While existing research on medical mistrust has focused largely on broader racial groups such as Black or Latino communities, Muslim women are specifically underrepresented in this literature. This study seeks to fill that gap by examining how cultural and religious beliefs interact with systemic barriers such as discrimination and cultural insensitivity to impact physician trust. The purpose of this mixed-methods study is to explore the factors that influence physician trust among Muslim women in the Dallas-Fort Worth (DFW) area. The main research question guiding this study is: How do intersecting factors such as provider gender, cultural or religious respect, and racial/ethnic identity influence physician trust among Muslim women in the DFW area? I am using a convergent mixed methods approach. I will collect quantitative and qualitative data simultaneously using a self-administered online survey with closed and open-ended questions. I will use Excel to calculate statistical comparisons and create graphs. Qualitative data will be sorted in Excel using thematic coding by tone (positive, negative, neutral) and themes such as trust, discrimination, and cultural competence. The goal is to collect responses from around 100 Muslim women across varying racial and ethnic backgrounds. Preliminary results are expected to reveal patterns in how participants describe their experiences and how these relate to their survey responses. By highlighting injustices women face, I plan to use my findings to educate and support these communities and promote more inclusive, culturally respectful care.

People of color who also identify as sexual and gender minorities (SGMs), often face challenges related to their compounding experiences of racism and heterosexism. These compounding stressors can lead to serious mental health issues such as depression, anxiety, substance use, and suicidal thoughts. Young adulthood (ages 18-25) is a sensitive period wherein these issues may develop due to normative developmental processes associated with identity destabilization, exploration, and crystallization. An important, yet often overlooked component of these developmental processes, is future orientation: the ability to think ahead, set goals, and imagine a better future. Understanding how young SGMs of color view their future is important in supporting their long-term well-being. Previous research on adolescents suggests that positive future orientation is associated with resilience, mental well-being, and goal achievement. However, there is limited research on how racial identity influences future orientation among young SGMs of color. In order to address this critical literature gap, we aim to answer the following research question: How does race influence the future orientation of SGMs of color? We will explore how racial identity influences future orientation in the lives of young adult SGMs, with a specific focus on how their narratives of the future, their goals, challenges, and expectations differ from their white counterparts. We are currently conducting qualitative interviews with a diverse sample of young SGM’s (n=40: 10 Black, 10 Latinx, 10 White, and10 Asian), which we will analyze using descriptive phenomenology to understand participants lived experiences. The result is pending.

As the descent into authoritarianism has become salient in the United States, concerns over democratic backsliding have grown. Public attitudes toward democracy are crucial to understanding the trajectory of a nation’s response to encroaching authoritarianism. This study focuses on the unprecedented antidemocratic beliefs of the younger generations of Americans. More specifically, the demographic of young (aged 18-40), non-college educated American men show the least support for democratic norms and are also the main demographic of those involved in the “manosphere.” This study aims to provide a more comprehensive examination of attitudes toward democratic norms than previous studies by examining the interaction between age, gender, and educational attainment in attitudes toward democratic norms. “Interaction” means that the impact of age depends on gender, and the impact of age and gender depend on college attainment. To do this, data from two 3-wave panel studies conducted by YouGov from 2020-2021 and Bovitz from 2022-2023, along with a cross-sectional Bovitz study conducted in 2025 were analyzed using software from R Studio and Stata. Participants answered batteries of questions that asked about their beliefs toward democratic “rules of the game,” partisan violence, partisan spite, authoritarian rule, and conspiratorial thinking, as well as about attitudes toward gender, including hostile sexism, belief in sexism shift (the belief that men are the victims and women the perpetrators of sexism), and separate spheres ideology (the belief that men and women should occupy different roles in society). Results are pending but will be available by Fall 2025.

Professional training in effectively forming positive partnerships with families from marginalized communities is needed in School Psychology graduate programs to answer the call for social justice-aimed approaches in education. However, there is limited research on graduate training with a focus on culturally responsive practices.This literature review examined the Family as Faculty (FAF) pedagogy and a qualitative study that involved two parent instructors and eight first-year graduate students who participated in interviews or focus groups to reflect on their experiences with the FAF- based preservice training. This review aims to highlight the emphasized themes found in the reflections given by parent instructors and graduate students that illustrate both family outcomes and student outcomes. This review draws on Dr. Aceves and Dr. Katic’s paper in School Psychology Review, Training “with” Families: Transforming Social Justice Principles into School Psychology Practice and the qualitative data collected in its administered study (2025). Within the analysis of family outcomes, the themes of “Passionate about Helping,” “Observing Appreciation for their Contribution,” and “FAF Family Transformation” were found. Within the analysis of student outcomes, the themes of “Specific Strategies / Approaches,” “Learning and Awareness,” “Cultural Identity,” “Lasting Effects,” and “Family Observation / Hopes” were found. Given the positive impact found in the parent instructors and graduate students’ reflections, this review proposes a longitudinal study where post-professional training alumni employed as first year school psychologists in K-12 settings can be periodically interviewed on how they partner with families and whether it stems back to their FAF training.