April 2024
AERA’s Undergraduate Student Education Research Training Workshop was held with 18 promising undergraduate students during the 2024 Annual Meeting in Philadelphia. This cohort of undergraduates was competitively selected to participate from a sizable pool of applicants.
Each year the workshop has engaged undergraduates who are conducting education research and who have an interest in pursuing careers as researchers, faculty members, or other professionals engaged in advancing knowledge in the field. First held in 2009, the workshop is designed to build the talent pool of undergraduate students who plan to pursue doctoral degrees in education research or in disciplines and fields that examine education and learning from early childhood to workforce participation. It reflects AERA’s ongoing commitment to investing in the future and developing pathways to education research early in the careers of students.
The workshop consisted of three days of dynamic lectures and activities led by senior scholars and researchers. Sessions focused on topics in research methods, such as using statistical techniques in STEM learning and education and using qualitative research methods to examine education policy and to conduct education research in diverse communities. During the workshop, participants received career development advice from senior scholars and had opportunities to network with graduate students, faculty members, and other researchers attending the Annual Meeting.
The 2024 cohort of participating students were all conducting research with faculty members or had an ongoing research project that was part of their undergraduate studies. They were majoring in disciplines and fields across the social and behavioral sciences as well as liberal arts.
Participants presented their research through electronic monitors at a poster session at the conference, providing them with the opportunity to receive feedback on their work from the education research community.
Their research covered a broad range of topics, including child development, teachers’ professional experiences, history of education, higher education, and STEM education. Many of the studies focused on education research topics across race, gender, and class.
“This is a phenomenal group of students who are conducting rigorous scientific research,” said George L. Wimberly, AERA director of professional development and workshop chair. “AERA is pleased to help guide this next generation of scholars and researchers as they prepare for graduate study and research careers.”
The students’ poster presentations are currently accessible in the AERA i-Presentation Gallery for those who are registered for the 2024 Annual Meeting. The Gallery becomes available as an open access product in early summer. This fall, AERA will begin accepting proposals for the 2025 Undergraduate Workshop, planned for the 2025 Annual Meeting in Denver. Questions can be directed to fellowships@aera.net.
2024 Undergraduate Student Education Research Training Workshop Participants
First Name
Last Name
Institution
Study Title
Maria
Alemán
Trinity University
Texas Law Enforcement Clubs and Curriculum: A Critique of Power, Control and Racial Injustice
Liliana
Chavez
University of Wisconsin, Madison
Black, Indigenous, People of Color (BIPOC) Mothers’ Desires for and Engagement in Their Children's Education
Spencer
Cook
Northwestern University
ERNIC Network Meetings: An Exemplary Case of Rural Learning at the Boundary
Myra
Dayrit
Chapman University
Filipino/a/x Americans Navigating Predominantly White Campus Climates
Shamayah
Drew
Winston-Salem State University
Exploring the Relationship Between Sense of Belonging and COVID-19 Perceptions Among Undergraduate African American HBCU Students
Jack
Fuld
Vassar College
Pressures of the Profession: Why Teachers Choose to Stay or Leave
Greene
Duke University
Utilizing Interdisciplinarity and Peer Evaluation to Enhance Graduate Student Teaching
Jamie
Klinenberg
Vanderbilt University
Prevalence, Severity, and Disparities in Chronic Absenteeism in Nashville Public Schools
Yakob
Lemma
University of North Carolina, Chapel Hill
Examining Perceptions of Early Childhood Support in Preschool and Kindergarten for Children with Disabilities
Serena
Levin
Brown University
Redefining the PTA Mom: Pandemics and PTA: The Impact of COVID and School Shootings on the Role of the PTA
Jacqueline
Pham
University of California, Irvine
The Affordances of Analytically Scoring Multilingual Student Writing
Jordan
Rineer
University of Georgia
Elementary Teachers’ Mindset Relate to Their Responses to Student’s Successes and Failures
Danielle
Shariff
Systematizing Racial Justice in Educational Institutions
Sarahy
Torres
University of California, Los Angeles
Understanding the Experiences of Farmworking Children: Microaggressions and Microaffirmations Among First-Generation Latina/o Undergraduates at UCLA
Tran “Vi”
Huynh
Kennesaw State University
Marginalized Voices in Georgia’s Elementary Classrooms: Navigating Challenges and Divisive Concept Bills in Teacher Candidate Practicum Experiences
Andrés
Villalba
Swarthmore College
Understanding the Origins of Bilingual Education in Georgia: A Literature Review and Preliminary Analysis
Myahkia
Watson
University of Memphis
Shades of Impact: Navigating Public Regard, Psychosocial Well-Being, and Internalized Racism in Black College Students at PWIs
Eden
Wolde
University of Nevada, Las Vegas
“We Value Our Black Babies as Well as Other Folks Do Theirs”: Reconstructing Public Memory of the Black Educational Pursuit in Nevada (1864–1890)