2024 Dissertations

Carmen Victoria Garcia  

California State University, Long Beach 2024 

Specialization: Community College/Higher Education  

Chair: Charles Slater  

Abstract 

The purpose of the investigation was to explore teachers’ perceptions regarding the implementation of English learner (EL) policies, explore teaching strategies for EL academic success, and gauge their level of understanding of their district redesignation process. A conceptual framework was used that used the distributed leadership framework to provide a rationale for the focus of effective school leadership within this research and its association with teacher efficacy. After conducting interviews and analyzing the data, several themes emerged to answer the research questions. Study results suggested educators implementing EL policies interacted with each other informally, lacked a voice in the school and district setting, exercised their autonomy, used responsive teaching methods, created welcoming student environments, and identified areas of continuous growth in both their school site and district settings. The research also found a lack of professional knowledge in teachers’ understandings of their district’s EL redesignation program that affect equity. The study results indicated a need for continued work to build teacher’s collective efficacy through structured meetings focused on data-driven decision making. Based on these results, recommendations were made for policy, practice, and further research.  

Christina Oja  

California State University, Long Beach 2024  

Specialization: Community College/Higher Education  

Chair: Alejandra Priede  

Abstract 

Though 92 percent of California’s community colleges are federally recognized Hispanic-Serving Institutions (HSIs), Hispanic/Latinx students have disproportionately low success rates statewide.  HSIs have been slow to center their Latinx students, opting instead for race neutral policies and practices. Such race neutral approaches prevent educators from addressing the historical and ongoing oppression which creates racial inequities in the educational opportunities and pathways accessible by students of color.   

This qualitative study explored how Student Services professionals at one Hispanic-serving community college conceptualize “servingness,” or what it means to truly serve Latinx students. Using Gina Garcia et al.’s servingness framework and Yosso’s Cultural Community Wealth Model as a conceptual framework to inform the research design and analysis, a single-case case study design was used with semi-structured interviews and document analysis. Twenty college employees, including nine Students Services classified staff members, eight Students Services administrators, and three faculty members participated in the study.   

The findings revealed the participants conceptualized servingness as the implementation of a Hispanic-serving organizational identity that centers Latinx students and provides adequate funding for initiatives that improve outcomes for Latinx students. The findings further showed the need for culturally responsive and race conscious practices, as well as the exploration and confrontation of the influence of white supremacy upon the institution.    

David Hernandez Roman  

California State University, Long Beach 2024 

Specialization: Community College/Higher Education  

Chair: Jonathan O’Brien 

Abstract 

In this qualitative study, undergraduates and graduates (n=21) who identified as foster care alumni (FCA) were interviewed about the factors that influenced their academic persistence and retention in pursuing their college degree at a 4-year public university. Several themes emerged from the study: (1) systemic barriers, (2) sense of community, (3) resilience; and (4) the roles of faculty, staff, and campus support programs. Findings indicated that FCA leveraged their aspirational, familial, linguistic, navigational, social, and resistant cultural capitals to overcome the systemic barriers that hindered their degree attainment.   

Critical to the participants’ academic persistence and retention was a strong sense of community on their university campus and their inner resilience to establish an empowered position to navigate systemic barriers and deficit-based institutional environments. Furthermore, participants demonstrated that antideficit, caring, and empathetic staff and faculty that provided trauma-informed campus support service programs, was essential in their degree attainment. The implications from this study highlight the need for strategies and practices that foster the postsecondary success of FCA. It is important for policymakers, university leaders, educators, and practitioners to expand the supports and protective factors that will help increase the postsecondary attainment and completion rates of FCA students. Recommendations for policy, practice, and research are offered.   

Dawn Reid 

California State University, Long Beach 2024 

Specialization: Community College/Higher Education  

Chair: Devery Rodgers   

Abstract 

This quantitative study investigates equity policies for marginalized students. Since 1969, Extended Opportunity Programs and Services (EOPS) students outperform their non-EOPS peers, proving the program to be successful. However, due to EOPS admissions requirements of full-time enrollment status, not all marginalized students are EOPS eligible. Moreover, the non-EOPS marginalized students are consistently at the bottom of the performance gap. Through the lens of the Reid Equity conceptual framework which combines three equity-based frameworks, Equity v Equality, Equity v Opportunity, and Opportunity-Pluralism, the study critically investigated the equity policy in the EOPS program and its influence on the performance gaps of marginalized students.  

