The Impact of Home and School Socialization on White Identity

Young White individuals often do not have answers to questions surrounding their culture, very few give out defining features of their White identity with confidence (Dottolo & Stewart, 2013). Instead of answering these questions with specific definitions, they respond with “I don’t know” or they deflect the question by shifting to another way to identify themselves either through religion or location. Following the grounded theory approach described by Strauss & Corbin (1990), we conducted semi-structured interviews at a college in the Southeastern region (n= 36) of the United States including topics such as their home and school experiences, their White cultural experiences, and defining White identity. The data was analyzed using an open coding process to identify thematic categories, utilizing the keywording function of the qualitative data analysis program, Transana. When asked about their first experiences recognizing their own White identity, the participants drew from their family background and school environment. Those who grew up in a more homogeneous environment tended to articulate their White identity in terms of their personal, American experience. Those who had more exposure to diversity during their schooling tended to describe their White identity in comparison to the “others”. This study demonstrates that there are multiple pathways of recognizing and defining one’s racial identity. Recognizing these different pathways will help researchers and educators to address different trajectories of development, meeting young White individuals where they are at, in order to facilitate their progression in White racial identity development

Improving Self-Reported Hydration Using Refillable Bottles and Clean Water Access

In Washington State, around 18.5% of individuals aged 12 and older, about 1.4 million people, struggle with substance use each year (Substance Abuse and Mental Health Services Administration, 2023). Many also face housing instability and limited access to basic health needs like clean drinking water. Our agency supports Seattle residents in recovery, and during our initial assessment, we identified inadequate hydration as a common concern. As a team of seven nursing students, we developed a community health project to improve self-reported hydration among this population. This paper outlines our process from assessment to intervention and our efforts to support healthier hydration habits in a vulnerable community. Background Access to drinking water involves more than just its physical presence, as it also depends on the time and effort required to obtain it. Research shows that when individuals spend more time and energy collecting water, their overall consumption decreases (Cassivi et al., 2018). In contrast, when clean water is readily accessible through public fountains, rest stops, or other community resources, people are more likely to stay adequately hydrated (Cassivi et al., 2018). Water is vital to human health, playing a key role in regulating body temperature, aiding digestion, transporting nutrients, and supporting cellular function (Liska et al., 2019). Even mild dehydration can impair cognition, cause fatigue, and lower alertness. Adults are advised to consume 2-3 liters of fluids daily, depending on activity level and climate (Taylor & Tripathi, 2025). All of these factors contributed to why we believe it would be important for our group to focus on improving hydration. Assessment We conducted our assessment using two complementary methods: a windshield survey and a written survey distributed to agency members. The windshield survey identified the Urban Rest Stop as a key community asset, a facility offering clean, safe hygiene services like restrooms, showers, and laundry for unsheltered individuals and families. Just a four-minute walk from our agency, it plays a vital role in supporting vulnerable populations. We also recognized that for our intervention to be effective, building rapport, trust, and strong relationships with agency members and staff was essential. Through ongoing engagement and open communication, we successfully established these connections, laying a strong foundation for our work. The written survey revealed a clear gap between hydration awareness and actual intake. Of the 28 respondents, 22 reported drinking fewer than five cups of water per day, with seven consuming only zero to two cups daily. This is concerning compared to the recommended 11 cups for women and 15 for men (Mayo Clinic, 2022). While 91% of members acknowledged the importance of water for health, 63% admitted they don’t drink enough. Notably, 53% said that having a reusable water bottle would help increase their intake, highlighting a clear opportunity for targeted intervention. Planning and Outcomes Identification Guided by our community assessment and the identified nursing diagnoses, the intervention was designed to improve water intake among agency members by focusing on education, accessibility, and motivation. Our objectives included increasing awareness of recommended hydration levels, improving access to clean drinking water, and encouraging consistent use of reusable water bottles. Short-term outcomes focused on members\u27 ability to locate free water refill stations and report increased water intake. Long-term outcomes aimed to promote sustained hydration behaviors, such as meeting or approaching recommended daily water consumption, maintaining awareness of hydration needs, and routinely using reusable water bottles. These outcomes were chosen to support lasting behavioral change and