Eosinophilic Esophagitis, EoE, is a newer autoimmune chronic esophageal inflammatory illness that results from food allergen triggers (Lucendo, 2017). EoE has created a wide range of diagnostic challenges for physicians because of the similarities that it has compared to gastroesophageal reflux disease, GERD. Current research indicates that EoE predominately impacts males at higher rates compared to females, while White males are most affected by and at risk for developing EoE compared to people of other racial and ethnic backgrounds (Sperry, 2012). Despite these findings, there continues to be an absence of research on social factors and identities like gender, race, ethnicity, income, sexuality and more, that are neglected in understanding how these features interact with EoE. Thus, the purpose of this thesis was to provide more evidence on identity and social aspects in relation to EoE that remain ignored and explain why there might be difficulties in investigating these topics. Moreover, a survey was also developed in order to better understand the current EoE population between the ages of 18 to 26, in which the transition from pediatric to adult care occurs. Language has been shown to affect patient’s care and treatment regarding their health because of discriminations that patients have been subjected to in the past. Therefore, it is important to discuss the role played by language and political correctness, especially within surveys. This thesis will explore the depth of study that has been completed within neglected areas of research surrounding marginalized communities, while providing new insights and questions for future possible research regarding EoE. This will be accomplished by discussing the existing problems within each topic and draw conclusions as to why EoE research may have been hindered within these neglected subjects. This project will provide a literature review, survey development, and language strategies for conducting inclusive and diverse populations and research topics centered around EoE.

The creative project was to create a working prototype kit that can teach multiple lessons of the curriculum that the schools or individual families could purchase. The curriculum would be centered on the engineering and science curriculum that is introduced from fourth to sixth grade classes. By creating an interactive kit with curriculum that the students could individualize and use for multiple lessons, the goal is to get them more engaged in the material. The project would consist of a week-long project kit that will introduce different engineering topics for three to four days of the week with mini projects and a final project that pieces together the topics they learned. The biggest take away from the project was how to best get user feedback and fast track the IRB process. The IRB process for a project focusing on minors and teachers will cause some catches in the process. Included is a discussion on the IRB process for a project like this and how to best go through or avoid IRB to ensure the project can progress, while still gathering valuable information.