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 and 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 Kamora Coleman, a junior attending North Carolina Central University. Coleman, who is a first-generation college student, is majoring in social work. When asked about her major, Coleman shared that she has always been passionate about helping children and families and she wants to do work that makes a lasting, meaningful, and positive impact on their lives.

The McKinney Scholar Experience by Kamora Coleman

In this article, I’ll walk you through the rotations I completed this summer during the McKinney Scholars Program and the powerful projects I explored—and the research question I considered throughout this entire experience. It’s one that really matters to me both personally and professionally. I’ll also share how being part of this program helped me answer my research question and shaped the way I think about advocacy and my future in social work.

My research question is, “How do researchers at FPG advocate for and give back to the underrepresented communities they work with?” I chose this question because it connects to my interest in social work and my passion for helping marginalized families. Social work is about advocacy and real-world impact, so I took this time to learn how researchers use their roles to build relationships and support the communities they study. Framing my experience around this question helps me explore how their work goes beyond research and reflects the values I hope to carry into my own career.  

My rotations

Project REACH was my first rotation, and it really opened my eyes. The project focuses on Black families raising children with autism, specifically, how Black children are often undiagnosed or misdiagnosed and how they face major gaps in services. The goal of this project is to not only understand those challenges, but to help create more culturally responsive support systems.

What stood out to me most was how the researchers did their work. They weren’t just collecting data—they were sitting down with families in interviews and focus groups, actually listening. They gave families space to share their lived experiences, and it was clear that relationships were just as important as the data. That’s what advocacy looks like—not just talking about change but building trust and making people feel heard.

"Learning about how implementation science works showed me that advocacy doesn’t always look like protests or public speaking—it can look like building a program that truly works and lasts. It also made me realize that research and social work don’t have to be separate—they can work together to build systems that are fair, effective, and built with care."

This rotation taught me that research can be a form of advocacy when it’s done with care. Seeing that reminded me why I’ve chosen to pursue social work—to amplify voices and create change from the ground up.

My second rotation was with The Impact Center at FPG, and I honestly learned so much during this time; this was the rotation that helped me understand my research question the most clearly.

The Impact Center focuses on system-level change. Instead of just helping one family at a time, they work to improve the programs and systems that serve entire communities. What makes this possible is something called implementation science.

At first, I didn’t even know what that meant—but it ended up being the key to me understanding how research becomes real-world change.

So what is implementation science? Implementation science is the study of how to apply research effectively in real settings—like schools, group homes, or public health systems. It helps researchers make sure their work doesn’t just stay in a journal—it reaches the people who need it most. Learning about how implementation science works showed me that advocacy doesn’t always look like protests or public speaking—it can look like building a program that truly works and lasts. It also made me realize that research and social work don’t have to be separate—they can work together to build systems that are fair, effective, and built with care.

"Researchers at FPG talked about the importance of building trust with communities who’ve often been ignored or mistreated by institutions. They also emphasized that there is no one-size-fits-all approach. What works for one family, or one community, might not work for another. That’s why feedback and cultural humility are so important—they shape how programs are designed, implemented, and improved."

At The Impact center, I had the chance to learn from Implementation Specialists Lena Harris, Meriel Shire, and Ariel Everett about several incredible programs designed to support underserved children and families. The Rural Church Summer Literacy Program helps rural and low-income students avoid the academic setbacks that can come from summer learning loss. Project Build Up works behind the scenes to strengthen group homes, therapists, and other service providers so they're better equipped to care for children with complex needs—it’s all about creating stability within the systems kids rely on. And Triple P is a parenting program that gives families tools to manage challenging behavior, build positive relationships, and prevent long-term problems like neglect or abuse. What these projects have in common is that they’re all designed with the community in mind—not just what researchers think will help but what families actually say they need.

My last rotation was with the Educare project team at FPG. FPG serves as a national data hub for the Educare National Evaluation, which helps make sure there is a common set of data collection tools for all of the Educare schools. LEPs, or Local Evaluation Partners, work directly with schools to collect surveys from parents and staff. And many of the children and families involved are from low-income and underrepresented communities. 

These surveys ask about what’s working in the classroom, how families feel supported, and how staff view their roles. Once collected, this data is sent to FPG, where researchers process it and turn it into useful insights. LEPs then bring that information back to the schools. The goal is to use real feedback to guide improvements—whether that’s adjusting lessons, supporting teachers better, or building stronger family programs.

This connects to my research question because it shows how data collection isn’t just about research—it’s about advocacy. This work reflects equitable research practices that center families’ experiences and give them a voice in shaping what happens in their school community.

Meaningful takeaways

During my MSP internship I also had the chance to lead interviews and focus groups with various individuals; having these conversations gave me an inside look at how advocacy really works in a research setting. One major takeaway was that advocacy starts with listening—not with fixing things right away. Researchers at FPG talked about the importance of building trust with communities who’ve often been ignored or mistreated by institutions. They also emphasized that there is no one-size-fits-all approach. What works for one family, or one community, might not work for another. That’s why feedback and cultural humility are so important—they shape how programs are designed, implemented, and improved.

Lena Harris shared a quote with me that she had heard before, which was “Find an advocate, not just a cheerleader.” It reminded me that support should be active, informed, and responsive—not just encouraging but involved. I need somebody who is going to be in my corner to push me to be better and not just praise me.

Another quote that stuck with me was "Life isn't linear," which is something Brian Boyd said during our interview—meaning that life doesn't follow a straight predictable path, and there's going to be so many opportunities, obstacles, and unexpected things thrown my way, reminding me that everyone’s journey is different and progress doesn’t always look like a straight line.

These conversations helped me see that advocacy through research is about being present, asking the right questions, and doing the work with communities—not just for them. It directly answers my research question by showing how FPG researchers advocate by staying grounded in relationships, feedback, and lived experience.

"I’m leaving the McKinney Scholars Program more confident in myself, more curious about the world, and even more committed to a future in social work where equity, service, and community voice are always at the center."

This internship has shown me that research is more than just gathering data—it’s about creating real solutions for real people. It helped me see how social workers and researchers can work together to make systems more equitable and accessible.

One major thing I’m taking away is how important it is to meet communities where they are, especially families who may not have had previous experience navigating complex support systems. That’s why the research question I want to explore in the future is, "How can social workers more effectively engage and empower first-generation families in navigating social services?"

This question comes from both my personal and academic journey. As a first-generation student, I’ve seen how overwhelming it can be to figure things out without guidance. I want to help families feel seen, supported, and confident—not just helped, but truly empowered."

Looking back on this experience, I feel incredibly grateful. I got to learn from researchers who don’t just study communities—they serve them, support them, and listen to them.

"Thank you to the McKinney Scholars Program, to everyone at FPG who welcomed me, and to the mentors who shared their time and stories. This experience will stay with me far beyond the summer."

This program helped me see that research can be a form of justice, and that advocacy can take many forms—whether it’s running a support group, designing a program, or making sure families feel heard.

I’m leaving the McKinney Scholars Program more confident in myself, more curious about the world, and even more committed to a future in social work where equity, service, and community voice are always at the center.

Thank you to the McKinney Scholars Program, to everyone at FPG who welcomed me, and to the mentors who shared their time and stories. This experience will stay with me far beyond the summer.