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Diversity Fellows Study the Points where Ethnicity, Education, and Perception Meet


Diversity Fellows Study the Points where Ethnicity, Education, and Perception Meet

Hui Soo Chae

Diversity Fellows Study the Points where Ethnicity, Education, and Perception Meet

John David Connor

In an extremely competitive year-with twice the usual number of grant proposals submitted-TC's Committee for Community and Diversity (CCD) selected five students to receive The President's Grant for Student Research in Diversity. The grant provides support for outstanding student research projects related to diversity. Hui Soo Chae and John David Connor were selected to each receive a $3,000 award to help support their work; Kryssi Staikidis, Sarah A. Strauss and Terri S. Wilson received honorable mention awards of $1,000.

Chae's study looks at the social and educational experiences of five working class or poor Korean-American secondary school students. "Using Critical Asian Theory to Deconstruct Master Narratives of Korean American Students in Secondary School and Empower Korean American Youth toward Social Action/Justice," was done in collaboration with faculty sponsor Michelle Knight. In the study, Chae examines the relationships between Korean-American students' multiple identities, their various social worlds, and their educational experiences. He interviewed the five youths and provided them with disposable cameras with which to create narratives of their lives. Chae hopes the narratives will help educators rethink dominant assumptions about Asian-American youth, and start addressing the educational needs of working class and poor Korean-American students.

Connor studied urban, minority students labeled "learning disabled" in his study, "‘Learning Disabled': Life In and Out of School for Black and/or Latino(a) Working Class Urban Youth."  When Connor began teaching 16 years ago, he noticed that children categorized as learning disabled (LD) were often segregated-many racially-from the other students. His study focuses on how issues of separateness tend to limit the educational experiences of "LD" black and Latino urban youth, and it examines the ways they come to understand themselves as learning disabled through their lived experience. Connor's faculty sponsor Kim Reid said of the study, "This work is the first of its kind in the sense that it examines the experiential impact of the intersectionality of race/ethnicity, social class, and learning disability in a field where such factors are typically randomized away rather than studied or even highlighted."

Honorable Mention

Kryssi Staikidis

 "Looking Toward Tz'utuhil Ways of Knowing-Painting, Pedagogy and Mentorship: A Collaboration Between Artists"

Graeme Sullivan, faculty sponsor

Sarah A. Strauss

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

Aaron Pallas, faculty sponsor

Terri S. Wilson

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

David Hansen, faculty sponsorprevious page