Students Prioritize Inclusion at Undergraduate Research Conference

“Conducting my own research made me realize that science can be a lot of things. It’s multidimensional and not just for biology or engineering,” said Kimberly Guatemala-Luna, research assistant to Prof. Margarita Jimenez-Silva and presenter at the 2025 UC Davis Undergraduate Research Scholarship and Creative Activities Conference. Guatemala-Luna, who is double majoring in cognitive science and psychology and minoring in education, assisted Jimenez-Silva in executing Comunidad de Ciencia, a program designed to empower Latinx families to encourage their elementary-school-age girls’ engagement in science activities.

From the research assistantship, Guatemala-Luna developed her own study that examined the program team’s sense of science identity after leading others through STEM activities. “All of the research assistants saw themselves in the girls we worked with,” she said. “We were so encouraging of the students that we couldn’t help applying that same encouragement to our own work. It was affirming to say ‘If we’re telling them they can do research, why can’t we? We are scientists.’”

One conclusion from Guatemala-Luna’s conference presentation “‘Going that Extra Step’: Authentic Cariño and Servingness at a Hispanic-Serving Institution” was that, if Hispanic-Serving Institutions want to truly serve others, they need to create greater visibility of Latinx students and their accomplishments on campus.

“I experienced a lot of imposter syndrome when I first came to UC Davis,” said Guatemala-Luna. “Finding a group of Latinx students who were conducting their own research—research that leads to positive social change—was impactful. It feels good to say ‘I’m a full-time student and research assistant’ now, because it’s an important reminder that I’m not behind everyone else—I’m not an imposter.”

Finding a Place in Scholarship

Guatemala-Luna was one of 11 School of Education researchers to present at the undergraduate conference—five of whom developed studies from Jimenez-Silva’s original project. Leslie Valdez, a design major with double minors in education and linguistics, uncovered a new passion for research after presenting her findings on the importance of Comunidad de Ciencia as a culturally informed approach to STEM programming.

“I was surprised by how much the project increased our research team’s confidence, especially our self-efficacy as students,” said Valdez. “It allowed me as a non-STEM major to see that I could still be involved in STEM spaces and benefit from them.”

Caroline Van Zant, an undergraduate researcher for Prof. Nicole Sparapani and the CARE Lab, also solidified her researcher identity while conducting her own study. “I was counting the days to be done with school,” she said. “But now I hope to never leave academia.”

Van Zant, a human development major with double minors in education and psychology, presented “Examining Student-Teacher Relationship Quality in School-Aged Students With and Without Autism,” a study that used quantitative data from elementary school classrooms to gauge how teachers interact with students with autism versus those without. She found that autistic students tended to have more conflictual interactions with their teachers, despite their teachers reporting similar feelings of closeness to their autistic and non-autistic students.

“Schools are changing how they serve children with autism,” said Van Zant. “It’s an important time to determine how teachers are forming relationships with autistic students and develop more opportunities for them to strengthen those connections.”

From Research to Action

From a day in the life of a dual-language learner to increasing engagement in STEM learning, the School of Education undergraduate researchers’ conference presentations were grounded in access and inclusion—topics they plan to continue addressing in their own fields of study.

“This research was just one way that I could give back to the student community,” said Hiu Nam Hallie Wong, a communications major and English minor who collaborated with Jimenez-Silva to interview international students and recommend ways that UC Davis can better support their success. “Given all the new challenges international students are facing, I want to explore this topic more.”

The breadth of the students’ projects demonstrates how they’re tackling real-world challenges through original, equity-driven research. Below is a closer look at their work:

A Day in the Life of Dual Language Learners: Language Input- Output, Interactions, and Activities

Authors: Andrea Sanchez, Lizbeth G Vazquez, Karen Adriana Gomez, Young Wu
Sponsor: Yuuko Uchikoshi Tonkovich

