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Parental Engagement in Children’s English Language Learning: A Case Study of Transnational Chinese Families in the United States

Parental Engagement in Children’s English Language Learning: A Case Study of Transnational Chinese Families in the United States

Primary author: Yue Huang
Co-author(s): Anne Marie Guerrettaz; Sarah Newcomer
Faculty sponsor: Anne Marie Guerrettaz; Sarah Newcomer

Primary college/unit: College of Education
Campus: Pullman

Abstract:

Transnational migration redefines the lives of millions of Chinese migrant families in the United States, including parental engagement in child language education. This case study examines ways how parents from two Chinese transnational families participate in their children’s English language learning at home while living in the United States, using observations, interviews, and discourse analysis. Grounded on the traditional Chinese parenting concept of guan (Chao, 1994) and the Third Space theory (Bhabha, 1996), this study proposes “transnational guan” as a hybrid form of parental engagement, impacted by the families’ transnational experiences. Findings revealed by this study include: (a) a unique, multimodal “storybook” genre and related parent-child shared reading activity, (b) new parental roles during children’s English language learning, including amateur tutor and bridge, and (c) interactions that elucidate nuanced dynamics of parent-child relationships. Regarding the theoretical contribution, this study presents that homes of the transnational families are a Third Space, and the transnational guan is the parents’ reactions to such Third Space. Concerning practical implications, this study uncovers unique academic goals of educated transnational families. It also breaks with dominant discourses and stereotypes of academically high-performing Chinese students in the United States by revealing more complete picture of their complex educational situations.

Community Wealth Building: How the Local Investment Network (LIN) model is transforming the Methow Valley

Community Wealth Building: How the Local Investment Network (LIN) model is transforming the Methow Valley

Primary author: Anthony Gromko
Co-author(s): Trevor Lane; Christina Sanders

Primary college: Agricultural, Human and Natural Resource Sciences — Extension
Campus: Everett

Abstract:

A Local Investment Network (LIN) is an innovative, community-led peer-to-peer investment network that connects local investors who have capital with local business owners who need capital. It brings residents together around a common goal: to build wealth in their community by keeping local capital rooted in their local economy.

The Association of Washington Cities (AWC) partnered with Washington State University (WSU) Extension on a project to implement Local Investment Networks around Washington State. The results of the project have shown that one Local Investment Network in particular, the Methow Investment Network, has had significant immediate success. In its first couple of years it has received over 100 inquires from local businesses, accepted 13 formal applications for funding, added 47 local investors to its network, funded nine businesses for a total of $1,500,000 and created 32 new jobs. The unique characteristics of the Methow Valley draw in urban audiences for relocation, tourism, or second homes. This dynamic urban-rural interdependence has set the stage for its Local Investment Network to thrive.

Evidence and Use of the Washington Assessment of Risk and Needs

Evidence and Use of the Washington Assessment of Risk and Needs

Primary author: Brian French
Co-author(s): Bruce Austin; Thao Vo; Cihan Demir; Paul Strand

Primary college/unit: Arts and Sciences
Campus: Pullman

Abstract:

The Washington Assessment of Risk and Needs (WARNS) is widely used in over 100 districts in the State of Washington. School districts and court entities rely on scores from the WARNS to inform conversations with youth and families about adolescent behaviors related to chronic school absences, or truancy. WARNS assesses six domains including peer deviance, aggression and defiance, substance abuse, depression and anxiety, school engagement, and family environment. With Washington having one of the highest rates of truancy in the United States, WARNS plays a critical role in understanding such factors. We present work in three areas to highlight support for the WARNS. First, our research highlights how we account for a students’ contextual environments when examining WARNS items for fairness, ensuring scores carry equal meaning across ethnic groups. Second, we highlight the development of a computerized adaptive test (CAT) that provides users with a time-efficient and short form of the WARNS, reducing assessment fatigue without degrading score accuracy. Third, we highlight the WARNS models of use from large to small districts around the State, and new developments including a Spanish version. The evidence and use of the WARNS help to bring student voices back into the truancy conversation in the State. Our work has resulted in increased use of the WARNS and decreases in student truancy and negative behavioral trajectories, and have led to distal outcomes of student success.

