Just a few months ago, the UNC Frank Porter Graham Child Development Institute (FPG) welcomed its fifth cohort of scholars in the Marvin H. McKinney Scholars Program in Research, Practice, and Policy, which was established to offer hands-on research experience in child development to undergraduate students from North Carolina's historically Black colleges and universities (HBCUs).

The scholars spent nine weeks at FPG learning about the Institute’s role in improving outcomes for young children and families through research, evaluation, implementation, technical assistance, and policy engagement. Working with and shadowing mentors doing project-based work, the scholars had an opportunity to further their understanding of the importance of research, practice, and policy, as well as the interconnections and pathways between each of these areas of work.

At the end of the program, each scholar’s work culminated in a final presentation. In this four-part series, you will hear directly from the scholars about what they learned and what they will be taking with them from this experience.

Today, you’ll hear from Aerryan Bentley a rising senior at Johnson C. Smith University majoring in psychology. As a first-generation college student and Ronald E. McNair Scholar, Aerryan reports that the McNair Scholars Program has been instrumental in helping her navigate research opportunities and graduate school preparation, and she was excited to learn about the McKinney Scholars Program, saying it stood out because of its emphasis on research, policy, and implementation science, which are areas she sees as critical in shaping effective interventions for children and families.

"The FPG McKinney Scholars Program aligns perfectly with my goals by providing hands-on experience in research, policy, and implementation science related to child development and welfare,” said Aerryan, “and I am eager to work with a team of mentors who are dedicated to improving children’s lives through evidence-based practices."

Aerryan is planning for a career in school psychology and social work, particularly in underrepresented communities, and wants to advocate for policies and interventions that can create lasting, positive change for children and families.
 

The McKinney Scholar experience as shared by Aerryan Bentley during her final presentation

This summer as a McKinney Scholar I participated in a lot of activities including shadowing FPG investigators and staff, refining interview questions, conducting discussions and debriefs, and reading a variety of recommended scholarly articles. During my rotation with the Equity Research Action Coalition, I read about African centered education schools, and with The Impact Center, I learned a lot about implementation science. 

I also had opportunities to join multiple in-person retreats. I attended the Coalition’s annual retreat where researchers brainstormed new project ideas and shared current work. At The Impact Center, I observed a Triple P retreat where team members discussed planning for the upcoming fiscal year and addressed concerns. During my Trohanis rotation, I participated in an aRPy ambassador retreat, where ambassadors and technical assistance specialists discussed the recommended practices they’ve used, what’s been successful, and where support is still needed.

In addition to observing, I worked closely with my mentors in the Coalition to refine the qualitative interview questions—more on that in a minute—that I used throughout my project. Across all rotations, I regularly engaged in discussions and debriefs where I could ask questions, reflect on what I was learning, and better understand how each project fit into the broader mission of FPG.

This summer, I wanted to explore how family values and social identity shape parents’ perceptions of what a “quality” education means. I wanted to better understand how these personal factors influence the choices families make when it comes to schools that they choose for their children to attend.

To do this, I created a semi-structured interview guide focused on how people define quality education and what influences school decision-making. I conducted three individual interviews with people who had personal or professional experiences related to school choice. I also joined a team call during my Trohanis rotation and asked two broad questions from my guide. While it wasn’t a full focus group, the conversation gave me useful perspectives from multiple people at once. And I was able to analyze their responses using a thematic approach.

For the interview guide, I created a set of open-ended questions that connected directly to my research question: How do family values and social identity influence perceptions of quality education?

• What advice would you give to schools, districts, or policymakers to better support families?
• How do you think your background or identity influenced how you made this choice?
• How do you think your experience with school affects how you see the education system?
• How would you personally define a “good” or “quality” school?

For my first interview, this person's kids attend their assigned neighborhood public school. This person shared that cost and limited access to alternatives like Montessori or charter schools made public school the default option for them. This person said if they could do it all over again, they'd get more involved earlier by volunteering and building relationships with teachers and being present in just the school community overall.

They also described the school enrollment process as inconvenient, especially for families moving during the summer. He noted gaps in communication and unclear procedures. And after becoming a parent and doing research in areas related to education, they started to think more critically about how schools function and whether they truly meet the needs of all students.

For my second interview, this person initially planned to enroll her child in a public school, but after discussing options with their significant other, and considering their child's needs, they chose a Montessori school instead.

This person’s daughter is neurodivergent, and she was concerned about how traditional schools might not accommodate her daughter’s learning style. The parent wanted a setting that prioritized flexibility and individualized support. This parent defined a quality school as one that supports the whole child—academically, emotionally, socially, and physically. She emphasized a school having enough resources, inclusive practices, well-trained and supported staff, and strong collaboration with families. A good school, in their view, welcomes diversity and ensures students can learn in multiple ways, not just through traditional instruction.

This parent reflected on the guilt they sometimes feel when making school choices, especially when they have the privilege to choose. She acknowledged how her identity and social standing played a role in her access to certain options.

And for my final interview, this person had always been a big supporter of public schools, but after experiencing the lack of resources in a one-size-fits-all approach, they ultimately chose a charter school, which felt like just a better fit for their child. This person prioritized small class sizes, strong curriculum  and racial diversity, so their child could learn in a more personal, inclusive environment and interact with kids from different backgrounds.

Even as someone working in education, this person found that the school lottery system could be confusing and unfair to some families. They mentioned how families outside the system don't always have the time or information needed to make informed choices.

This person also noted that their background in education gave them insight into systemic issues. They recognize that their knowledge and privilege helped them navigate the system in many ways that other families may not be able to.

As I said before, I did an informal focus group during my Trohanis rotation. I was able to ask the group two broad questions: How would you personally define a ‘good’ or ‘quality’ school? What advice would you give to schools, districts, or policymakers to better support families? 

To the first question, I received a few answers that stood out: 

• Teachers using evidence-based practices and engaging with students.
• Inclusive environments with wraparound services and diverse staff.
• Schools where teachers feel valued and supported.
• A strong sense of belonging—like what’s the vibe when you walk in?

And to the second question, some said:

• Increase funding to under-resourced schools.
• Make school access easier through transportation and affordability support.

When thinking about everyone I spoke to, some common themes definitely came up and I saw how identity shapes choice, that there are different views of ‘quality,’ there are barriers to access, and families really want to feel seen and heard.

With identity—including race, income, parenting style, and cultural background—it clearly shaped how families made school decisions. And tied to this, families faced different barriers. With quality, people had many different things they focused on—such as resources and teacher support, safety, community, or inclusiveness—especially for neurodivergent or bilingual students.

And from all participants, they stressed that families want to feel welcome, respected, and involved—not just informed about schools, but actually included in how schools work and serve their communities.

Moving forward, I’ll be thinking more critically about what it means to center family voices in education. The people I interviewed and spoke with made it clear: Families want transparency, inclusion, and systems that feel human, not just efficient.

As I prepare for grad school, this internship has helped me grow in ways I didn’t expect—from learning how to stay organized with outlook to improving my communication and networking skills. I've truly never met so many people in such a short amount of time. Everyone was really welcoming and really helpful. And I feel like this made such a difference in my experience here. This experience didn't just shape my understanding of research, it also shaped my mindset as a future social worker, advocate, and community partner.

To my mentors and everyone I worked with during my rotations at FPG—I hope you’re reading this—I truly appreciate your support and your guidance. And thank you to the individuals who participated in my interviews and shared their stories with me. Your voices shaped this project in powerful ways.