Cultural dissonance in a professional educational setting is a sense of discord, disharmony, confusion, or conflict experienced by individuals as a result of cultural displacement. Despite efforts to ease cultural dissonance, understanding the complexities of individuals’ experiences is pivotal to making the changes needed for an environment open and equal to all. The purpose of this research is to understand where cultural dissonance exists in a professional educational setting and what role it plays in how individuals communicate and conduct their work. Interviews with faculty from Montana State University and National University were conducted via zoom. During the interviews qualitative data was collected regarding experiences had or observed in the work environment. The results of this research will provide perspective of culture in the workplace through the eyes and experiences of faculty. Additionally, it will provide data for the relatively new field of cultural dissonance research in an academic setting focusing on staff and faculty members.

In attempt to deconstruct perceptions of equity and diversity within the city of Austin, Texas, this study examines inequity and vulnerability through the lens of users of local public parks. Utilizing ethnographic interviews coupled with archival research and literature analysis, I propose a holistic and qualitative approach to establish a comprehensive basis of user attitudes for future park planning and development. Recent social equity and environmental justice research has assessed the issue of park equity regarding measures of park quality, proximity, and accessibility. However, I argue that sociological literature insufficiently examines the equity of public park space according to the personal and emotional perspectives of underrepresented and vulnerable users. Therefore, this investigation will highlight and analyze trends of perceived equity primarily according to user assessments on the basis of human experience.

After immigrating to the United States in the late 1970s, Hmong immigrants have integrated into American society including learning a second language, English. In recent years, many researchers have focused their studies on the declination of the Hmong language and the impact this decline has on the Hmong American community. On the other hand, not much research has been done about the acquisition of the English language and its broader impact on the Hmong community. This research project will explore the experiences of second-generation Hmong Americans after learning English and whether being English second language learners has affected their self-confidence and self-perceived competency in communicating in English. Data will be collected by using a mixed-method. Participants will first complete a language background history questionnaire. Afterward, participants will undergo a semi-structured oral interview using questions from the Bilingual Language Profile, Language Experience and Proficiency Questionnaire (LEAP-Q), and Quantifying Bilingual EXperience (Q-BEx) questionnaire. Data collected will be used to measure participants' self-confidence and self-perceived competency when communicating in English in various settings.