The Laidlaw Undergraduate Research and Leadership Scholarship has given me so many incredible opportunities; from able being to design and lead my own research at Cambridge, work alongside researchers in Canada, explore unfamiliar cultures and perspective the range of experiences across a single programme has been incredible. One parts that has stood out to me in the value in coming together. Whether it is through collaboration when problem solving, interdisciplinary approaches to investigation or intersectionality to solve social issues from multiple standpoints, diversity is what makes us stronger and allow us to accomplish lasting change.
SUMMER 1: RESEARCH AT CAMBRIDGE UNIVERSITY LEARNING AND DEVELOPMENT LAB
Understanding complex social issues through different perspectives
During my first summer, I had the opportunity to propose, design and undertake my own research project, titled “Looking Smart”: Examining Prototypicality as a Predictor of Gender Brilliance Attributions Across White, East Asian and South Asian Racial Groups in British Children, under the supervision of Dr Jillian Lauer at the Cambridge University Learning and Development Lab (CUDL).
My project explored how children's perceptions of intelligence and brilliance vary across gender and racial groups, contributing to our understanding of how stereotypes develop during childhood. What initially appeared to be a question rooted in social psychology quickly demonstrated the importance of looking beyond a single discipline. Understanding how children form perceptions of intelligence required drawing on psychological theories, educational contexts, research methodology and an awareness of the wider social environment in which children develop.
Turning data into a story
Collecting data is only the first step. The real challenge lies in extracting meaningful insights and communicating them effectively.
Analysing my results taught me to look beyond p-values, considering effect sizes, practical significance and the broader implications of my findings. I also learned that communicating research requires adapting how we present information depending on our audience. A finding that is meaningful to a psychologist may need to be explained differently to an educator or someone working in policy.
I had the opportunity to develop these skills further when I presented my research poster at the annual Laidlaw Scholars' Conference in Durham. Meeting scholars from a wide range of academic backgrounds challenged me to explain my research in a way that was accessible to people outside my field. More importantly, the discussions encouraged me to think about my findings from perspectives beyond the one I had initially approached them with.
I also learned there is still value in things that go "completely wrong". During my research projects, because of issues with my ethics review and other administrative problems, I was not left with much time to collect data.When I began collecting data I ran into the issue of many sign up were not by parents of children but were instead adults pretneing to be children in order to get the incentive for taking part in the study. As a result, most of the data I tried to collect myself was not useable. With not much time left, I instead analyssed existing data that was cllected by my supervisor and wrote that up as part of my analysis and wrote about the rest of my study as a piolot to demonstrate the methodology I had developed. Although this was initially disappointing, it taught me that the value of research is not necessarily measured by whether everything goes according to plan or whether the original objectives are achieved. Being able to recognise when an approach is no longer viable, adapt to the circumstances and make the most of the resources available is just as important as the original planning. I also learned that setbacks do not necessarily mean that work has been wasted; even when the results are not what we hoped for, there is still value in what the process teaches us and the foundations it creates for future work.
Looking back, my first summer taught me that producing good research is not simply about becoming an expert in one area. It is about knowing how to bring together different forms of knowledge, recognising the limitations of your own perspective and communicating findings in a way that allows others to use them.
SUMMER 2: LEADERSHIP IN ACTION IN CANADA
My second summer offered a very different perspective on the same idea. Through my Leadership in Action placement at the Animal Behaviour and Cognition group, I had the opportunity to contribute to exploring how urban wildlife, particularly coyotes and raccoons, respond to human and predator sounds.
Working in a field-based research environment pushed me beyond the setting I was accustomed to. It also introduced me to a different way of thinking about complex problems, particularly the relationship between human activity, wildlife behaviour and environmental sustainability.
Recognising the intersection of environmental and social issues
One thing that struck me about Vancouver and Canada was the steps that have been taken to reconcile and acknowledge the First Nations. Every event and talk I went to began with a land acknowledgement and history of the First Nations.
I enjoyed learning about the cultures of the various nations whose land I had the privilege to be on. Including traditions such as Potlaches, traditional gift-giving and feasting ceremonies, and the importance of canoes and how they absorb the energy of those who touch them. At the anthropology museum, I found it interesting how they showed the importance of language. For instance, in the museum of anthropology the items in the museum were not called ‘artefacts’ but ‘belongings’ - tying the objects to people and showing they acknowledged it was cherished, used in daily life, and held inherent cultural meaning.
