Archive for month: April, 2026

Meet UCLA undergraduate researcher Sabah Alidina!

Sabah is majoring in Education & Social Transformation and Spanish and is part of the Undergraduate Research Fellows Program. Sabah’s project is “Empowering Students Early: The Role of Self-Efficacy in Career Readiness.”

How did you first get interested in your research project?

I first became interested in this research through my work with the UCLA Community School as part of the high school research team last year. That experience introduced me to college-access work and showed me how powerful it can be when students are given the tools to think about their futures. This year, I chose to focus my research on middle school students because I recognize it as a critical period when students begin forming beliefs about their abilities and future opportunities, as well as develop self-confidence. As the first in my family to attend college in the United States, I often had to navigate the education system independently, without clear guidance on how to pursue higher education. Looking back, I wish I had access to a course like this at a younger age to not only celebrate my identity but to connect it to real possibilities involving higher education and career readiness. This project allows me to combine my personal experiences with my academic interests in education, while working directly with students in a way that feels meaningful and impactful. 

What has been the most exciting aspect of your research so far?

The most exciting aspect of this research has been building meaningful, lasting relationships with the students and the UCLA Community School. Working in the classroom each week has allowed me to see students grow more comfortable sharing their ideas, reflecting on their identities, and beginning to imagine their futures. Small moments, such as when a shy student raises their hand, or when a student recognizes their strengths, feels incredibly rewarding as an educator and researcher. I have also found it exciting to see how directly this research connects to my future career as a teacher. Rather than studying theory in isolation, I am actively applying it in a real classroom and learning what works, what doesn’t, and how students respond. This has made the research feel both practical and purposeful. In addition, I really value the relationships I have built with my co-teachers and mentor. Collaborating on lesson planning, reflecting on our teaching, and adapting together has been an important part of the process. It has shown me how research can be both collaborative and community-centered. 

What has surprised you about your research or the research process?

One thing that has surprised me is how difficult it can be for students to recognize and articulate their own strengths. My group and I began to recognize the lack of social-emotional learning that occurs in the classroom, making it difficult and unfamiliar for students to reflect on themselves and their lived experiences. I recognized that students often have many assets, but may not always see them as valuable in an academic or future-oriented context. It highlighted the importance of intentional teaching practices that help students make those connections. I have also been surprised by how much flexibility is required when conducting research in real classroom settings. Factors like school events, shifting schedules, and even broader community issues can impact lesson plans. These moments have taught me that research is not always linear, and that being responsive to students’ realities is just as important as following a structured plan. 

What is one piece of advice you have for other UCLA students thinking about doing research?

My biggest piece of advice is to choose a research topic that you are genuinely passionate about. Research can be challenging, unpredictable, and at times exhausting, but when your work feels personally meaningful, it becomes much more rewarding. I would also encourage students to think about how their research can be interdisciplinary and collaborative. One of the most valuable lessons I’ve learned is the power of working in teams and across different fields to strengthen research. In my experience, combining perspectives from education, sociology, and psychology, and working closely with co-teachers, mentors, and community members, has made our work more thoughtful and impactful. Research does not have to be done alone, and some of the strongest ideas come from collaboration. Lastly, be open to growth and change throughout the process. Not everything will go as planned, but those moments often lead to the most meaningful learning experiences and findings. 

What effect do you hope your research has in your field, at UCLA, in your community, or in the world?

I hope my research contributes to a shift toward earlier and more culturally responsive approaches to college and career readiness. By focusing on middle school students, this project highlights the importance of building confidence and awareness before students reach high school, when many decisions about their academic paths begin to take shape. In my community, I hope this work continues to support students at the UCLA Community School by helping them see their identities, languages, and lived experiences as strengths that can guide their futures. When students recognize their own value, they may feel more empowered to pursue opportunities that may feel out of reach due to systemic inequities. At UCLA, I hope this research demonstrates the importance of community-engaged partnerships between universities and local schools. These collaborations allow research to move beyond theory and create meaningful change in real classrooms. Furthermore, I hope this work contributes to educational practices that center student voice, affirm cultural identity, and expand access to opportunity. Ultimately, I want students, especially students of first-generation and immigrant backgrounds, to feel confident in their ability to navigate their futures and pursue their goals.