SRD: 2021-2022 Awards

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Diversity

The Office of the Vice President for Diversity and Community Affairs

The Vice President’s Student Research in Diversity Grant 2021-2022 Awards 

 

The Promise of Integrating Divergent Knowledge and Perspectives: A Study of Cross-functional Teaming of School Leadership Teams

By: Hyunjin Choi, Ph.D. Student

Education Leadership Program – Department of Organization and Leadership

 

Abstract

Few empirical studies reveal what happens at the heart of School Leadership Teams (SLT) knowledge diversity integration. This research investigates how SLT members integrated divergent knowledge and perspectives by using Edmondson and Harvey’s (2018) cross-functional teaming model as an analytic lens, while employing case study research and techniques from discursive analysis and a grounded theory approach. Anticipated findings include (a) what challenges emerge from diverse expertise, background and perspectives of SLT members, (b) how SLT members address the challenges by interacting with each other to integrate divergent knowledge and perspectives, and (c) what outcomes SLT members achieve as results of the team interactive processes of integration.

 

Gender Policy and Politics in Early Childhood Education: The Enactment of Gender-Inclusive Policies in Kindergarten Classrooms

By: Carolina Snaider, Ed.D. Student

Early Childhood Education – Department of Curriculum and Teaching

 

Abstract

Schools have historically been hostile places for students who do not fit into gender stereotypes, and data show that LGBTQ students still experience discrimination. This study will examine how NYCDOE gender-inclusive policy is being enacted in at three NYC public kindergartens, including, observations and teacher and principal interviews. This study will analyze local sites within a broader social, material, and political context.  Thus, data will be collected at the district, state and federal policy levels.

 

Black Women’s Use of Virtual Educator Affinity Learning Groups While Working in Hostile Environments

By: Mia Kirk, Ed.D Student

Education Leadership – Department of Organization and Leadership

 

Abstract

The turnover rate for Black teachers, specifically Black female teachers is continuously increasing. This increase in the exodus of Black female teachers exacerbates the ongoing disproportionality of a non-diverse teaching workforce and the growing population of students of color. Continued research is important to understand the experiences that compel Black female teachers to stop working in schools. This study will focus on how virtual educator affinity groups influence the learning needs of Black women (a topic where little research currently exists). Moreover, further research will be important to understand the learning that occurs through this virtual participation and how it may influence the ongoing teacher exodus. This proposed study will employ an explanatory sequential mixed method design that will be framed through a Critical Race Theory lens focusing on intersectionality and counter storytelling.

 

SEA-ing the Past, SEA-ing Ourselves: Meaning Making Processes of the Children of Southeast Asian Refugees

By: Van Anh Tran, Ph.D. Student

Social Studies Education – Department of Arts and Humanities

 

Abstract

The experiences of the second-generation individuals from refugee backgrounds represents a growing population in the U.S. With unique political, social, and historical perceptions, the experiences of refugees, and later, their children, contribute to a more complex narrative of remembrance, citizenship, and belonging in the U.S. This project explores how the second-generation forms, represents, and produces historical understandings. Further, this study engages narrative inquiry and participatory visual methodologies to answer the following questions: How do the children of Southeast Asian refugees make meaning through their negotiations of generational memories? How do they engage in post memorial practices? How do they (re)produce historical understandings? How do their understandings impact their self-making?

 

Initial Development and Evaluation of the Latinx Sexual Minority Stress Scale.

By: Christian Adames, Ph.D. Student

Counseling Psychology– Department of Counseling and Clinical Psychology

 

Recent polls have indicated that the United States has more people identifying as LGBTQ+ and Hispanic/Latinx than ever before. However, despite increasing representation of these populations, LGBTQ+ and Latinx communities continue to be stigmatized, reporting disproportionate incidence of mental and physical health disparities. Intersectionality theory provides useful frameworks to understand that these health disparities are not rooted in intrinsic deficits of these populations, rather, in systems of oppression in the form of distal and proximal stressors that then contribute to health disparities. Responding to renewed calls from the American Psychological Association to take an intersectional stance to practice with sexual minority clients, this current study aims to begin to close the gap in quantitative literature and center the experiences of sexual minority Latinx people. This project outlines plans for the initial development and validation of the Latinx Sexual Minority Stress Scale – a quantitative measure designed to capture the unique manifestations of oppression on sexual minority Latinxs.