Diversity Brown Bags are informal discussions led by faculty and affiliates of the Center for the Study of Diversity. In selected lunch sessions throughout the semester, winners of the Center's Diversity Research Grants share the progress of their award-funded projects. Other sessions feature faculty, researchers, and administrators exchanging ideas and research updates about diversity topics, approaches, data, and concepts.
Our Spring 2016 Brown Bag Series takes place on select Thursdays from 12:00 to 1:15 in the Faculty Commons located in 116 Pearson Hall. Beverages and cookies provided; bring your own lunch. All are welcome. The following talks are scheduled:
February 18: Esme Allen-Creighton, Assistant Professor of Music
"Bitter Roots to Sweet Fruit"
February 25: Lynnette Overby, Professor of Theatre
"Making Visible the Invisible through Arts Based Research Projects"
March 3: Lindsay Hoffman, Associate Professor of Communication
"The Difficult Conversation: Perceptions of Race and Diversity at UD"
April 7: Emily Bonistall Postel, Director, ADVANCE Institute
"International Graduate Students and Gender-based Violence" - The research was part of Postel's PhD in sociology. She is currently Director of the ADVANCE Institute at UD.
April 28: Marisa Kofke, doctoral student in Education and Human Development
"Undergraduate Student Reflections of Disability: Implications for Postsecondary Pedagogy"
Courses in Disability Studies (DS) ask students to reflect on paradigms of disability, which may challenge their initial perspectives of dominant ideologies about disability. This study focuses on how undergraduate students make sense of disability while they complete a course about DS concepts, and the inter-relationship with pedagogical methods utilized by the course instructors. The three research questions ask: 1) How do undergraduate students make sense of and understand disability while completing a DS course? 2) What pedagogical decisions made by the course instructors seem to promote undergraduate students' development of new understandings of disability? 3) How do undergraduate students represent disability within their specific disciplines and what shifts occur throughout the semester?
Data for this study was collected over two semesters. Through qualitative thematic analysis of students' written reflections, open-ended pre- and post-course questionnaires, and in-class observations, this study explores how students experience the liminal space, or the "growing edge" (Berger, 2004) of ideological transformation regarding disability. The results reveal that students understand disability in myriad ways. Themes include: unearthing realizations, identifying problems and solutions, and moral and critical disability awareness. Intersections with students' disciplines and instructor pedagogy are also further explored in this presentation.
May 12: Andrew Garcia, doctoral student in Psychological and Brain Sciences
"Fostering Interest in STEM and Higher Education for Students from Underrepresented Backgrounds"
With the expansion of STEM-related fields, there is a need for individuals with sufficient backgrounds and adequate preparation and training to fill increasing occupation demands. Despite the growing importance to school districts, universities, and employers, in 2010 the U.S. Department of Education identified that "only 16 percent of American high school seniors were proficient in mathematics and interested in a STEM career." Furthermore, the Department reported that black and Hispanic students represented only about 7 percent of all STEM degree awards for the 2008-2009 academic year. If an interest in science and higher learning can be nurtured early in education (before high school), students may have the opportunity to develop an intrinsic motivation that can drive successful completion of core courses, such as advanced-level math, that are fundamental to STEM fields. Consistent with the CSD mission of generating and transmitting diversified scholarship through developed partnerships with local communities, this project aims to establish a unique UD-based platform that could ignite interest in STEM for nearby middle school students from racial/ethnic groups or socioeconomic backgrounds that are historically underrepresented in the sciences.
Led by UD graduate students interested in providing enriching and novel experiences for students, the goals of this program are to provide interactive exposure to science foci as well as providing resources and encouragement and sharing experiences on navigating the path toward higher education. The unique approach of graduate student leaders (of varying racial/ethnic and socioeconomic backgrounds) holds the potential to stream a novel avenue of introduction and exposure that allows students the opportunity to identify with individuals in science of a closer age. This can make the path toward higher education appear more concrete and tangible, thus holding the potential to foster increased involvement of underrepresented students who may not have otherwise considered pursuing science or higher education.
Rosalie Rolon Dow, Professor, School of Education
Carla Guerron-Montero, Professor of Anthropology, Director of Latin American & Iberian Studies
"Campus Goals fo Diversity and Equity at the Univesrity of Delaware: Latino/a Student Perspectives"
Michael Dickinson, PhD candidate in History
"Creating Kinship: Enslaved Black Families in the Urban British Atlantic, 1680-1807"
Early American port cities provide valuable, though understudied, spaces to investigate the dynamics and utility of enslaved black families. Kinship ties contributed significantly in making the slave system function, since family life provided enslaved blacks with some reprieve from the harsh realities of bondage. Other aspects of enslaved black existence remained subject to the confines of slavery and the whims of slaveholders. This research examines how black captives formed and maintained kinship ties in the port cities of early British America.
Samantha S. Kelley and Faith Okpotor, PhD candidates in Political Science and International Relations
"Gender Code Switching and Political Decision Making"
Stereotypical masculine communication styles that are aggressive, direct, and succinct are valued in politics, while stereotypical feminine communication styles that are submissive, indirect, and elaborate are not. Female politicians are often confronted by this negative typecasting, and thus frequently adopt masculine behavior (e.g., speaking more directly, less disclaimers, etc.) for legitimization. These researchers investigated to what extent a group's sex composition prompts female leaders to (1) adopt behavior considered masculine, and (2) to make more aggressive political decisions that are considered stereotypically masculine. An adapted prisoner's dilemma game employing a political context requiring foreign policy decision making was administered to UD undergraduates in this analysis.
Ted Davis, Department of Political Science and International Relations
Race, Politics, and Educational Disparities: The Case of Delaware
Jill Ewing Flynn, Department of English
Addressing the Demographic Imperative: A Public Scholarship Framework to Recruit and Retain Diverse Teacher Candidates
Carrie Barnum, Department of Biology
SACNAS Two-Step Mentoring Program Towards Diversity in STEM Fields
Rebecca Covarrubias, Department of Psychology
Promoting Academic Success: Examining the Academic Self-Concepts of First-Generation College Students
José Aviles, UD Director of Admissions
Expanding Diversity at the University of Delaware
Deb Bieler, Department of English
Jordan Leitner, Department of Psychology
Impacts of English Teacher Candidates’ Urban SAT Course
Rebecca Covarrubias, Department of Psychology
Academic Identity Development and College Success Outcomes for First-Generation College Students
Cynthia Diefenbeck, School of Nursing
Factors influencing underrepresented minority applicants’ acceptance of admission offers to Health Science majors: A pilot study of the Bachelors of Science in Nursing (BSN) Program
Justin de Leon, Department of Political Science & International Relations
“Mapping the Margins” Documentary and Film Discussion Series
Barret Michalec Department of Sociology
The Path Less Taken: Understanding the Experience of Black Pre-Medical Students
James M. Jones Center for the Study of Diversity
What is the Value of Diversity Reputation for Colleges and Universities?
David Wilson Department of Political Science & International Relations
Stephanie Kerschbaum Department of English
The Reveal: Identity, Disability Disclosure, and Higher Education
Yasser Payne Department of Sociology
The People's Report: The Relationship Between Structural Inequality and Physical Violence in Wilmington, Delaware
Sharelle Law Graduate Assistant, Center for the Study of Diversity & University Diversity Initiative
Update on the Diversity Dialogues Focus Group Project