SRD: 2003-2004 AwardsSkip to content Skip to main navigation
The Office of the Vice President for Diversity and Community Affairs
The Vice President's Grant for Student Research In Diversity (SRD)
SRD: 2003-2004 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 21 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. 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: Audrey Bryan and Diane Caracciolo. Three were selected for honorable mention awards of $1,000: Anvita Madan-Bahel, Laura Valdiviezo, and Judy Yu.
The Teaching of Intolerance: Interrogating the Construction of National and European Identity in Two Secondary Schools in Ireland and its Impact on Racialized Minorities.
Faculty Sponsor: Dr. Aaron M. Pallas, Professor of Sociology and Education
An examination of the role of schooling in the production of (Irish) national and (European) supranational identity and its implications for racialized minorities in Ireland. Through a multi-site ethnographic case study of two secondary schools located in Dublin, the study seeks to explore how the multiple play of national, supranational racial-ethnic and other markers of identity interact in complex and contradictory ways. This project interrogates the extent to which racism, ethnocentrism, and eurocentrism are inscribed in purportedly neutral and tolerant nationalist, European and multiculturalist curricula, and in the schooling practices of two co-educational secondary schools in Dublin which differ according to their level of racial-ethnic diversity and the social class composition of the student body. By identifying contradictions, tensions and other "weak links" in the chain of the production of racism, this study will contribute to the development of truly inclusive and anti-racist schooling dynamics, policies, and practices that are sensitive to the reality of students' daily lives, and to the local and broader social contexts within schools and youth are embedded.
By Their Very Presence: A Collaborative Inquiry With Artists and Educators from Long Island's Shinnecock Nation
Faculty Sponsor: Dr. Graeme Sullivan, Associate Professor of Art Education
This research will create a rationale for a teacher education/ professional development model that forges alliances among Long Island public school educators, teacher preparation programs, and the local Native community. In engaging Native and Non-Native partners in a critique of current curricular materials with an eye towards reform, this project will also explore new research paradigms arising from indigenous scholarship, particularly through collaborative inquiry that includes silenced voices found outside of traditional academic settings. Such collaborations, grounded as they are on respect for diverse perspectives, offers a replicable model for necessary curricular reform, one that not only impacts the ways in which Long Island teachers and children learn about the history, culture, and contemporary lives of the first peoples of their island community, but also the ways in which teacher preparation programs across the nation can critically address issues of inclusion and diversity-through collaboration with the often excluded, misrepresented voices within their communities.
Development and Evaluation of a Sexual Health Program for South Asian Youth
Faculty Sponsor: Dr. Christine J. Yeh, Associate Professor of Psychology and Education
This study seeks to develop and evaluate a sexual health program for South Asian female youth. The investigation's purpose is to evaluate whether a culturally appropriate program is effective in promoting positive sexual health, changing attitudes, and beliefs towards sex, sexuality, and sexual violence, and in the increasing awareness of the barriers towards seeking help and services available. The program will meet weekly for 9 weeks at a South Asian youth organization and will include 12-16 participants. It will use film clips from popular Indian cinema (Bollywood) to generate discussion around topics. This technique will be used to create a more culturally sensitive environment for the participants.
Interculturality: The Construction of Ethnicity, Culture, and Diversity in Peruvian Bilingual Education Programs
Faculty Sponsor: Dr. Lesley Bartlett, Assistant Professor of Education
The research aims to understand how indigenous rural teachers make sense of the bilingual intercultural educational policy through their teaching practices in the reality of their classrooms. Thus, the goal is to study these teachers' local perspectives hoping to shed light on an educational policy explicitly designed to demarginalize indigenous populations, but that, nonetheless, has missed at the core of its design the views and will of indigenous people.
Where is Asian American Studies in K-12 Education
Faculty Sponsor: A. Lin Goodwin, Associate Professor
The goal of this qualitative and participatory research is designed to explore the personal and collaborative experiences of six Chinese immigrant middle school students in a Chinese American history curriculum in New York City. This case study illuminates Chinese American children's experiences in a program that will interrogate and deconstruct traditional American history and social science education that has historically excluded perspectives of minority groups from its curriculum. The research will also examine the diversity of Asian American children's educational experiences and needs by investigating their production of material artifacts, oral history, and personal narratives. Finally, from this study school officials and teachers may use student's material artifacts and personal narratives to inform them on various curricula designs, models, and practices that are relevant to all students' lives.
Grant Review Committee
Janice S. Robinson, Chair-CCD