Music from the Margins

Music from the Margins

Primary author: Chris Dickey

Primary college/unit: Arts and Sciences
Campus: Pullman

Abstract:

There is an alarming lack of diversity in today’s classical music programming. In the past two years, for example, one of the world’s leading orchestras—the Chicago Symphony Orchestra—announced an upcoming season’s program that lacked a single piece written by a woman. Dickey, a tuba player and member of the LGBTQ+ community, also notes a lack of diverse programming in his own field of tuba performance. He performed a recital tour to four Midwestern universities that showcasing a variety of music, some of which was composed by individuals holding marginalized identities (women, LGBTQ+ individuals, and people of color). Discussing inclusive, thoughtful programming with audiences of aspiring educators, composers, conductors, and performers was an effective way to change the conversation in classical music. Addressing music from underrepresented populations did not diminish the music written by those of a dominant identity; instead, this project helped people understand how rich the music truly is when one makes an effort to be more inclusive. The tour addressed a large-scale problem in classical music by understanding gender, gender identity/expression, race, sexual orientation, and culture through the lens of music performance. Music is a shared cultural experience, one capable of expressing a group’s values and traditions. Bringing these underrepresented composers into the conversation can stimulate more interest and understanding of what those groups represent in a global society. This project asserted Washington State University’s artistic presence nationally and its commitment to expanding individual opportunity and equity.

Health Education through Arts-based Learning (HEAL): Facilitating learning and engagement by blending arts and sciences

Health Education through Arts-based Learning (HEAL): Facilitating learning and engagement by blending arts and sciences

Primary author: Robert Danielson
Co-author(s): Molly Kelton; Libby Grace; Jeb Owen; Alison White; AnaMaria Martinez; Pat Butterfield; Michaela Fallon

Primary college/unit: College of Education
Campus: Pullman

Abstract:
Common goals for STEM education typically include the integration of multiple disciplines to encourage interdisciplinary thinking, recognition, and application of STEM concepts to real-world contexts. Integrating art into STEM disciplines enhances this goal, encouraging students to interact with and create multiple models of complex ideas. In addition, art can promote enhanced engagement, learning about science, visualization of scientific concepts, scientific reasoning, and scientific communication. Our broader project, Health-Education through Arts-Based Learning (HEAL), funded by both a WSU Seed Grant and now the National Institutes of Health (NIH), leverages arts-based communication to focus on zoonotic diseases and ecosystem dynamics. A partnership among university researchers, community organizations, and experts in science and science communication, HEAL attempts to build the capacity of educators and biomedical institutions to engage rural, predominantly Latinx students in locally relevant science activities. The purpose of this study is to investigate how arts integration into a STEM intervention might support learning, reasoning, and thinking about socio-scientific issues. Art of Insects, an after-school program serving upper elementary students in rural-agricultural communities, utilizes an arts-based approach to developing systems-level understanding of zoonotic diseases and ecosystem dynamics. Participants included late elementary students from predominantly Latinx rural-agricultural communities that participated in Art of Insects (n=19) in Fall 2018. Preliminary findings reveal that student thinking around mosquitoes and disease systems expanded after completion of Art of Insects, particularly through greater attendance to multiple elements and their relatedness and recognizing multiple interacting causal forces.

Youth Develop Life Skills Through Forestry Program

Youth Develop Life Skills Through Forestry Program

Primary author: Missy Cummins
Co-author(s): Hannah Brause; Somer Meade

Primary college/unit: Agricultural, Human and Natural Resource Sciences
Campus: Skamania County Extension

Abstract:

With 90% of the County forested, generations of Skamania County families have developed deep connections to the land, the timber, and the conservation efforts that protect them. Over the last several decades cultural, social, and economic changes have created a disconnect between the youth in the community and the natural resources. Many teens are unaware of the role the forest plays in the region. Recent changes in the community make obtaining the job experience and real-world skills teens need challenging. Also, local agencies require assistance completing projects benefitting the Gifford Pinchot National Forest and other county assets.
To help address these needs, WSU Extension has partnered with the Stevenson-Carson School District, Mt. Adams Institute, and the U.S. Forest Service to create the Forest Youth Success program for youth development and employment.
Youth are given a survey measuring skill set and knowledge before then after participating. In the 2019 season, twelve youth participated in the program. Evaluation results indicated the following (N=12): Before FYS, 33 % (n=4) planned to use financial resources. After FYS, 83% (n=10) plan to use financial resources. Before FYS, 41% (n=5) indicated they follow directions and contribute to getting a job done. After FYS, 91% (n=11) Before FYS, 33% (n=4) understood what future job opportunities there are in natural resources. After FYS, 83% (n=10) understand what future job opportunities there are for natural resources.
Since the program’s inception in 2002, approximately 725 youth have participated in the program developing life skills and bettering the community.

