Although, on average, 1/189 U.S. adults are trans(gender), an umbrella term for someone whose gender identity does not fully align or conform to what is typically associated with and culturally expected of their gender and/or sex assigned at birth, trans adults are 21% less likely to attend college, highlighting the need to improve the retention and recruitment of trans and gender-expansive (any non-cisgender individual that was added because 66% of 925 non-cisgender youth selected "I prefer to identify my gender as (blank)" over "transgender)" people (Crissman et al., 2017; Baum et al., 2014). Therefore, this study will unpack their lived experiences with different class sizes/types and classes and faculty and staff of various disciplines in semi-structured, individual interviews with approximately five to ten non-cisgender undergraduates enrolled at or graduated within the last year from UW-Whitewater, an American, public, midwestern university, contextualizing their experiences with published research conducted at other American 4-year institutions. These students will likely report more negative experiences with their core, foreign language, and STEM classes and faculty and staff. Conversely, they will likely share more positive and neutral experiences with arts and communication, sociology, women's and gender studies, and humanities classes and faculty and staff. Trans and gender-expansive students, additionally, will likely recommend faculty and staff facilitate pronoun sharing, undergo mandatory training, incorporate trans/LGBTQ+ scholarship or content into their curriculum, utilize affirming visual representation, and have a non-discrimination/no-tolerance policy in their syllabuses.

This literature review will examine the school-to-prison pipeline and its effects on young Black males. The school-to-prison pipeline refers to the systemic process in which educational policies and practices disproportionately push students, particularly those from marginalized backgrounds, into the criminal justice system. Young Black males are significantly overrepresented in this pipeline, facing numerous obstacles that hinder their academic and personal success. In return, this contributes to their increased likelihood of becoming involved in the criminal justice system. This review will explore the various factors that create and maintain the school-to-prison pipeline for young Black males, including zero-tolerance policies, inadequate support services, and biased disciplinary practices and teacher expectations. In addition, it also investigate the long-term consequences of this pipeline, including diminished educational opportunities, increased dropout rates, and higher rates of incarceration. This review will analyze the existing research on potential interventions and solutions to mitigate the school-to-prison pipeline and its effects on young Black males. By examining the current literature, this review aims to raise awareness about the school-to-prison pipeline's disproportionate impact on young Black males and advocate for evidence-based policies and practices that promote equity, fairness, and educational opportunities for all students, but especially young Black males.

This research project addresses the lack of language instruction and cultural competence for children/youths in Lincoln, Nebraska, who have heritage languages other than English. The populations include Indigenous and Arabic Heritage Language communities. Using Participatory Action Research (PAR) and Indigenous Methodologies, we invited the listed communities into three collective forum events. During these forums, community members were asked by a speaker, a part of the research team, the following question: “If I were to hire a group of scholars from the University of Nebraska to do a project that the Arabic heritage/Native Community needs, I would ask them to address the following issue”. From there, additional issues and concerns were identified within the public school system and the communities’ interpersonal cultural hubs that may have been caused by the lack of cultural awareness. Using qualitative coding, notes from these forums were analyzed to uncover phrases, topics, and issues that could be grouped into major themes. These themes will be formatted into a problem/solution tree diagram for additional discussion. In continuation of this project, additional focus groups will be held to further address the problems and solutions that community members might identify, ultimately leading to useful knowledge about significant support for linguistic and cultural competencies for Indigenous and Arabic heritage communities. Educators in public schools, private schools and other educational institutions/organizations could utilize the findings of this project.

Refugees, as displaced individuals seeking a safe haven, encounter numerous challenges when attempting to pursue higher education, including enrollment in colleges and universities, within the United States. These abstract aims to provide a concise overview of the various barriers that impede their education aspirations. This study explores the multifaceted challenges faced by refugees in accessing higher education, highlighting socioeconomic, cultural, and bureaucratic obstacles. Socioeconomic factors such as limited financial resources often hinder refugees’ ability to afford tuition fees, textbooks, and other educational expenses. Additionally, refugees frequently lack access to financial aid programs and scholarship, limiting their opportunities. For educational advancement. Cultural barriers pose another significant challenge for refugees’ students. Language barriers, inadequate language support service, and limited proficiency in English hinder effective communication and academic success. Cultural differences and unfamiliarity with educational system in the United States further compound these challenges, potentially leading to feeling of alienation and exclusion. Bureaucratic hurdles also impede refugees’ educational pursuits. Complicated and lengthy application processes, visa restrictions, and documentation requirements can be overwhelming, particularly for individuals with limited resources and support networks. Navigating unfamiliar administrative systems and understanding the intricacies of the U.S higher education system present additional obstacles. Furthermore, the lack of recognition and evaluation of prior education and qualifications obtained in their home countries may undermine refugees’ chance of pursuing higher education. The absence of transparent and streamlined procedures for assessing foreign credential creates barriers to enrollment and limits academic mobility for refugees’ students. Understanding these challenges is crucial for developing targeted interventions and support system to promote educational opportunities for refugees. By addressing financial constraints, enhancing language support services, streamlining administrative processes, and establishing robust system for credential evaluation, policymakers, educational institutions, and communities can contribute to removing barriers and fostering an inclusive enrolment for refugees’ students in the United States.