This study investigated an equity policy in a Southern California Community College Districts’(SCCCD) intervention program of 23,364 financial aid students from cohorts 2017-2019, comparing the success rates of EOPS v non-EOPS and full-time v part-time students, to investigate the impact that EOPS status, or Enrollment status, has on the marginalized student success gap. The results of the Chi square testing revealed that in all success measures (persistence, course completion, graduation and transfer), EOPS and full-time students were significantly more successful. The results of the data conclude EOPS status and enrollment status influence performance gaps, and in each comparison part-time marginalized non-EOPS students were at the bottom of the performance gap. Analysis of the data infer that the current EOPS policy is a barrier to part-time marginalized students. Recognizing that education reform is always evolving, recommendations include changing the EOPS admissions policy to be more inclusive to marginalized part-time students.  

Elizabeth Casillas   

California State University, Long Beach 2024  

Specialization: Elementary/Secondary Education 

Chair: Don Haviland 

Abstract 

For the last three decades, despite numerous educational initiatives designed to support student reading success, a large percentage of culturally and linguistically diverse (CLD) students are performing below standard in statewide standardized reading tests (NCES, 2020). This points to a need in further examining how teachers are providing CLD students with foundational early literacy instruction. To aid in CLD students’ literacy development Culturally Sustaining Pedagogy (CSP) has demonstrated promising findings in effectively supporting the learning needs of all students (Paris, 2012; Paris & Alim 2014a, 2014b, 2017).  

Through a demographic questionnaire, one on one semi-structured interviews and photographs this qualitative case study explored how in-service teachers are incorporating CSP into their early literacy reading instruction to support the reading development of CLD students. Study participants (N=10) included transitional kindergarten through second grade general education, special education, intervention and teachers on special assignment. Findings demonstrated how teachers build their own cultural competence in part by getting a better understanding of their students' cultural identities and seeking to integrate their students' cultural identities into their instruction. Discussions around the holidays, Language, as well as classroom decor and layout were some of the ways teachers’ integrated culture into their instruction. Teachers also noted the use of bilingual text and visuals as well as collaborative learning strategies and representative texts as key components to incorporating CSP practices into their early literacy instruction. Recommendations for policy, practice and future research were also offered.  

Recommendations for policy include having districts utilize the Culturally Responsive Curriculum Scorecard (NYU Metro Center, 2023) and reporting their culturally responsive curriculum scorecard data within the California School Dashboard Data under the subsection Academic Engagement. Recommendations for practice include providing in-service teachers with more access to culturally and linguistically diverse literature and professional development on how to incorporate CSP throughout all aspects of teaching and learning. Recommendations for future research includes developing more studies including in-service teachers and their implementation of CSP in early literacy skills as well as all other subject areas for students in Tk-12th grade.  

Erica Brenes   

California State University, Long Beach 2024 

Specialization: Community College/Higher Education  

Chair: William Vega 

Abstract 

This qualitative study contributed new insights into the complex interplay between California Community College (CCC) campus climate and faculty-led diversity, equity, and inclusion (DEI) changemaking. Using focus groups and interviews with 22 full-time faculty, this study found that supportive campus policies and practices, such as equity-specific professional and leadership development and cross-campus coalescing amplified the efforts of faculty change agents for diversity (FCA-D). In contrast, findings showed that disempowering aspects of campus culture, such as bureaucracy, conflicted with resistant colleagues, unsupportive administrators, and an allegiance to tradition thwart reform. Faculty were well positioned to lead necessary DEI change, yet many were reticent to lead due to their unhospitable and often exploitative work environments. Overall, results of this study confirmed that although campus cultures are complex settings full of both obstacles and opportunities, campus practices and policies leave FCA-D disempowered more often than empowered. The finding imply that existing theories do not fully capture how the pursuit of liberatory action operates in oppressive settings. Data indicated that many CCC campuses were designed to suppress faculty agency and prevent faculty-led liberatory efforts. For effective DEI reform to occur across the CCC system, campus leaders must foster more supportive institutional contexts and empower faculty changemakers. This study provided data-informed recommendations on how to cultivate a campus that encourages and amplifies faculty agency.  

