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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: 2014-1015 Awards
THE VICE PRESIDENT’S STUDENT RESEARCH IN DIVERSITY
GRANT AWARDS for 2014-2015
The Committee for Community and Diversity is Pleased to Announce the 2014 - 2015 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 two other applicants received Honorable Mention Awards for $1,000.
Many thanks to the SRD Grant Selection Committee:
Dr. Randall Allsup, Dr. Kevin Dougherty, Isaac Freeman, Jolene Lane, Samantha Lu, and Janice Robinson. Thank you also to Ashley Maxie-Moreman, 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
Aston McCullough, Ed.D. student, Applied Physiology
Proposal Title: Randomized Controlled Pilot Study on the Effectiveness of a Physical Activity Intervention, SKIP! (Small Kids in Physical Activity), in 2-3 Year-Old Diverse Low-Income Children
Obesity in early childhood has reached alarming rates, with a national prevalence of 8.4% among children ages 2 to 5. It is known that nearly 15% of low-income children younger than 5 years old are obese, and a chart review conducted in 2010 found that 50% of overweight children first became overweight by the age of 24 months. Given this critical age period, researchers have identified a need for additional studies that investigate physical activity behaviors in toddlers. This study seeks to determine the feasibility and effectiveness of a structured physical activity intervention (SKIP!) on physical activity (PA) levels in a diverse population of low-income 24-36 month olds and their parents/caregivers in an urban Early Head Start program. This investigation begins with the hypothesis that a weekly, structured 30-minute physical activity intervention (SKIP!) that takes place within Early Head Start classrooms will increase PA in toddlers.
Leslie A. Williams, Ed.D. student, Higher and Post-Secondary Education
Proposal Title: Beyond College Enrollment: Exploring the Relationship Between Pre-Collegiate Access Program Participation and Undergraduate Experiences and Outcomes
Pre-collegiate access programs (PCAPs) have been one popular policy and programmatic response aimed at addressing the disparity in college enrollment between white, higher socioeconomic status (SES) students, and racial and ethnic minority and lower-socioeconomic status students. Research has demonstrated that PCAPs, along with policies such as affirmative action and financial aid, have helped reduce this gap and have increased the diversity of students on American college campuses. Still, considerable disparities in enrollment remain and even wider inequalities exist between these two groups in college persistence and degree attainment. This study seeks to explore the relationship between pre-collegiate access program participation, and the experiences, persistence and degree attainment of the diverse students that PCAPs serve. Specifically, it aims to capture the perceptions of PCAP alumni who subsequently enrolled in and progressed through college regarding whether and how their program influenced their undergraduate experiences positively or negatively.
Honorable Mention Recipients
Patrick Keegan, Ph.D. candidate, Program in Social Studies
Proposal Title: The Development of a Civic Identity Among Transnational Immigrant Youth
International migration has reached record levels, with significant implications for the role of schools in preparing immigrant youth for engaged democratic citizenship. Unequal access to civic learning opportunities among different ethnoracial groups, and between suburban and urban students, suggests that schools may be failing to achieve this democratic purpose. However, little is known about how these civic learning disparities may effect immigrant youth. Moreover, the research on civic education has not adequately considered how immigrant youth, particularly those who maintain a transnational orientation, construct a civic identity. In order to better understand how immigrant youth civic identity is rooted in a sense of belonging to a civic community, this ethnographic study poses the following research questions: (1) How do immigrant youth attending de facto segregated schools serving a majority Latino student population describe their civic identity? And, (2) How does transnationalism influence immigrant youth civic identity?
Melissa Rodriguez, M.A. candidate, Clinical Psychology
Proposal Title: Lung Cancer Stigma Among Racially & Ethnically Diverse Patients Diagnosed with Lung Cancer
The purpose of this research is to better understand lung cancer stigma among racially/ethnically diverse patients diagnosed with lung cancer. The project involves collecting and analyzing data on internalized and perceived stigma and experiences of discrimination among lung cancer patients. This will allow for more individual consideration of racially diverse communities and may direct future research on lung cancer.