Skip to navigation menu

Skip to main content

The Office of the Vice President for Diversity and Community Affairs
Teachers College, Columbia University
teachers college logo columbia univertsity logo
The Vice President's Grant for Student Research in Diversity (SRD) > SRD: 2002-2003 Awards

Site Navigation

The Vice President's Grant for Student Research in Diversity (SRD)

SRD: 2002-2003 Awards

The Committee for Community and Diversity is pleased to announce the recipients of The President's Grant for Student Research in Diversity.

The awards provide support for outstanding student research projects related to diversity in research, teaching, learning, or community building. Diversity in the context of this award program is broadly defined and includes the exploration of multiple perspectives involving, for example, culture(s), language(s), gender, sexual orientation, race-ethnicity, disabilities.

The process was extremely competitive, as there were more than double the proposals submitted from the previous year. The Grant Review Committee was uniformly impressed with the high-quality, innovativeness, important questions and relevant topics of the proposals submitted. Spanning a broad spectrum of diversity, the proposals truly attest to the varied and meaningful scholarship on the part of TC students. Special thanks to Professors Celia Genishi and John Broughton for serving as the faculty advisors in the selection process.

Ultimately, two were selected as grant recipients with a $3,000 award: Hui Soo Chae and John David Connor. Three were selected for honorable mention awards of $1,000: Kryssi Staikidis, Sarah A. Strauss and Terri S. Wilson.

Grant Recipients

Hui Soo Chae
Faculty Sponsor: Michelle G. Knight

Using Critical Asian Theory to Deconstruct Master Narratives of Korean American Students in Secondary School and Empower Korean American Youth toward Social Action/Justice

The research project examines the social and education experiences of five Korean American, working-class/poor, secondary school students. The youth perspectives will provide new ways of interpreting and understanding the relationships between Korean American students' multiple identities, their various social worlds, and their educational experiences. Simultaneously, these narratives will enable educators to rethink dominant assumptions about Asian American youth and start addressing the educational needs of working-class/poor Korean American students. Finally, in-depth studies of working-class/poor Korean American students' lives will provide additional understandings of how students at the "margins" resist the debilitating effects of schooling on their identities and school achievement.

John David Connor
Faculty Sponsor: Kim Reid

Labeled "Learning Disabled": Life In and Out of School for Black and/or Latino(a) Working Class Urban Youth

The study's purpose is to learn how working class Black and Latino(a) urban youth labeled as having learning dis/Abilities (LD) describe the ways they come to understand their positionality in the discourse of LD through their lived experience. By viewing LD as a social construction that often results in restrictive implications for Black and /or Latino(a) urban working-class students (compared to, for example, White, middle-class, suburban students), the researcher seeks to highlight the complexities of life at the intersections. By unearthing and foregrounding traditionally subjugated voices that are noticeably absent in professional literature, this study will contribute to a greater understanding of the phenomena of living with the label LD, particularly for urban Black and/or Latino(a) working class youth.

Honorable Mention

Kryssi Staikidis
Faculty Sponsor: Graeme Sullivan

Looking Toward Tzutuhil Ways of Knowing - Painting, Pedagogy and Mentorship:
A Collaboration Between Artists

This ethnographic participant-observation study will describe and discuss the perspective of a North-American painter regarding the influence of a mentorship learning experience with two Tzutuhil Mayan painters. It will also examine the methods of artistic studio practice and pedagogy among Tzutuhil painters whose work takes place in a non-formal learning context in which artwork is made in the home and surrounding community.

Sarah A. Strauss
Faculty Sponsor: Aaron Pallas

Same-Sex Sexual Attraction, Suicidality, and the School Environment:
Extending Hirschi's Theory of Social Control

The researcher hypothesizes that GLB youth suicidality is related to the environments in which they live. Specifically, the researcher proposes that GLB youth suicidality can be understood by using a model utilized to explain delinquency. The dominant theories of delinquency are, however, incomplete. By analyzing data from the 1994-1996 National Longitudinal Study of Adolescent Health through the lens of an expanded conception of social control theory (Hirschi, 1969) that includes the social context, this study seeks to explore the process that results in high rates of GLB youth suicidal thoughts and suicide attempts. The results of this research will have implications for educators' efforts to address the needs of GLB youth in American high schools and will seek to improve its ability to explain delinquent behavior in our society.

Terri S. Wilson
Faculty Sponsor: David Hansen

The Jane Addams School for Democracy:
A Case Study of How Teachers and Immigrant Parents Conceptualize their Work to Build School-Community Partnerships

This research project investigates a particular school-community partnership between the Jane Addams School for Democracy, a grassroots popular education initiative involving immigrant families, and the public schools within its surrounding community. In particular, the researcher examines how teachers and parents employ a family of concepts (school, community, teacher, learner, involvement) to meet similar and collaborative aims. This study investigates the language used by parents and teachers to describe shared community-building work, the ways this language differs (and doesn't) across groups and cultures, and how both groups assign different meanings to the same concepts.

CCD Grant Review Committe
Christy Bagwell
Professor John Broughton
Katherine Cuevas
Yvonne Destin
Professor Celia Genishi
Richard Keller
Mark Noizumi
Sophia Pertuz
Barbara Purnell
Janice S. Robinson
Michael T. Spratt
Marianne Tramelli