Tipsuda Chaomuangkhong, Arizona State University

Bridging STEM and Social Awareness: Perceptions of STEM Majors in Ethnic and Feminist Studies Courses - Rebeca Mireles-Rios, University of California - Santa Barbara; Ingrid Banks, University of California - Santa Barbara; Laury Oaks, University of California - Santa Barbara; Miriam Burnett, University of California - Santa Barbara; Lisa Park, University of California - Santa Barbara; Adanari Zarate, University of California - Santa Barbara

Letters From the Graveyard: Exiled Academics’ Experiences After Losing Academic Freedom in Turkey - Clarisse Halpern, Florida Gulf Coast University; Hasan Aydin, Florida Gulf Coast University

Latiné College Students’ Experiences Attending a Predominantly White Institution (PWI) - Matthew Aguirre, University of Nevada - Reno; Maria Sandra Jimenez, Truckee Meadows Community College; Eleni Oikonomidoy, University of Nevada - Reno

Chaehyun Lee, Southeastern Oklahoma State University

Cultural Inclusion and Identity of Immigrant Students: A Study of Lived Experience of Korean Immigrants - Sori Kim, Teachers College, Columbia University

Imagined Asian Americanness and Karen youth in U.S. schools - Insil Jeon, University of Minnesota

Unveiling Korean Identity in the U.S. Korean Schools: A Collaborative Autoethnography - Seunghoon Han, University of Northern Iowa; Hyelin Kim, University of Georgia; Naewook Kwon, University of Georgia

“We’re More Than Ube”: A Qualitative Case Study of a Filipinx/Filipinx American Parent-Driven Learning Collective - Anna Gail L. Caunca, World Learning

Brandon M. Butler, Old Dominion University

“A Leaf a Gourd a Shell . . .”: Toward a “Carrier Bag” Approach to Online Course Design - Beth Giebus-Chavez, University of New Mexico

A Self-Study of Early Childhood Faculty Social and Emotional Learning and the Impact on Delivery - Allison Jane Barness, University of Northern Iowa; Allison Pattee, University of Northern Iowa; Brandy A. Smith, Wartburg College

Teaching With/As/Of/For/In A Machine: S-STEP and the Vulnerability of Digital Spaces - Magdalena Vazquez Dathe, University of New Mexico; Mary F. Rice, University of New Mexico; Lou Ellis Brassington, University of New Mexico; Mark M. Diacopoulos, Pittsburg State University; Megan E. Lynch, Boise State University; Tamara Shattuck, Western New England University

Elnara Mammadova, Purdue University

Critical Analysis of China’s Inclusive Education Policy: Learning in Regular Classrooms (LRC) - Bingwan Tian, University at Buffalo - SUNY

Equity Focused Multilayered Empirical Examination of Racial Inequity and the Individuals With Disabilities Education Act - Catherine Kramarczuk Voulgarides, Hunter College - CUNY; Alexandra Aylward, University of Nevada - Reno; Allison Firestone, San Francisco Unified School District; Roey Ahram, Grow Your Own Illinois; Natasha M. Strassfeld, University of Texas at Austin

Push and Pull Dynamics: A Comparative Perspective of Azerbaijan’s Inclusive Education Policy - Naila Omarova, Ministry of Science and Education of Azerbaijan

Factors Impacting Classroom Teachers’ Acceptance and Actual Work With Teaching Assistants in Inclusive Classrooms - Yuan Du, Beiijng Academy of Educational Sciences; Bolin Zhu, Beijing Academy of Educational Sciences; Yinghua Chen, Beijing Academy of Educational Sciences; Sha Lu, Beijing Academy of Educational Sciences; Shanfeng Wang, Beijing Academy of Educational Sciences; Zhenyun Zhu, Beijing Academy of Educational Sciences

Constructing the “I” in Artificial Intelligence: Teachers’ Perceptions of ChatGPT in Relation to Cultural Identity - Cristina Stephany, South Bay Consortium Teacher Induction Program; K. ʻAlohilani HN Okamura, University of Hawai‘i at Manoa; Mike Karlin, California State University - Dominguez Hills

Creating and Refining an Equity-Focused Coaching Program for High School Computer Science Teachers - Jennifer Rosato, University of Minnesota; Madeline Burton, The Blake School; Brad Haugen, Code Savvy

Designing Inclusive AI Learning Experiences: A UDL (Universal Design for Learning)–Guided Framework - Yukyeong Song, University of Tennessee; Lauren Weisberg, University of Texas - Arlington; Shan Zhang, University of Florida; Maya Israel, University of Florida

Equity, Inclusion, and Justice Through Artificial Intelligence in Education: A Critical Review - Ran Liu, University of Wisconsin - Madison; Carla Z. Glave, University of Wisconsin - Madison

Kristen L. Pratt, Western Oregon University

Analyzing Newcomer Narratives in a Student-Produced Video on Integration Challenges - Marigona Morina, University of Calgary; Rahat Zaidi, University of Calgary

Anti-Asian Racism Practices of the U.S. Transnational Chinese Parents in the Pandemic - Zhongyi Min, University of Florida; Pengfei Zhao, McGill University