self-management, ultimately promoting health and well-being in a population experiencing systemic barriers. Implementation To address the hydration gap identified during the assessment phase, we implemented a multi-component intervention focused on education, accessibility, and behavioral support. We created an informative pamphlet that included the recommended daily water intake, situations when to increase intake, and mapped out water refill stations offering free, clean water in the Seattle area. We distributed these pamphlets to the members at our agency and directly engaged with them all to discuss the importance of drinking enough water for overall health and well-being, and to answer any hydration-related questions. To reduce barriers and encourage sustained hydration habits, we provided free reusable water bottles along with decorative stickers, allowing individuals to personalize their bottles and increase engagement. We chose to implement the use of reusable water bottles as a practical and sustainable strategy to improve self-reported hydration within this community. Many community members face barriers to consistent hydration, including limited access to clean drinking water and a lack of personal water containers. By distributing reusable water bottles, we aimed to reduce these barriers, promote daily water intake, and encourage healthy hydration habits. Evaluation Based on 20 post-survey responses, we found that members of the agency who participated in the education and water bottle program increased their fluid intake by 65%. Notably, nearly 80% of respondents reported drinking more than six cups of water per day, a significant improvement compared to the pre-survey, in which only about 15% met that level of hydration. Additionally, 90% of participants stated that having a water bottle helped them drink more water throughout the day. While there was only a modest 10% increase in the number of members who believed they drank enough water daily, 75% of respondents indicated that water was their primary source of hydration, with the remaining 25% citing coffee or soda as their main fluids. Conclusion Overall, our project successfully met its primary goal of increasing water intake among agency members through the distribution of reusable water bottles and hydration education. While the project had a strong impact, one limitation we faced was the inability to collect post-survey responses from all members who received a water bottle. This was primarily due to limited time spent at the agency site and inconsistent member attendance, which affected follow-up participation. Through our implementation, we found that this program could be sustainable, observing the effectiveness of reusable water bottles on daily hydration levels. Looking ahead, future projects could build on this foundation by incorporating hydration tracking tools, interactive educational activities, and stronger follow-up methods to improve participation and sustain engagement. References Cassivi, A., Johnston, R., Waygood, E. O. D., & Dorea, C. C. (2018). Access to drinking water: Time matters. Journal of Water and Health, 16(4), 661- 666. https://doi.org/10.2166/wh.2018.009 Lawman, H. G., Grossman, S., Lofton, X., Tasian, G., & Patel, A. I. (2020). Hydrate philly: An intervention to increase water access and appeal in recreation centers. Preventing Chronic Disease, 17, E15. https://doi.org/10.5888/pcd17.190277 Liska, D., Mah, E., Brisbois, T., Barrios, P. L., Baker, L. B., & Spriet, L. L. (2019). Narrative review of hydration and selected health outcomes in the general population. Nutrients, 11(1), 70. https://www.mdpi.com/2072-6643/11/1/70 Mayo Foundation for Medical Education and Research. (2022). How much water do you need to stay healthy?. Mayo Clinic. https://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-eating/in-depth/water/art-20044256 Substance Abuse and Mental Health Services Administration. (2023). National Survey on Drug Use and Health: Model-based prevalence estimates (50 states and the District of Columbia). U.S. Department of Health and Human Services. https://www.samhsa.gov/data/sites/default/files/reports/rpt56188/2023-nsduh-sae-state-tables_0/2023-nsduh-sae-state-tabs-washington.pdf Taylor, K., & Tripathi, A. K. (2025). Adult dehydration. StatPearls - NCBI Bookshelf. https://www.ncbi.nlm.nih.gov/books/NBK555956

Students in Peterson Window, Circa 1920

A pair of students looks out a top floor window of Peterson Hall. Text on back of photo reads: Did you ever see such sight as that before, library windowhttps://digitalcommons.spu.edu/archives_images_seminary/1106/thumbnail.jp

The Effectiveness of Solution-Focused Brief Therapy for Children of Color

When many therapy models were created, the target audiences for effectiveness were adults who were predominantly White and did not have success with therapy in the past. White adults are not the only group of people needing mental health services and a gap has been created in the research. This proposal pushes for research to be done related to the effectiveness of solution-focused brief therapy on children of color. To measure this, children receiving services from a community mental health site that range in age from 3-17 will be included. They will be given pre and post assessments of the PSC-17, PHQ-9, and GAD-7. Based on previous research, it is indicated that solution-focused brief therapy works well for children and different cultures. Based on this the expected results would show that this model works well for children of color as well

Feeling known: Microaggressions, belonging, and mental health among Asian American college students.

