subsequent model for the other half of the data. These findings are consistent with previous methodological work warning that data-based priors require careful implementation. Limitations and future directions are discussed.
Multilingual Immigrant High School Seniors’ of Color Experiences in a Transition Math Course: Intersectional Discourses of Race, Language, and Mathematics
(2025-08-01) Noel, Saraswati; Jackson, Kara; Barajas-LÃ³pez, Filiberto
This qualitative case study investigated multilingual immigrant high school seniors’ of color experiences in a transition mathematics course, Pathways to Higher Education Mathematics . Transition mathematics courses are designed to prepare students, deemed not on track for graduation, for college-level mathematics. Furthermore, I employed Critical Race Theory, Intersectionality as a Social Theory and a Poststructural Theory of discourses to analyze the intersectional discourses expressed by students in relation to race, language and perceptions of mathematics capabilities with their schooling experiences. Multilingual immigrant students are often not adequately prepared to meet high school graduation requirements and thus are disproportionately placed in low-track or transition mathematics courses. There is also minimal research on transition courses or multilingual immigrant students’ experiences in these classes. Findings showed limited opportunities for mathematical reasoning within the course materials and structure. There were patterns of limited participation and collaboration along with high skipping rates. Students primarily saw the course purpose as a step toward graduating high school versus preparing them for higher education or a source of mathematical learning. Furthermore, students saw Pathways as a class for “dumb” people. I explored how students internalized deficit discourses of race, language and perceptions of a racial hierarchy in terms of mathematical abilities based on their experiences in Pathways. I also discuss how these discourses and experiences shaped their perceptions of their future mathematics trajectories. This research adds to the field of mathematics education by highlighting students’ experiences and perspectives in transition courses. It also contributes to the understanding of how students internalize racialized and intersectional discourses of the use of English in math classrooms and perceptions of race and mathematics intelligence.
Immigrant Workers in Early Childcare and Education Pursuing Higher Education
(2025-08-01) Yi, Caroline; Ishimaru, Ann
What are immigrant childcare educators’ perspectives on navigating the different stages towards obtaining a college degree? How do they narrate the role of their multifaceted identities in navigating unique challenges and enacting assets towards obtaining a college degree? Even with a shortage of childcare workers, individuals with post-secondary credentials are highly sought after to increase the quality of early childhood education. Many childcare workers are first-generation immigrants, but there is lack of research on their perspective in this field. By critically analyzing interviews and program documents, I found that immigrant childcare workers’ multifaceted identities guided three key commonalities: their differing roles as a parent, educator, and student, their position on receiving government and school aid, and finally, their motivation to support their own goals, children, and other families in need.
Pathways to Play: An Observational Study of an Inclusive Outdoor Play Space
(2025-08-01) Iem, Madeline Angela; Artman Meeker, Kathleen
This observational study explored how children interact with the built environment in inclusively designed outdoor public play spaces, with a focus on Pathways Park in Seattle, Washington. Redesigned in 2023 through a collaborative process with community members and Pathways Park exemplifies inclusive design principles that support a wide range of play needs. This paper draws on the Playability Model (Lynch et al., 2018) and the Play as a Spectrum framework (Zosh et al., 2018) to examine how the park’s physical design influenced children's interactions, play behaviors, and overall engagement. While the study does not compare children with disabilities to their same-age peers or examine interactions among specific identity groups, it underscores the importance of understanding how inclusive features promote engagement for diverse users. By acknowledging the historical marginalization of children with disabilities in public play spaces, this project highlights the lasting impact of ableist narratives and examines how intentional design can foster more inclusive environments. These findings contribute to the growing body of research on inclusive design by offering insights into how children experience and benefit from thoughtfully constructed play environments.

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