Keywords: faculty change agents for diversity, agency, grassroots changemaking, liberatory action, DEI reform, faculty empowerment, oppressive work environment, community building, professional development, burnout  

Evelyn Klaus 

California State University, Long Beach 2024 

Specialization: Community College/Higher Education 

Chair: Nina Flores 

Abstract 

This qualitative interview study (Merriam & Tisdell, 2016) explored the experiences of mother administrators in higher education at public 4-year universities in California and how these women navigate their paths to leadership. Guided by a conceptual framework using the theory of gendered organizations (Acker, 1990, 2006) and the kaleidoscope career model (Mainiero & Sullivan, 2005), this study aimed to illuminate the complexities of mother administrators’ leadership experiences, as they progress through their careers. This conceptual framework anchored the study from beginning to end to create a beautiful story of how mother administrators navigate their leadership as they birth life and live out their new identity as mother administrators in higher education.   

The findings revealed three interconnected themes: (a) Who can be a Leader? (b) Always a Mother, and (c) Strategies for Mother Administrators. Although all participants’ experience was unique, there were many points of intersection that reinforce the way that participants experience gendered organizations (Acker, 1990, 2006) that created challenges for the participants as they navigated leadership before and after becoming a mother. Importantly, the mother administrators in this study provided a new way to look at how mother administrators lead with authenticity. As a result, this study conceptualizes the term “mother administrator agency” to emphasize the strengths that motherhood brings to leadership. Of critical importance is the understanding that institutions play a role in the ways they create challenges and their potential for being spaces of support for mother administrators to be leaders in higher education. Finally, this study offers recommendations for policy, practice, and future research to address the unique needs of mother administrators so they can “Lead like a Mother”.  

Hayarpi Nersisyan  

California State University, Long Beach 2024 

Specialization: Community College/Higher Education 

Chair: Paul Ratansiripong 

Abstract 

This quantitative study investigated the impact of campus climate on the ethnic identity development and sense of belonging among Middle Eastern and North African/Southwest Asian and North African (MENA/SWANA) college students. This student population has largely been absent from research due to their classification as White in the U.S. Census and in institutions of higher education. This study included 192 participants from 2- and 4-year public and private colleges and universities across the United States. Using the diverse learning environments (DLE) framework, the study examined the impact of the 11 campus climate factors on ethnic identity development as measured by Multigroup Ethnic Identity Measure-Revised (MEIM-R) and Middle Eastern and North African Identity Measure (MENA-IM), along with sense of belonging as measured by the University Belonging Questionnaire (UBQ). Results demonstrated the 11 campus climate factors impacted ethnic identity development overall and exploration more specifically for MENA/SWANA college students. Campus climate also impacted ethnic identity salience and multiculturalism for this student group. Lastly, campus climate had a significant impact on sense of belonging among MENA/SWANA college students. Therefore, institutions of higher education should add a separate race/ethnicity category to identify MENA/SWANA college students and their needs better. Given the significant role campus diversity plays, colleges and universities should increase recruitment efforts to bring a more diverse student body and encourage and create spaces for meaningful cross-racial interaction and engagement in formal and informal settings. Finally, it is necessary to begin including MENA/SWANA college students in research studies to understand their experiences as a minoritized ethnic group better.  

Janelle Harmon 

California State University, Long Beach 2024 

Specialization: Elementary/Secondary Education 

Chair: Alejandra Priede 

Abstract 

Teachers of Color (TOCs) make up just 20% of the national teacher workforce, while the proportion of Students of Color (SOCs) has steadily grown to over half of the nation’s student population. To increase ethnoracial diversity of our teacher workforce, teacher preparation programs (TPPs) must increase the number of teacher candidates of Color (TCOCs) who enroll in and complete their programs to be successfully prepared for the profession.   

