Schedule of Events

The purpose of this qualitative study was to explore the narratives of first-generation Mixteco students and how they used aspects of community cultural wealth to draw on their college readiness. The theoretical framework for this study was Yosso’s (2005) community cultural wealth (CCW) model, which centers the cultural knowledge, skills, and abilities of marginalized groups that serve as forms of capital. The two research questions that guided this study were: (a) in what ways do Mixteco students who are the first in their families to attend college navigate familial and educational expectations of going to college? and (b) in what ways do Mixteco students use forms of community cultural wealth to prepare themselves for college? This narrative inquiry study included seven participants who attended high school for at least two years in Los Angeles, Ventura, Santa Barbara, and/or San Luis Obispo Counties and who continued their education at the post-secondary level. The participants ranged in age from 22 to 30 and were either currently enrolled or had graduated with a college degree within the last five years.All participants were first-generation college students with a range of educational degrees, spanning from an associate degree to a master’s degree. Three major themes emerged from analyzing the data: (a) parental involvement, (b) K–16 educational access and support programs, and (c) educators’ impacts on college readiness. The findings of this study suggested the participants navigated familial and educational expectations of going to college using aspects of CCW.

This research investigates the socio-economic impacts of Chinese investments in Africa, focusing on Zimbabwe as a case study, particularly the Gwanda Lithium Mine. It examines how these developments affect local communities amidst concerns of neocolonialism, including African perceptions of Chinese enterprises, labor conditions, and community relations. The study also addresses power dynamics, highlighting fears of exploitation and loss of sovereignty that often overshadow potential benefits. Through literature review and observation, the research aims to illuminate the challenges Zimbabweans face in an economy influenced by external forces.

My first exposure to a college-level Chicano/a Studies course was a transformative moment—one that finally reflected the history and identity of my community in the classroom. This experience not only deepened my understanding of my own cultural heritage but also ignited a broader interest in uncovering the often-overlooked narratives of other marginalized communities. Such representation underscores the power and necessity of Ethnic Studies in education.
Beginning in 2025, California high schools will implement a statewide Ethnic Studies requirement, marking a critical shift toward inclusive curriculum. While this milestone offers a powerful opportunity for educational equity, it also presents complex challenges. As the field of Ethnic Studies continues to evolve, questions remain about its definition, implementation, and best practices at the K–12 level.
This research explores these questions with the goal of identifying effective approaches to teaching Ethnic Studies in secondary education. By analyzing current resources, pedagogies, and educator experiences, this work seeks to bridge existing gaps and support teachers in integrating meaningful and accurate ethnic narratives into their classrooms. Ultimately, this project aims to empower educators to cultivate inclusive, informed learning environments that reflect the diverse identities of their students.

The Wagon Wheel holds a significant place in the history of Oxnard and has remained a recognizable icon for several generations. Originally known for its bowling alley, hotel, restaurants, and various Americana tourist attractions, the Wagon Wheel has a rich legacy. However, one community that often went unnoticed is the Trailer Park community of Wagon Wheel. In this research presentation, I will explore the experiences and challenges faced by this community in their fight against displacement. Additionally, I will examine the current state of the Wagon Wheel in 2025.

Historical disparities in high school graduation rates among Hispanic/Latino students reveal persistent systemic inequities in traditional education settings. Following the 2021-22 school year, Hispanic/Latino males had one of the highest status dropout rates nationally at 9.6% (NCES, 2023). Within California, students considered unsuccessful in traditional high schools are more likely to be referred to alternative high schools, emphasizing the need to examine how alternative education settings serve vulnerable populations, primarily students of color (de Velasco et al., 2008; Sperling, 2019). This qualitative study explored the experiences of Latino graduates from alternative high schools in California and examined how these settings shaped their academic trajectories and postsecondary pathways. Grounded in Critical Race Theory (Matsuda, 1993; Ladson-Billings, 1998) and theories of resistance (Giroux, 1983; Fordham & Ogbu, 1986), this study utilized portraiture methodology and semi-structured interviews to capture the voices of five former Latino alternative school students. This study expands the literature on alternative education by illuminating how these schools reinforce and resist deficit narratives and racialized ideologies. Findings suggest the need to reform hiring practices to prioritize educators of all positions who embody care ethics and allyship, establish policies that guarantee postsecondary guidance and access for alternative high school students, and address intraracial segregation and structural inequities within alternative school settings.
 
Keywords: Hispanic/Latino, dropout rates, vulnerable populations, systemic inequities, alternative high schools, post-secondary pathways, Critical Race Theory, theories of resistance
 

This Global Studies Capstone project explores the construction and transformation of Chinese cultural identity in La Paz, Baja California Sur, Mexico. Sparked by the discovery of the local museum exhibition Resistencia al Olvido, which chronicles the overlooked history of the Chinese community in La Paz, this research delves into the lived experiences of Chinese migrants and their descendants across multiple generations. Through journalistic interviews, personal narratives, historical documentation, and site-specific observations, the project examines the enduring significance of place, memory, and identity. Special attention is given to emblematic locations within the city and how these spaces reflect shifting cultural dynamics and integration into Mexican society. Ultimately, this study seeks to illuminate the resilience, adaptation, and evolving self-understanding of La Paz’s Chinese community within the broader context of migration and multicultural belonging.

“Silenced Voices” is a project rooted in my personal journey as a young reader, where I often encountered characters in literature before me who did not reflect my cultural identity. This growing disconnect led to a deeper examination of the Latino book bans occurring in the United States. This study aims to answer the question: How do the Latino book bans in the United States impact the Latino community? The methodology includes literature reviews to analyze the content of banned books and interviews with individuals affected within the Latino community. The findings indicate significant repercussions on cultural identity, inclusion, and academic performance. The banning of Latino literature marginalizes an entire community, depriving them of the opportunity to see themselves and their experiences represented in the pages before them. This research aims to emphasize the importance of promoting inclusivity in literature and advocating for the preservation of Latino literature in the United States.