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The Office of the Vice President for Diversity and Community Affairs
The Vice President's Grant for Student Research In Diversity (SRD)
SRD: 2013-2014 Awards
THE VICE PRESIDENT’S STUDENT RESEARCH IN DIVERSITY
GRANT AWARDS for 2013-2014
The Committee for Community and Diversity is Pleased to Announce the 2013 - 2014 Recipients of the Vice President's Grant for Student Research in Diversity.
These grant 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, is broadly defined and includes the exploration of multiple perspectives involving culture, language, gender, sexual orientation, age, race-ethnicity, health status, and disabilities, among others.
The SRD Grant Subcommittee of the CCD was extremely impressed with the important questions and relevant topics proposed as well as the high-quality and innovation demonstrated in the proposals submitted. Spanning a broad spectrum of diversity, the proposals truly attest to the varied and meaningful scholarship on the part of students at Teachers College. Ultimately, two applicants were selected as Grant recipients, each receiving an award for $3,000 and one other applicant received an Honorable Mention Award for $1,500.
Many thanks to the SRD Grant Selection Committee: Dr. Monisha Bajaj, Yvonne Destin, Samantha Lu, Dr. John Saxman, Jolene Lane, and Janice Robinson. Thank you also to Jade Alexandria Johnson, Graduate Assistant in the Vice President’s Office for Diversity and Community Affairs, for her administration of the details of the grants.
Grant Award Recipients
Geraldine V. Basler, Ph.D. candidate, Nursing Education
Proposal Title: Factors Associated with Falls and Near Falls in Community-Dwelling, Elderly Blacks
Falls among the elderly pose a problem on the societal and the individual level. Elderly black individuals are 3 times more likely to die within 3 years of an osteoporotic fracture than are elderly white individuals. Among elderly white women, falls are well studied and documented. Because of changing population demographics, it is necessary to change our methods of assessing those who are at risk for falls and near falls. Currently, elderly blacks and those experiencing near falls are not identified and therefore miss out on preventive interventions. This project is a correlational study of elderly African Americans/blacks aged 65 and above who frequent a clinic in Mount Sinai Medical Center, located in Harlem, NYC. The findings garnered from this study will be used to engage African American communities in more population-based studies that will help change the standards of assessment and thus improve minority health.
Travis J. Bristol, Ph.D. candidate, Education Policy & Social Analysis
Proposal Title: Men of the Classroom: An Exploration of how the Organizational Conditions, Characteristics, and Dynamics in Schools Affect the Recruitment, Experiences, and Retention of Black Male Teachers.
In response to Secretary Duncan’s teacher recruitment campaign, “Black men to the Blackboard,” and the high rate of Black male teacher turnover, this study explores the in school experiences of this subgroup. Previous research looks at why Black men enter the profession, how these teachers view and enact their work, and trends around turnover. As an extension to the existing body of work, this phenomenological study will use semi-structured interviews and participant observations of Black male teachers’ experiences within four elementary and four secondary schools in one urban school district. At each grade level, two schools with one Black male teacher and two schools with several Black male teachers will be selected for participation. This dissertation creates a new body of literature that explores how organizational conditions, characteristics, and dynamics in schools affect the recruitment, experiences, and retention of Black Male Teachers.
Honorable Mention Recipient
Miriam Baigorri, Ph.D. candidate, Speech-Language Pathology
Proposal Title: Early and Late Spanish-English Bilingual Adults’ Perception of American English Vowels in Noise
Increasing numbers of Hispanic immigrants are entering the US and are learning American English as a second language. Many may experience difficulty in understanding American English. This may, to a large extent, derive from inaccurate perception of vowels in the language. The relationship between native language and second language vowel inventories causes some vowels to be more difficult to perceive accurately than others (Best & Tyler, 2007). The proposed study will examine the patterns with which early and late Spanish-English bilingual adults assimilate American English vowels to their native vowel inventory and the accuracy with which they discriminate the vowels. Results may provide a better understanding of the effects of age of second language acquisition on American English vowel perception by Spanish-English bilinguals.