In this investigation, teacher candidates (n=16) who were enrolled in either a multiple subject or single subject credential preparation program at a large, public university that is focused on culturally responsive teaching, were interviewed. Using a conceptual framework of critical race theory (CRT) and critical whiteness studies (CWS), this qualitative study explored how teacher candidates experience this TPP. The perceptions of TCOCs and White teacher candidates (WTCs) were analyzed, including how characteristics of whiteness manifested in the TPP. After conducting interviews and analyzing the data, several themes emerged: (a) Ethnoracial diversity and representation; (b) Support and care of peers and faculty; and (c) Culturally responsive pedagogy (CRP) and instruction. Characteristics of whiteness noted were power-hoarding, perfectionism, presumed qualified, and progress measures.   

Given the benefits that TOCs have in the educational outcomes of K-12 students, it is valuable for TPP leaders, educators, and other practitioners to understand the ways that ethnoracially diverse teacher candidates experience their TPPs to create more effective practices that will increase the completion rates of TCOCs in their program. Recommendations for policy, practice, and future research are offered. 

Keywords: Teachers of Color, ethnoracial diversity, teacher candidates, teacher candidates of Color, culturally responsive pedagogy, teacher preparation program, critical race theory, critical whiteness studies  

Joanna Hernandez  

California State University, Long Beach 2024  

Specialization: Community College/Higher Education  

Chair: Avery Olson

Abstract 

Higher education is commonly acknowledged as a driving mechanism of upward mobility and a public good, except when it comes to low-income single mothers of color (LISMC). The University of California (UC) system is nationally recognized as a leader in providing quality research public higher education, yet the UC does very little to recognize and support LISMC. Although LISMC perform academically better than their non-parenting peers, research shows LISMC graduation rates lag behind non-parenting students, LISMC amass more debt to pursue a four-year degree, and LISMC have less institutional support from the UC system. It is prudent for systems of higher education, particularly the University of California (UC) be better informed and prepared to support this underserved population.  

This dissertation takes a narrative inquiry approach to examine the lived experiences of 13 LISMC who attend or recently attended a UC campus. Through semi-structured interviews and drawing up testimonios, participants' narratives were used to provoke change in response to social, historical, and political oppression. The LISMC shared reflections, personal stories, and their vision for how the UC system can better support parenting student degree attainment.  

Five themes emerged from the interviews with LISMC: (1) strong like mother, (2) managing the motherload, (3) a UC student and mother, (4) an institution not made for us, and (5) support with limitations. These major themes highlight LISMC UC student strengths while shedding light on the institutional and cultural challenges they have encountered at their UC. Collectively, the testimonios demonstrated the complexities LISMC must navigate in an effort to obtain a degree from a UC campus. Their stories highlight the intersections of race, gender, and culture that influence their everyday realities. Future research directions are suggested to expand research on LISMC with the state of California, reform of social welfare programs to support low-income parenting students in four-year degree attainment, and further examination of UC institutional practices to make the campus more culturally welcoming of LISMC.  

Keywords: low-income, single-mothers of color, higher education, CRT, CCW,  

John Vladovic 

California State University, Long Beach 2024 

Specialization: Elementary/Secondary Education  

Chair: Paul Ratansiripong 

Abstract 

While earning a high school diploma is a critical educational milestone for students, research has shown that obtaining a college degree further equalizes opportunities and increases their upward mobility. In order to be eligible to apply for the University of California system, students must take a series of 15 college preparatory courses during their high school career. Because students’ success is contingent upon passing their courses with a grade of C or better, and research has found instructional time can affect students’ academic outcomes, schools must consider how they can best utilize their scheduling to optimize the available time within each class period. While previous studies have shown inconsistent results regarding the effectiveness of school scheduling on student achievement, they are limited because they often draw upon schools from multiple districts or across different states. This study explored outcomes of 15,482 students across four scheduling types from 12 high schools that reside within the same district. For each of the four scheduling types, three groups of schools were studied. The first group followed a traditional 6-period schedule, the second followed a 7-period schedule, the third followed a 4x4 schedule, and the last group followed a 2x8. Results from the study indicated that a 6-period schedule produced better outcomes for GPA, math scores, and UC eligibility, and a 4x4 schedule resulted in more students being on track to graduate. However, when analyzing the data by subgroups, the results were mixed. Additionally, the difference between a 6-period and 4x4 schedule was slight in many cases. The 7-period and 2x8 schedules were shown to be the least effective. Based on these results, recommendations were made for district policies and school practices.  

