32nd Annual UMBC McNair Research Conference

Slavery in New Jersey occurred from the 1600s as a Dutch colony, until 1866, when the 13th Amendment was ratified, something that New Jersey voted twice on before passing. In recent decades historians have done more research on slavery in the north. This work often focuses on slavery as a whole instead of the individual experiences of enslaved persons during this time. Limited documentary evidence leaves historians with a lot of statistics over being able to make a complete history of an individual. The goal of this research is to share the experiences of Black Americans in Lawrence Township from the time of the American Revolution to the Civil War. By examining history from this perspective, case studies of several individuals will add to the literature the untold stories of Black Americans who are not identified as historical figures in textbooks. Implementing an analysis of the historical accounts personifies broad themes and puts faces onto statistics. This study uses qualitative methodology to review primary documents and secondary sources to support the research findings.

Does being Chican* or a US-born Mexican mean you are inherently indigenous? These communities' unique histories are one of the reasons behind an assertive answer to this question. This literature review examines the different arguments surrounding the complexity of claiming indigeneity as Chican*s and US-born Mexicans. The argument is that claiming indigeneity as Chican*s and US-born Mexicans can, unintentionally, contribute to the neglect of Indigenous struggles and experiences. US-born Mexicans (commonly called Mexican Americans) were included due to their similarities with Chican*s. To critically analyze this issue, the literary focus was placed on the historical junctions of the analyzed literature and the general arguments relating to Chican* Indigeneity and Indigenism. The historical junctures chosen were the Spanish conquest, Modern Nation-State Mexico, the Anglo conquest, and the Chicano movement. Then, both supporting and critiquing stances were examined for two questions: are Chican*s Indigenous? And is a potential claim beneficial? The gap found was that the content surrounding this discussion, primarily written in English, restricts perspectives critical to this conversation. As the final point, the stance taken is that counterarguments about policing or validating identity fail to include Indigenous frameworks, where then claimed indigeneity could perpetuate settler colonialism.

This project investigates the multifaceted challenges faced by businesses and individuals in the conflict-ridden environment of the Democratic Republic of Congo (DRC). In a country where ongoing conflict disrupts lives and creates an atmosphere of insecurity, this study seeks to understand why many businesses fail and how these failures impact Congolese people. The research will explore the lived experiences of business owners whose enterprises collapsed or were harmed due to the war. The study aims to highlight issues such as infrastructure damage, supply chain disruptions, and the struggle for stability in a post-conflict setting marked by limited access to essential services like clean water, food, healthcare, and education. Additionally, the research will explore gender-specific challenges, including sexual harassment and early marriage, to understand how these issues intersect with business and personal resilience. Through semi-structured interviews, ethnography, and autoethnography, the project will shed light on the nuanced experiences of those affected by conflict. By tackling these interconnected challenges, the study aspires to contribute to a more comprehensive understanding of post-conflict recovery and inform policies that support sustainable development and gender equity in the region.

Discourse on the purpose of learning and DEI in U.S. higher education is an increasingly contentious topic. Existing DEI initiatives are under attack, undermining the political and ethical dimensions of learning. Students are also demanding more from higher education, with diversity course requirements being common mechanisms for change. This paper interrogates students’ perceptions of an ethnic studies requirement as a change process through articles from flagship student newspapers at UW-Madison. Using Critical Policy Analysis and Interest Convergence, we found that students perceive diversity requirements to lack criticality and their visions for higher education include transformative and challenging courses. Centering students’ assertions of curricular reform will facilitate future social justice initiatives and elucidate conditions affecting implementation of change work.

TBA

TBA

TBA

TBA

TBA