What I also found interesting is how First Nation culture tied into sustainability. For example, the tradition of land stewardship - knowledge keepers practice sustainable resource management, including traditional cultural burns to maintain ecosystems and restore native clam beds. This highlighted to me how intersectionality connects social issues. For example how decolonization is also important for environmental sustainability and how native knowledge which kept land and sea healthy before colonisation can and should be incorporated to future sustainability efforts. For instance, after my LIA I travelled to Port Hardy (north of Vancouver) where I visited the K'awat'si Shellfish - a sustainable oyster farming enterprise operated in partnership with the Gwa’sala-‘Nakwaxda’xw Nations. Located within the Ugwiwa Cape Caution Conservancy, it combines traditional guardianship with cold-water aquaculture.
Though Canada still has a ways to go with supporting First Nations, it was refreshing to see the steps they have taken, especially compared to other countries. It made me reflect on the native people in other places I have lived and in the future I hope to use what I have seen as examples of how native culture and knowledge can be incorporated into projects I work on by amplifying the voices of indigenous peoples.
An “imperfect” background can bring new perspective
I spent much of my first week observing what was happening with the project and honestly, not feeling very useful. I thought of practicing the character trait of humility in knowing I may not always be the best person for a job and not waiting to insert myself and waste time. However, I found this becoming a vice at times and at worst initially led to me not trying to contribute because someone else already knew more. However, I realised that humility comes more from understanding your own current abilities at the moment and not overstating them but also knowing that abilities are things you can grow. I felt this for example with the coding aspects as I initially did not know how any of the devices worked and felt bad for asking for help in being shown. I see now how exercising the trait of courage in asking for help and having the humility to know I needed help allowed me to then contribute to the project in a way I would not have otherwise. I found people were kind and generous in offering help and explanation after I asked. I also found that because I wasn’t necessary directly trained in the same field as those around me, this gave me a differnt perspective on problems. Therefore, while i didn't necessarily know the conventions on how to solve a problem, I could offer insight into other methods that had not been considered.
New place, new people
Vancouver is a sprawling city, and it is easy to understand why many consider it a lonely place. For the first time, I was without structured avenues, like classes or student societies, that naturally facilitate making new connections. As an introvert who genuinely enjoys social connection, taking the initiative to meet people felt like a daunting hurdle. To overcome this, I sought out open social gatherings and local workshops, discovering options like pottery classes and community meetups organised through the 'Flock' app. Stepping out to attend these required a conscious exercise of the Oxford Character trait courage. It was a strange contrast: although I knew I would have fun and appreciate the company, staying alone in my room felt far more comfortable. However, pushing through that initial hesitation rewarded me with enjoyable experiences every time, reinforcing the idea that stepping outside our comfort zones often unlocks new opportunities. Ultimately, I realised that feeling fearful does not mean something is bad. I think going beyond my comfort zone and the circles of people also exposed me to so many types of people I would not normally talk to. I found it amazing to talk to people about their worldviews and how their environments shape who they are, something that was central to both my LIA and research project.
LOOKING BACK: THE VALUE OF BRINGING THINGS TOGETHER
Across my two summers, the Laidlaw Scholarship has taught me that doing good is never confined to a single domain.
My first summer showed me how combining disciplines and perspectives can help us better understand complex social issues. My second demonstrated that environmental sustainability cannot be separated from cultural preservation, social responsibility and the inclusion of Indigenous knowledge.
Perhaps most importantly, both experiences taught me something about the role I want to play in creating positive change. I do not need to be the most knowledgeable person in the room, nor do I need to have all the answers. What matters is being willing to learn, bringing different perspectives together and having the courage to contribute even when I am outside my comfort zone.
I am incredibly grateful to the Laidlaw Foundation for providing these opportunities, to Dr Jillian Lauer and everyone at the Cambridge University Learning and Development Lab, and Nathan Lewis and everyone at the University of British Columbia's Animal Behaviour and Cognition group who made my second summer such a rewarding experience.
I hope to carry these lessons into my future work, particularly in behavioural science and interdisciplinary research. Ultimately, whether we are trying to understand human behaviour, improve education or address environmental challenges, lasting change comes from recognising that no single discipline, perspective or individual has all the answers.