Joy Tsuhako 

California State University, Long Beach 2024 

Specialization: Community College/Higher Education  

Chair: Nina Flores 

Abstract 

This qualitative study of ten faculty of color at a Southern California community college deepens understanding of faculty of color experiences with their community college campus police, using a systematic body mapping approach for exploring their feelings connected to these experiences. A Critical Race Theory (CRT) theoretical framework illuminated the ways in which structural racism persists in academia through campus policing and an abolitionist framework guided the research to focus on uncovering what is unknown about policing in higher education, and to highlight alternatives to campus police that faculty of color desire and engage in.   

The findings revealed that racial identity informed faculty of color feelings about campus police, but views varied by the individual, and were correlated with racialized experiences with policing over time. Participant feelings about their community college campus police were mixed, ranging from optimism about recent developments in leadership and policing approach, to fear of abuse of power and preference for the abolition of campus police. Faculty of color shared experiences with campus police that range from polite and helpful to racially profiling, aggressive, and threatening. Factors that impacted faculty of color perceptions of their campus police included personal familiarity with individual campus police officers, a sense of responsibility to maintain trust of students of color, and concerns over the risk of escalation by campus police. Eight out of ten faculty of color articulated a preference for engaging with campus police as a “last resort” option, pointing to the need for community colleges to prioritize non-police safety approaches in higher education.  

Leslie Forehand 

California State University, Long Beach 2024  

Specialization: Community College/Higher Education  

Chair: Jonathan O’Brien  

Abstract 

The escalating cost of textbooks presents a considerable barrier for students in higher education. open educational resources (OER) have emerged as a viable solution to the problem, offering freely available learning materials that can potentially alleviate the financial burden on students and enhance their academic success. OER not only reduces costs but also leads to improved grades and lower withdrawal rates, highlighting their role in breaking down affordability and accessibility barriers. Despite these benefits, the digital nature of OER introduces challenges related to technology access and proficiency, which are further complicated by social identifiers such as race, gender, and ability. These disparities underscore the importance of addressing technological needs and ensuring equitable access to OER because the lack thereof can exacerbate existing inequities in the educational system. Thus, ensuring a just system that accommodates diverse technology proficiency levels is critical given the significant impact of social, health, and economic challenges associated with the digital divide, particularly among marginalized and intersectionally identified students.   

The purpose of this study was to examine the transformative potential of OER in higher education, with an emphasis on addressing financial barriers to educational materials through the integration of technology and infrastructure. By employing a Delphi study approach, this research aimed to identify the technological needs and challenges faced by OER stewards in higher education, seeking solutions for effective classroom implementation. The study also aimed to highlight the fragmented nature of institutional technology policies and support systems, exploring their impact on equitable OER access. Furthermore, the study addressed the broader implications of technology inequity on student success and job market preparedness, advocating for strategic investments in education to cultivate a diverse technology workforce.   

The findings of the study highlighted the transformative potential of OER in higher education with a focus on community colleges where the constraints of financial resources frequently limit students’ access to learning materials. The Delphi study drew on the collective expertise of OER stewards to identify and navigate the challenges inherent in integrating OER into the academic infrastructure. The analysis of their responses distilled emergent themes, emphasizing the critical interplay between economic barriers, technological needs, and institutional support. Key findings indicated that faculty engagement, development, and systemic policy changes were vital for effective OER adoption. Moreover, the study illuminated the hidden costs that often undermined the equitable distribution of digital OER, suggesting these costs contribute to perpetuating the digital divide among socioeconomically diverse student populations.   

