The Vice President's Grant for Student Research in Diversity (SRD)
SRD: 2004-2005 Awards
The Committee for Community and Diversity is pleased to announce the 2004-2005 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 15 proposals. 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.
Ultimately, two applicants were selected as grant recipients with a $3,000 award: Janet Shriberg, doctoral student and Isabel Martinez, doctoral student. One student was selected for an honorable mention award of $1,000: Marie Keem, doctoral student.
Name: Janet Shriberg
Title: Emergency Education as Diversity Education: Social Justice and Teacher Education in Post-War
Faculty Sponsor: Frances Vavrus, Associate Professor of Education, Department of International and Transcultural Studies, Associate Director, Center for African Education
This study examines teacher well-being among Liberian "emergency educators" drawn from diverse demographic backgrounds and teacher experience in post-war
Teachers can play a leading role in efforts to help children associated with fighting forces, our most vulnerable citizens. With the protection and psychosocial needs of children in mind, teachers in emergency education programs are often front line responders-'"they are trained to communicate critical lifesaving messages to children that can protect them from threats of recruitment into armed forces, sexual or economic exploitation, and increased risks of contracting HIV/AIDS or other life threatening diseases. As such, teachers in war-torn regions comprise a unique and often overlooked group of providers who offer care, mentorship and psychosocial attention to their students, often with little or no institutional support.
Name: Isabel Martinez
Title: Transnational Dropouts: The Paradox of Mexican Teen Immigrants and School Enrollment
Faculty Sponsor: Aaron Pallas, Professor of Sociology and Education, Department of Human Development
This study will examine decision-making processes surrounding the "dropping-in" of school-age Mexican teen immigrants to
Name: Marie Keem
Title: Identification and Adaption At and Through College
Faculty Sponsor: Hope Jensen Leichter, Elbenwood Professor of Education, Department of International and Transcultural Studies
This research will examine two American narratives regarding college attendance. It will examine 10 students who are the first in their families to attend college and 10 students whose parents did attend college. All of the participants in both groups will be of varying racial and ethnic heritages. One narrative considers college as an accepted stage of life or a rite of passage and says the student will have the "time of his life" at college. This includes learning about him- or herself, trying new things, discovering new interests and opinions, learning to be independent, and generally taking wing as an adult. Another narrative in relation to college attendance concerns upward social mobility through education. This narrative is about hard work and persistence leading to success. For those students who are living according to the first narrative their pursuits after college will represent continuity with the lives that other members of their families have lived, while for the students living the second narrative their paths will represent a break from the working lives of their parents and perhaps of their siblings as well.
The two higher education narratives both put pressure on the students who live them, and this pressure is intensified by attendance at an elite, selective college where the academic demands are challenging and where students' family backgrounds literally span the entire range of possible backgrounds in the
Grant Review Committee
Janice S. Robinson, Chair-CCD, Madhabi Chatterji, Kevin Dougherty, Barbara Purnell, Stephania Vu