Throughout the day, Dual Language Learners (DLLs) use and hear different languages at home and school. Research shows these environments shape DLLs’ bilingual development. While previous studies have mostly focused on English-Spanish DLLs, research on English-Chinese DLLs, their interactions with adults and peers, and the activities they engage in is scarce. This study examines a typical weekday for DLLs, focusing on their interactions with adults, peers, or both, as well as the frequency of their English and home language (HL) use and exposure. It also explores the activities DLLs engage in. A total of 234 parent-child dyads (Mexican-American = 99; Chinese-American = 135) participated. At data collection, DLLs were 3-5 years old. Language interactions, input-output, and activities were measured using the hour-by-hour parent-reported Bilingual Input-Output Survey (BIOS). Data was analyzed with RStudio. Results suggest DLLs interact with adults more than peers. Mexican-American DLLs receive input mainly in HL but use both English and HL, while Chinese-American DLLs show balanced input-output. Both groups engage in play, electronics, singing, reading, and family time outside their schedules. The study underscores bilingualism as a daily practice across input, output, interactions, and activities.

Intentional STEM Programs for Young Latinas can Reduce Barriers to STEM Efficacy and Increase Latina Professionals in These Fields

Author: Maria Galarza-Gonzalez
Sponsor: Margarita Jimenez-Silva

Latina women continue to be underrepresented in STEM fields. Cultural barriers, lack of representation, educational inequities, socioeconomic factors, implicit bias and stereotypes, and lack of support networks are barriers Latina students face in their journey to higher education. Representation matters, seeing people who look like you in positions of power makes a big impact on young children. To help more Latina students pursue STEM careers, we need to create deliberate STEM programs for young Latinas. It is crucial to start early to build intentional programs that provide students with the necessary mentorship, networks, and opportunities to help them overcome the structural and invisible barriers they face. This research project explores the importance of targeted STEM programs for young Latinas that are culturally aware and responsive to the communities they are serving. By looking at the Comunidad de Ciencia (CdC)—a National Science Foundation-funded program serving Latina 5th and 6th graders in a Northern California school district—the experiences of the mentors involved in the program, and the efficacy of similar programs, we underline the importance of STEM programs in K-12 education to help improve STEM efficacy in Latina students and increase Latina professionals in these fields.

“Going that Extra Step”: Authentic Cariño and Servingness at a Hispanic Serving Institution

Author: Kimberly Guatemala
Sponsor: Margarita Jimenez-Silva
The University of California, Davis became eligible for status as a Hispanic Serving Institution (HSI) in the Fall of 2024. UC Davis worked toward implementing servingness, a concept focused on fostering student success and increasing belonging, for their Hispanic community. This qualitative research study examines the experiences of four Latina undergraduate students who participated as research assistants in a National Science Foundation study overseeing Saturday science programs for 5th and 6th-grade Latina students in a local school. Through the use of pláticas methodology, we engaged in four one-hour pláticas (conversations) using guiding questions to examine how participating in the program led to an increased sense of community and belonging at UC Davis. Pláticas were transcribed and thematic analysis was conducted to identify relevant themes. The findings revealed three key themes: the importance of representation in higher education, the role of community in fostering a sense of belonging, and a desire to reciprocate support by mentoring future generations. The results from this study can contribute to UC Davis’ understanding of servingness, particularly among Latina undergraduate students and researchers.

Speaking Science, Speaking Spanish: How a Bilingual STEM Program Strengthened Linguistic and Cultural Belonging

Author: Leslie S. Valdez
Sponsor: Margarita Jimenez-Silva

Academic language is often an elitist standard made separate from social language, framing racialized students as linguistically deficient. Researchers argue that academic language develops through authentic, community-driven interactions and that translanguaging, the dynamic use of multiple languages, challenges rigid divides of academic and social language, prioritizing effective communication and meaning-making. This research project explores the linguistic experiences of four bilingual Latina undergraduate students who assisted in Comunidad de Ciencia (CdC), a National Science Foundation funded program serving Latina 5th and 6th graders and their parents in a Northern California school district. Utilizing pláticas methodology, we conducted four one-hour pláticas (conversations), with guiding questions to investigate how assisting in the program impacted undergraduate Latinas’ sense of academic, social, cultural, and linguistic belonging. Pláticas were transcribed and thematic analysis was conducted which revealed themes of increased linguistic and academic confidence, translanguaging as a community learning tool, and the importance of a safe space for language development within familial and community contexts. Findings suggest that language development in a communal environment strengthens bilingual speakers’ ability and confidence to express themselves across varied contexts.