The study investigates discrimination, social belonging, religious coping, and mental health among Asian American college students. It examines whether social belonging and religious coping would buffer discrimination effects on mental health. An online survey was sent to 340 participants, aged 18 or above, identifying as Asian American. Data collection is currently underway, and findings will be shared at the conference. In sum, the research will illuminate coping mechanisms like belonging and religious coping within the Asian American community, potentially benefiting this population

Rethinking “Key-chain Swap” and other Decontextualized Algorithm Teaching Practices for Rational Number Learners

Mathematical literacy is critical in an increasingly data-driven society, yet many students struggle with rational number concepts due to the prevalence of decontextualized algorithmic instruction. This study investigates the impact of targeted professional development (PD) on sixth-grade teachers’ instructional strategies and their students’ rational number achievement. The research examines whether explicit, conceptually grounded teaching of rational number operations improves student understanding compared to traditional algorithm-based instruction. Using a mixed-methods approach, the study collected quantitative and qualitative data from students at two middle schools. The intervention was statistically significant at School A, where students in the intervention group demonstrated greater achievement gains than their control group peers. Conceptual fraction division emerged as a key predictor of overall rational number achievement, highlighting the importance of instructional methods that contextualize algorithms. Findings suggest that while procedural fluency can lead to correct answers, it often lacks conceptual backing, which can impede the transition between natural and rational number reasoning. At School B, the intervention did not yield statistically significant differences in achievement gains, potentially due to a lack of readiness to receive sixth-grade math instruction. This research contributes to the discourse on math education reform by demonstrating that shifting instructional focus toward rigorous conceptual understanding can enhance students\u27 long-term mathematical proficiency. Implications for curriculum development, teacher training, and future research on rational number instruction are discussed. Keywords: rational numbers, natural number bias, teacher professional development, fraction division, conceptual rigo

Alexander Hall trees being cut down

Some trees next to the side of Alexander Hall (now named Alexander and Adelaide Hall) being cut down.https://digitalcommons.spu.edu/archives_images_seminary/1051/thumbnail.jp

Culture in Action: The Role of School Culture on Educational Policy Implementation and Teacher Commitment

This research proposal examines the mediating role of school culture in the relationship between educational policy implementation and teacher commitment. Teachers are the primary focus of this study as they are often underrepresented in educational research, despite being the cornerstone of effective learning environments. Using a mediation model, this study seeks to explore how policy-driven changes influence teachers\u27 professional commitment through shifts in school culture. The findings aim to provide insights for policymakers and educators, advocating for teacher-centric approaches in policy development to support sustainable school improvement such as teacher training and curriculum standardization

Mental health resources and suicide rates: Testing the moderating role of cultural orientation

This study investigated whether cultural orientation moderates the relationship between mental health resources and suicide rates. Using 2016 cross-national data, it tested if the individualism score of a country influenced the association between psychiatrists per capita and suicide rates. Results showed that individualism did not significantly moderate this relationship. However, both the number of psychiatrists and individualism scores independently predicted higher suicide rates. Together, these variables explained 44% of the variance in suicide rates. These findings challenge the assumption that increasing psychiatrists reduces suicide. Suicide prevention efforts should consider cultural and systemic factors influencing mental health service access

The Impact of School-Wide Positive Behavior Interventions and Supports on Middle School Behavior Outcomes in a Post-COVID Educational Environment

This study is a program evaluation utilizing a causal-comparative pre/post design to assess the impact of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) on behavioral outcomes in a post-COVID middle school. Following the COVID-19 pandemic, behavioral challenges, including classroom disruption and violence, increased, intensifying the need for structured behavior management systems. SWPBIS provides a framework for promoting a positive school culture through structured behavior expectations and reinforcement strategies. Grounded in behaviorism, social learning theory, and Response to Intervention (RtI), SWPBIS contrasts with zero-tolerance policies and restorative practices, which are also examined for their impact as alternative behavior management approaches. Empirical evidence supports the efficacy of SWPBIS in reducing exclusionary discipline, as seen in decreased suspension and office discipline referrals (ODR) rates. Using a causal-comparative design, this study analyzed pre-and post-implementation data to evaluate SWPBIS’s effectiveness in reducing office discipline referrals (ODRs). And exclusionary discipline (suspensions). Notable, no significant racial disparities were found in ODRs, suggesting early progress toward more equitable reporting practices. However, disparities in suspension rates persisted for male students, students receiving special education services, and Black students, emphasizing the need for stronger multi-tiered supports. These findings suggest that SWPBIS holds promise in reducing behavioral incidents and improving equity in student outcomes over time. This study contributes to the literature on school-wide behavior frameworks in post-pandemic education environments and provides practical insight for school leaders seeking to create proactive, positive, and equitable school discipline systems