The findings pointed to strategic recommendations aimed at fostering more equitable and effective educational practices through the adoption of OER and underscored the need for comprehensive technological support and infrastructural advancements, without which the full benefits of OER cannot be harnessed. Insights from the study also highlighted the importance of creating robust support systems and policy frameworks that prioritize OER integration, address faculty concerns about OER quality, and facilitate the wider adoption of these resources. By doing so, this study contributed to a deeper understanding of how to overcome the systemic challenges associated with OER adoption, furthering the role of OER in advancing educational equity and innovation.   

Leslie A. Saito 

California State University, Long Beach 2024 

Specialization: Elementary/Secondary Education  

Chair: Betina Hsieh  

Abstract 

Statistics reveal that while Asian Americans are the fastest-growing racial group in the United States (Budiman & Ruiz, 2022; Yip et al., 2021), Asian American teachers are one of the most underrepresented groups (Endo, 2015) representing 2% of the U.S. teaching population (Phadke, 2023). This incongruency highlights a significant disparity underscoring the gap in research centering on Asian American teachers. This qualitative, phenomenological study explored the racialized experiences of Asian American teachers at the secondary school level.  

As a result of White supremacy, the model minority myth minimizes the struggles and obscures the nuanced identities of Asian American teachers who often experience the effects of pervasive overt and covert racism. In order to navigate racially tenuous and hostile working environments Asian American teachers develop strategies, including making space for racialized identities, building relationships with other Asian American teachers and other teachers of color or finding ways to cope and adapt to the expectations of others. The mental toll of navigating and negotiating such environments results in physical, psychological, and behavioral trauma. Using racial battle fatigue and Asian critical race theory as dual lenses of inquiry, this study revealed how the nuanced and often disregarded forms of racism unique to Asian American teachers ultimately create (in)visibly tenuous and racially hostile working environments.   

Nathan Brais  

California State University, Long Beach 2024 

Specialization: Community College/Higher Education  

Chair: William Vega 

Abstract 

The COVID-19 pandemic has had lasting effects on teacher education, particularly in California, where policy shifts in credentialing requirements during the pandemic have impacted teacher preparation programs (TPPs). This case study investigated the experiences of teacher candidates during the pandemic and their preparedness for post-pandemic K-12 classrooms through interviews and document review. The interviews with 12 participants from a private, faith-based Southern California TPP revealed a reliance on prayer and faith, along with strong support from faculty and staff. Participants had mixed views on the teacher credentialing requirement flexibilities offered by the California Commission on Teacher Credentialing (CTC). After receiving their credentials, all participants faced challenges such as behavior issues, learning loss, and an over-reliance on technology in the classroom. Half of the participants expressed feelings of burnout and considered leaving the profession. The findings suggest the importance of TPPs incorporating lessons from the pandemic into their practices. To support future teacher candidates in addressing the challenges of post-pandemic K-12 education, the researcher recommends TPPs increase their emphasis on social-emotional learning and new standards for literacy to address learning loss. Additional research is needed to continue to explore how TPPs can foster a holistic view of student wellness in teacher candidates. 

Oluwatosin Williams  

California State University, Long Beach 2024 

Specialization: Community College/Higher Education  

Chair: Jolan Smith  

Abstract 

This qualitative case study explores the impact of Diversity, Equity, Inclusion, and Access (DEIA) initiatives on Black Classified Professionals (BCPs) working in the California Community College System. The study investigates how these initiatives shape the professional experiences of BCPs, with a particular focus on their sense of belonging and the campus climate they encounter. The California Community Colleges Chancellor's Office implemented DEIA initiatives in 2020 to address racial disparities in higher education. Despite these efforts, there remains a lack of research on how these policies affect BCPs, who provide essential support services to students.   

The study draws upon a conceptual framework inspired by Hurtado et al.'s Multicontextual Model for Diverse Learning Environments (MMDLE) to analyze the data collected from 38 sources, including 17 interviews and 21 documents. Thematic analysis reveals five primary codes: Professional Advancement, Professional Development, Racial Relationships and Discussions, Formal Interactions, and Informal Interactions. The findings were 1) Challenges in Inclusive Recruitment and Hiring, 2) Disparities in Professional Development Opportunities, and 3) Integration of Communication and Support to Cultivate Inclusivity. The findings highlight these initiatives’ vital role in addressing racial relationships, ultimately contributing to a more inclusive and equitable educational environment. The study offered several recommendations for policy, practice, and future research about improving BCPs’ experiences in community colleges.  