Resilience – the Effects of Community in Latina Undergraduate Wellbeing & Success

Author: Maria E. Valdovinos
Sponsor: Margarita Jimenez-Silva

Five years post-pandemic, the lingering effects on student wellness are still highly seen amongst the undergraduate Latina population. These factors contribute to the overall emotional and physical wellbeing of the student, which in turn impacts their academic success. In this study, qualitative data was collected using Plática methodology across four hour-long sessions. Participants were four Latina undergraduate students who supported 5th and 6th grade Latina girls in a culturally responsive Rocketry and Gardening science program within a local school district. Each plática session was recorded, transcribed, and analyzed using thematic analysis to gauge the impact the experience had on the participating undergraduate volunteers. The themes that emerged included building confidence in academia through a found community, the fostering of resilience and healthy personal habits through cultural engagement, and the strengthening of each individuals’ cultural identity.  In summary, engaging in a culturally tied science program had an overwhelming positive impact on the participants’ overall emotional and physical wellbeing and contributed to their academic success at UC Davis.

Bridging Borders: Strategies for Enhancing Cultural and Linguistic Integration of International Students

Author: Hiu Nam Hallie Wong
Sponsor: Margarita Jimenez-Silva
This study explored how to better support international students in learning English and adapting to U.S. culture. The study focused on undergraduate international students at UC Davis who completed at least one full academic year and for whom English is an additional language. Data was collected through surveys and focus groups to identify the key supports these students find valuable as they develop their English proficiency and navigate cultural challenges. Participants shared insights into the supports that have positively impacted their experience at UC Davis, as well as the challenges they have encountered. Descriptive survey data is presented as well as a thematic analysis of the qualitative data. By understanding these experiences, the study identified patterns and trends that may be unique to international students. The findings informed recommendations for UC Davis staff and faculty to enhance support for international students, fostering a more inclusive and supportive environment that promotes both academic and personal growth.

“Así No!”: Linguistic Strategies and Language Choice of Dual Language Learners in Free Play with Mothers

Author: Samantha De Alba Sanchez
Sponsor: Yuuko Uchikoshi Tonkovich

Children develop linguistic skills through interactive activities like reading and play. Considering the cognitive and social benefits of bilingualism, research on dual language learners (DLLs) is expanding. While previous studies have examined bilingual children’s use of questions in play, less is known about the linguistic strategies they employ to negotiate roles, guide actions, and express agreement. This study explores how Spanish-English DLLs (ages 3-5) use language during free play with blocks and a parent. We analyze strategies for guiding actions, negotiating, and expressing agreement or disagreement, as well as children’s choice of first (L1, Spanish) versus second language (L2, English). Fifty-five Mexican-American children and their mothers living in northern California were recorded during free play at home to ensure a natural setting. Video recordings were transcribed and coded for language use and linguistic strategies. The frequency of child guided action, negotiation, and agreement or disagreement was quantified and analyzed. These findings will provide insight into how children use language in play, helping parents reduce conflicts, foster bilingual development, and overall enhance parent-child communication. More broadly, given the benefits of bilingualism, examining how children navigate dual languages in daily interactions can inform educational and parenting strategies to maximize these benefits.

Examining Student-Teacher Relationship Quality in School-Aged Students With and Without Autism

Author: Caroline Van Zant
Sponsor: Nicole Sparapani

Compared to neurotypical peers, autistic students tend to develop lower-quality student-teacher relationships (STRs), jeopardizing their long-term academic and social development. However, existing literature on this topic is limited by relatively small, homogeneous samples and a lack of attention paid to general education contexts. This study examined STRs in a racially, ethnically, and linguistically diverse sample of 206 autistic and non-autistic children in elementary general education classrooms. STR quality, child behavior problems, and autism severity were measured by the Student-Teacher Relationship Scale (STRS), Child Behavior Checklist (CBCL) and Social Responsiveness Scale (SRS), respectively. Results indicate that autistic students have more conflictual STRs than their typically developing peers. Conflict in STRs is strongly correlated with externalizing behavior problems, with a slightly weaker link to internalizing problems. Unlike conflict, STR closeness was not significantly impacted by the presence of autism or behavior problems. Autism severity had a moderate effect on STR conflict and closeness.