Collaborative Conversations: Learning to Become Culturally Responsive and Socially Just Educators

Collaborative Conversations: Learning to Become Culturally Responsive and Socially Just Educators

Primary author: Kathleen Cowin
Co-author(s): Sarah Newcomer

Primary college/unit: College of Education
Campus: Tri-Cities

Abstract:

Our research reports on a study bringing teacher and school leader candidates together to deepen the candidates’ self-study about socially just, culturally sustaining pedagogy, with the purpose of allowing candidates to reflect on their teaching and leadership practices together. Our goal was to learn more about how to connect teacher and school leader preparation coursework, and to study the efficacy of this collaboration between teacher and school leader candidates.

Teacher and leader candidates were engaged in four collaborative dialogue sessions focused on six assigned research articles. Small groups were formed of both teacher and school leader candidates so the candidates could share their perspectives as teachers and school leaders with one another. After each session the candidates also met as a whole group for a review of the highlights of their small group discussions, especially focusing on their own study of their culturally sustaining and socially just teaching practices. Candidates also wrote written reflections based on their insights from the discussions. An electronic platform was used to capture the candidates’ reflections on the readings and the dialogues. These reflections were shared with the whole group and with the researchers.

We will report what we learned about the candidates’ communication from observing the dialogues. We will record the topics of the dialogues as well as the candidates’ report of how their self-study impacted their culturally sustaining and/or socially just teaching or leadership practices.

Curriculum and Indigenous Peoples: A Collective Case Study of Social Justice Knowledge, Pedagogy, and Content

Curriculum and Indigenous Peoples: A Collective Case Study of Social Justice Knowledge, Pedagogy, and Content

Primary author: Ashley Boyd

Primary college/unit: Arts and Sciences
Campus: Pullman

Abstract:

Using the analytic lens of Social Justice Pedagogical Content Knowledge, this collective qualitative case study explores how three secondary teachers utilized curriculum that centered Native American experiences to facilitate their students’ understandings of tribal histories. Data collected included semi-structured interviews with teachers, classroom observations, and documents including lesson plans, course texts, and handouts. Analysis involved layers of open and deductive coding, and findings include: the teachers’ broader knowledge of inequity influenced their growth in the area of indigenous knowledge; critical and narrative pedagogies were used to effectively teach students about local tribes; and materials used to facilitate students’ critical understandings ranged widely from textbooks to young adult literature to current media. Recommendations for teacher education include integrating discipline-specific information about indigenous peoples and facilitating community partnerships with local liaisons to collaborate in the educative process.

Consumer Motivations for Intramural Sport Participation

Consumer Motivations for Intramural Sport Participation

Primary author: Jordan Baxter
Co-author(s): Hailie Palafox
Faculty sponsor: Yong-chae Rhee

Primary college/unit: College of Education
Campus: Pullman

Abstract:

Intramural sports are one of the most popular ways for students to get involved on college campuses. However in recent years the participation rates have steadily decreased, especially among females (Baghurst, Tapps, & Judy, 2014). To better understand why students are playing less, we took a survey of Washington State University students for what motivates them to play intramural sports. The four motivations that were surveyed were physical fitness, socialization, competitiveness, and life balance. Out of those four, it was found that competitiveness was the main motivation for why college students play intramural sports. More interestingly, the study found that females were more motivated by competitiveness than their male counterparts, showing that although the female participation rates are dropping, the females that do play are playing to win, rather than using intramural sports as a social avenue. It was also found that life balance was a significant motivator for seniors. This could be that seniors play to relax and take a break from the stresses of college and the worry of life after college. This study will help recreation professionals better market to students and establish new ways to make intramural sports more attractive to the entire student body.