This study is a systematic review of the current literature surrounding intergenerational trauma in Southeast Asian (SEA) immigrant/refugee families. This review was guided upon using the 2020 PRISMA criteria and framework. After a parallel search across several databases, 14 articles were qualified for inclusion after reviewing exclusion criteria. Across these articles, five main aims were examined: the effect of trauma on parent mental health, the effect on child mental health, the effect on parenting, the effect on family dynamics/relationship, and an exploratory aim on current recommended interventions. The literature indicated that negative mental health outcomes were often present in parents and affected the quality of parenting. Child mental health was negatively affected through close interactions with the parent. Certain parenting behaviors and styles were associated with traumatized parents, which led to the development of attachment issues in children. Family dynamics and relationships were impacted by conflicting cultures and beliefs they were raised with in the United States and the ones taught at home by their parents. Current recommendations for interventions involve therapy, understanding culture and context of trauma, and as well as utilizing the support and influence of the community. There are many gaps in current research and more examination of intergenerational trauma amongst SEA populations is needed to better understand this complex issue in order to improve the relationship between parents, children, and overall family suffering from the effects of intergenerational trauma. Further recommendations for research, gaps in literature, and implications for this study are explored.

While Covid-19 had severe impacts on education across the board, the goal of our research is to examine how virtual learning affected Business Data Analytics and Computer Information Students at Arizona State University. A survey was created to measure three key academic areas (student learning, communication, and student engagement) that may have experienced a notable change in quality. Forty Nine W.P. Carey students were surveyed and their responses were recorded in a Google Sheet. From there the results were transferred to excel and converted into a Numeric Likert scale. By establishing base scores for each of the survey statements we can isolate areas of virtual learning that underwhelmed or satisfied our target demographic. The objective of the subsequent analysis was to identify any areas within the three focal points that participants felt strongly impacted their performance with virtual schooling during the August 2020 to May 2021 school year.