"You Gotta Do What You Gotta Do": Undocumented College Students’ Resourcefulness Through Corporal Votive and Relationship Banking - Citlalli Rendon Guzman, California State University - Fresno; Luis Fernando Macias, California State University - Fresno

Amanda R. Corso, George Mason University

Needed More Than Ever: An Exploration of the Mental Health Status of Chinese International Undergraduate Students - Jing Su, University of California - Santa Barbara; Mian Wang, University of California - Santa Barbara

Psychological Well-Being of Postsecondary International Students: Moderated Mediating Effects of Social Support and Cultural Adaptation - Dong-Yeol Yoon, Konkuk University; DaeSeok Chai, Texas A&M University; Caleb Seung-hyun Han, University of Georgia

College Students’ Adjustment, Coping, and Stress During Pandemic: STEM versus Non-STEM - Anqi Zhang, Fordham University; Yi Ding, Fordham University; Xinran Guo, Fordham University; Xiaoyan Hu, Fordham University

Experiences of Preservice Music Teachers With Attention-Deficit/Hyperactivity Disorder - Corinne Galligan, University of Michigan

“Me, My Car, and My Shopping”: Engaging in Conversations Around Stress and Coping Among PK-20 Educators - Victoria Kim, University of Texas - San Antonio; Javier Mateos-Campos, University of Texas - San Antonio; Cynthia G. Meca, University of Texas - San Antonio; Bobbie Faith Garcia, University of Texas - San Antonio; Derek Bell, University of Texas - San Antonio; Judah Leggett, University of Texas - San Antonio; Belinda Saldaña Harmon, University of Texas - San Antonio; Yousef Alotaibi, University of Texas - San Antonio; Bryce Kyle, University of Texas - San Antonio; Xavier Santos, University of Texas - San Antonio; Corey D. Stone, University of Texas - San Antonio; Katalina Rain Munoz, University of Texas - San Antonio

Elizabeth Rollins, North Carolina Central University

Exploring Professional Identity Development of a Preservice Teacher Through an Epistemic Game - Hürriyet Sarıdemir, Middle East Technical University; Nur Cakir, Middle East Technical University

The Historical Production of “Bad Teachers” In U.S. Schools - Jordan Corson, Stockton University

“Since You (I) Come It All Changes”: Productive Tensions in a Novice Teacher's Identity Construction - Jingning He, University at Buffalo - SUNY

Kristin Lesseig, Washington State University - Vancouver

Preservice Teachers and Humanizing Pedagogies in an Early Reading Methods Course - Lorien Chambers Schuldt, Fort Lewis College

Supporting Preservice Teacher Literacy Development: Lessons From a Literacy Lab - Stephanie M Branson, Northern Arizona University; Tina Chaseley, Northern Arizona University; Robert Macias, Northern Arizona University

Teachers’ Use of Deficit-Based Language: Secondary Preservice Teachers’ Noticing for Equity in Teacher Education Coursework - Amber S. Bismack, Oakland University; Paul J. Weinberg, Oakland University

The Impact of a Teacher Residency Program on Student Outcomes: A Multiple Membership Approach - Preston Martin, University at Buffalo - SUNY; Sunha Kim, University at Buffalo - SUNY; Suzanne N. Rosenblith, University at Buffalo - SUNY; Amanda Winkelsas, University at Buffalo - SUNY; Elisabeth Etopio, University at Buffalo - SUNY; Julie Gorlewski, Hunter College - CUNY

Transnational Boundary Learning Experiences for Preservice Teachers - Ye He, University of North Carolina - Greensboro; Doris A. Kroiss, University of North Carolina - Greensboro; Wiebke J. Langer, University of Hamburg; Judy A. Fowler, University of North Carolina - Greensboro

Mollie McQuillan, University of Wisconsin - Madison

Locked Bathrooms and Canine Searches: High School Students’ Safety and Security in Diversifying Suburbs - Samantha L. Viano, George Mason University; Abigail J. Beneke, University of Wisconsin - Madison; Catalina Valdez, University of Wisconsin - Madison; Alyssa Barone, George Mason University; Aishia Brown, University of Louisville; Benjamin W. Fisher, University of Wisconsin - Madison; Kristina N. LaVenia, Bowling Green State University

"My Job Is Now Illegal": Iowa's "Don't Say Gay" Law and School Climate - Kathryn Watson, Appalachian State University

Resisting Rollbacks to Race-Conscious Education Policies During the Trump Era - Genevieve P. Siegel-Hawley, Virginia Commonwealth University; April Weber Hewko, Virginia Commonwealth University; Erica Frankenberg, Pennsylvania State University; Sarah Asson, Education Northwest; Talia S. Leibovitz, University of California - Berkeley; Kathryn A. McDermott, University of Massachusetts - Amherst; Janelle T. Scott, University of California - Berkeley; Elizabeth H. DeBray, University of Georgia; Isaiah Moore, Virginia Commonwealth University

White Christian Nationalism and Its Influence on Educational Policies for Transgender and Gender Nonconforming Students - Katelin G. Trautmann, Pennsylvania State University; Sherri Castillo, Austin Community College