PAULINA GUZMAN
Visiting Scholar, CPEP
Title: Teacher emotions in the classroom: their mediating role between self-efficacy and teachers’ well-being.
In the school context, teacher self-efficacy beliefs are defined as teachers' individual beliefs in their abilities to perform specific teaching tasks at a given level of quality in a given situation. According to Frenzel (2009; 2014), both positive and negative emotions that a teacher exhibits toward teaching are influenced by the teacher's different experiences in the classroom and influence the teacher's well-being. The present study examines whether teaching emotions, such as enjoyment, anger, and anxiety, plays a role in explaining the relationship between teacher self-efficacy and well-being. A sample of 2698 Chilean teachers between 20 and 80 years of age (M = 41.4, SD = 11.1; primarily women, 73.5%) was used. A mediation analysis was performed using a multiple regression model with a Bootstrap method. The results show that the emotions of enjoyment, anger, and anxiety toward teaching mediate the relationship between Self-Efficacy and teachers' well-being. Thus, the higher the self-efficacy, the greater the enjoyment, which is associated with higher levels of well-being.
On the other hand, the higher the self-efficacy, the lower the anger and anxiety, which are associated with higher levels of well-being. The present study argues that emotions are an essential resource that enhances or decreases teachers' well-being associated with their self-efficacy.

SARAÍ BLANCO MARTINEZ
Doctoral Candidate, Education & Psychology/ CPEP; Social Work/MSW
Title: Sharing the Burden: Latinx Immigrant Parents and Teens' Socio-political Discussions and their Impact on Youth Mental Health

Background:
There is limited research on parent-child discussions about sociopolitical issues in the U.S. and how they take place. There is less known about the role of sociopolitical conversations as a protective factor benefitting immigrant youth and families. We draw on the Ecological Expansion of the Adverse Childhood Experiences framework to better understand how immigrant-origin youth are making sense of restrictive immigration policies coupled with cultural and sociopolitical messaging received from parents.
Methods:
Participants engaged in one-hour virtual interviews between 2020 and 2021. We conducted ten interviews with undocumented Latinx parents, and 10 interviews with their adolescents aged 13-17.
Results:
Three main themes emerged from parent interviews: 1) sociopolitical socialization and youth agency; 2) documentation status socialization; and 3) emotional and mental health well-being. Findings show that parents use storytelling to share messages about race, culture, and immigration, and provide counternarratives to the toxic sociopolitical environment. Four themes emerged from youth interviews: 1) sociopolitical awareness and action; 2) youth taking on a protective role; 3) learning about risks, injustices and privileges; and 4) mental health. Youth shared a desire for sociopolitical education, and reported a range of coping mechanisms against anti-immigrant rhetoric.
Conclusion & Implication:
Our findings provide a greater understanding of communication practices within Latinx mixed-status immigrant families, by drawing on both parent and youth reports. These findings can inform practitioners and researchers alike of the amplified systemic barriers felt by immigrant families during the pandemic, and the urgency of supporting them as they fight for their rights and dignity.

OLUWASEUN OYINDAMOLA OGUNLEYE
Master's Student, Joint program in Education and Psychology
AMANDA ROSEMARY WEBSTER
SOPHIA GREWAL
Title: Phenotypic Racial Identification in Socialization of Multiracial individuals
There is a phenomenon of multiracial individuals expressing a greater association with one of their ethnic-racial identities over another. These associations within Multiracial individuals are the resultant of perceptions of phenotype, which is largely framed by white supremacy (Thekkedam, 2013). This research endeavor aims to contribute to understandings of the effect of dissociation of identity on strong psychosocial implications by challenging current literature and research by decentering whiteness through framing multiracial identity formation as a resultant of oppression in white supremacy (Miville et al., 2005). Beyond decentering whiteness in our research this is a remediary effort to reduce associations between racial category and phenotype within participants while investigating the role of the proximity to whiteness in the socialization of the participants and its effects on their identity formation. (Khanna, 2016). The methodology involves accessing qualitative interview data with a sample size of (n=5). Participants include individuals that either identify as multiracial and express identification with one aspect of their race or ethnicity over another. The diverse set of participants ranging from Asian American, Hispanic - Black, African American - White mothers, to a mother who identifies as Mulatta and the smaller scale of the research compares across racial compositions and age of the participants by examining the sociological underpinnings provides this research with a novel positionality. Rapid and Rigorous Qualitative Data Analysis (RADaR) technique is the intended modality for analysis (Watkins, 2017)

BERNARDETTE PINETTA
Doctoral Candidate, Joint Program in Education and Psychology
Title: “Mis Amores”: Affirming Ethnic-Racial Socialization Practices in School Introduction
Latinx youth are the second largest ethnic/racial youth group in the U.S. and comprise more than one quarter of our nation’s current public K-12 students (Patten, 2016; U.S. Census Bureau, 2019). However, Latinx students (and other youth of color) are also increasingly the subject of racial harassment from peers and teachers (Rogers et al., 2017). Yet, schools can also be sites of affirming explicit and implicit messages about ethnicity and race, thereby affording opportunities for Latinx youth to develop their ethnic-racial identities, multicultural competencies, and critical consciousness to the extent that they are able to learn about their own groups, the experiences of others, and racial inequality and injustice, respectively. Understanding Latinx youths’ racialized experiences at school can thus provide crucial insights to educators and researchers seeking to support the healthy development of Latinx youth. In this qualitative case study, we describe the instructional practices and interpersonal interactions of Ms. Perez, an esteemed educator known for her exemplary instructional practices that uplift youths’ civic capacities while attending to their social and emotional learning needs. Using thematic analysis, we developed three themes of ethnic-racial content integration: (a) cultural content, (b) racialized experiences, and (c) youth empowerment. Our findings come at a pivotal moment, providing specific strategies and practices to inform future research and theorizing on best practices to support Latinx youths’ development as it relates to their identity and critical consciousness.