Paolo Banaag 

California State University, Long Beach 2024 

Specialization: Community College/Higher Education  

Chair: Paul Ratansiripong  

Abstract 

California Community College (CCC) counselors assist a diverse student population with academic achievement, career exploration, and mental health/crisis interventions, while tasked with administrative duties such as programming, coordinating, and advising. In addition, CCC counselors have instructional duties such as teaching classes, writing syllabi, and revising curriculum. These multitude of roles require a variety of skills and versatility that make CCC counselors susceptible to compassion fatigue. This quantitative study analyzes differences in and predictors of compassion fatigue among CCC counselors. Stamm’s Professional Quality of Life frames this study to holistically investigate a counselor’s work, client, and personal environments. Accordingly, this study expands on the limited empirical research on how compassion fatigue impacts CCC counselors, while addressing supportive work structures and mindful self-care practices that promote compassion satisfaction. Since CCC counselors are in the forefront of assisting over 2 million diverse community college students, it is crucial to understand the longevity of these helping professionals’ passion and effectiveness in this profession. This study utilizes online Qualtrics survey that was sent to CCC counselors at all 116 California community colleges, garnering 537 participant responses. Results of this study confirm that number of counseling roles is a factor in predicting compassion fatigue. Additionally, results indicate that compassion fatigue is a predictor of psychological symptoms such as depression, anxiety, and stress. This study provides data-informed recommendations that focus on supportive work structures and mindful self-care practices that cultivate compassion satisfaction.  

Phillip Sanchez 

California State University, Long Beach 2024 

Specialization: Elementary/Secondary Education   

Chair: Erin Biolchino  

Abstract 

Socioeconomic status, home language, and parent education level play a significant role in student academic achievement and the involvement of parents, including Latino parents, in schools. The purpose of this study was to understand Latino parent involvement at one Southern California elementary school. The LatCrit framework was used to examine parental involvement and its connection to Latino families by considering factors such as immigration status, language, socioeconomic status, and various cultural aspects that the school may not fully consider when planning ways for parents and families to be involved. The research questions asked about the opportunities that the school provided for parent involvement and how the parents perceived these opportunities. Data collection methods included parent interviews, document analysis of school-to-home communications and observations of parent events. Themes such as communication, opportunities to be involved, and barriers such as work schedules and education level of parents were identified. The findings showed that the school had ample communication and opportunities for parent involvement, especially at non-academic events; however, most parents still experienced barriers to becoming involved at the school. The findings emphasized a need for schools to review practices and policies related to encouraging Latino parent involvement.   

Socorro Rojas  

California State University, Long Beach 2024  

Specialization: Elementary/Secondary Education  

Chair: Stephen Glass  

Abstract 

California’s K-12 student population is one of the most linguistically diverse in the nation, with nearly 40% of students who speak a language other than English. Despite federal and landmark K-12 policies supporting inclusion for Multilingual Learners (ML), as revealed by the literature, MLs are often viewed through a white normative middle-class lens resulting in subtractive practices as displayed in academic achievement and high school graduation disparities.   

The purpose of this single district qualitative case study aimed to identify how MLs cultural wealth has been leveraged and incorporated into secondary support systems. Using Yosso's asset based community cultural wealth (CCW) framework, the case study sought to amplify the voices of educators and parents at San Juan Unified School District (SJUSD), an urban district in northern California. Data collection included 12 semi structured one-to-one interviews with educators in various leadership and support roles, a focus group with five Spanish speaking parents, and an analysis of public facing documents.   

The triangulation of the data revealed three main themes: (a) Challenging the System Beyond Advocacy (b) Affirming Cultural Identity (c) Systems of Support. These themes add to the limited research on asset-based practices by providing a counternarrative to the deficit lens MLs are often viewed. Based on the study’s findings, recommendations for policy, practice, and future research are offered for stakeholders seeking to disrupt oppressive systems and instead celebrate the linguistic diversity that enriches our education system.