SRD: 2006-2007 Awards

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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: 2006-2007 Awards

The Committee for Community and Diversity is pleased to announce the 2007-2008 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 13 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: Benjamin Ezekiel Liberman, doctoral student and Grace Enriquez, doctoral student.


Student Name: Benjam-n E. Liberman

Faculty Sponsor: Dr. Caryn J. Block, Associate Professor of Psychology and Education

Department: Organizations and Leadership

Proposal Title: Diversity Training Preconceptions: The effects of trainer race and trainer gender on perceptions of trainer effectiveness

This study seeks to investigate the effects of a diversity trainer's race and gender on perceptions of the trainer's effectiveness and credibility. This research is designed to expand knowledge about how the particular demographic characteristics of gender and race interact together to have an effect on pertaining reactions of potential trainees towards the trainer. Participants will review two information sources (a job description and a candidate background form) and evaluate one of four diversity trainer candidates while under the assumption that they will later be participating in a diversity training session offered by the candidate. Data will be statistically analyzed.

Student Name: Grace Enriquez

Faculty Sponsor: Dr. Stephanie Jones, Assistant Professor of Education

Department: Curriculum & Teaching

Research Project Title: Urban Adolescents' Reading of School-Sanctioned Texts across Intersecting Raced, Classed, and Gendered Identities

This research intends to shift the spotlight to consider students' negotiation of the multiple discourses about literacy that influence their reading in schools. The chief purpose of this study is to investigate how adolescent students read school-sanctioned texts. That is, how do youth navigate the discourses of schooled literacy and their unique sociocultural views of literacy to read the literature offered and assigned in English Language Arts (ELA) classrooms? To explore this question, a qualitative case study of five to six middle school students with contrasting intersections of raced, classed, and gendered identities who attend an urban public middle school will be conducted. Data will be collected through participant observations, interviews, video and audio recording, photo-elicitation, and artifact collection of the texts used in the classroom as well as the student-produced documents related to those texts. Overall, this research will shed light on the diverse and complex ways adolescents read school-sanctioned texts.

Grant Review Committee

Janice S. Robinson, Chair-CCD, Dr. Renee Cherow-O'Leary, Dr. Richard Keller, Dr. Thomas Rock, Barbara Purnell