Distinguished Visiting Fellows
Every year ARC invites scholars and researchers outside of CUNY to apply to participate in its activities as Distinguished Visiting Fellows. Visiting Fellows present papers at the annual ARC seminar and participate in the general intellectual life of the GC, give presentations to the public where appropriate, and share their work-in-progress with doctoral students in research praxis seminars. The Distinguished Visiting Fellow program provides scholars and researchers a stimulating environment in which they conduct their own research, access the GC’s research centers and institutes, and collaborate with doctoral students and other leading scholars.
Distinguished Visiting Fellows receive $72,000 for two semesters or $36,000 for one semester.
Below are profiles of the 2015-2016 Distinguished Visiting Fellows:
Cristian R. Aquino-Sterling
is an Assistant Professor in the School of Teacher Education (STE) at San Diego State University. He holds a BA in Western Philosophy (Fordham University); a MA in Hispanic Literatures & Cultural Studies (Columbia University), and an Interdisciplinary Ph.D. in Curriculum & Instruction (Arizona State University). He has taught at various public and private K-8 schools in New York City, at Fordham University, and at the Lauder Institute of Management and International Studies (University of Pennsylvania). His research addresses two interrelated areas where language and discourse are seen as central elements of K-12 teachers’ pedagogical practice: (a) the assessment and development of teaching-specific
or “Pedagogical Spanish” competencies in the preparation of K-12 bilingual teachers (Aquino-Sterling, 2016); and (b) language demands of Common Core
and Next Generation Science Standards
and implications for teacher preparation and the education of K-12 students in mainstream and bilingual contexts. His research has been published in Bilingual Research Journal
; Boletín de la Federación Internacional Fe y Alegría
; Critical Pedagogy and Teacher Education in the Neoliberal Era
(with Beth B. Swadener et al.
); International Journal of Language and Linguistics
(with Sarah Garrity et al.
); International Multilingual Research Journal
(with Sarah Garrity et al.
); Reading in a Foreign Language
(with Cindy Brantmeier et al
.), and Voices from the Middle
. Other research is scheduled to appear in Multicultural Perspectives
(with Fernando Rodríguez-Valls) and International Journal of Bilingual Education and Bilingualism
(with Sarah Garrity et al.
is a Professor in the Department of Political and Social Sciences at Universitat Pompeu Fabra (UPF), Barcelona, Spain. Her research centers on the psychology of multicultural identity and experiences across different national contexts (Europe, USA) and for different types of groups (e.g., immigrants, ethnic minorities, transnational adoptees). She is particularly interested in individual variations in bicultural identity structure and dynamics, and the interplay of social context and cognitive and personality factors in predicting both positive and negative outcomes from multicultural and intercultural experiences. She investigates these issues with experimental and correlational designs that rely on self-report, behavioral, and social-network data. She most recently published the “Oxford Handbook of Multicultural Identity,” which won the Ursula Gielen Global Psychology Award by the American Psychological Association. Before joining UPF, she held faculty positions in the psychology departments of the University of California (Riverside) and the University of Michigan (Ann Arbor), and was a funded Postdoctoral Fellow at the University of California (Berkeley). She obtained a Ph.D. in Social-Personality Psychology from the University of California (Davis). She is an appointed Fellow of the Society for Personality and Social Psychology (SPSP), was an associate editor for the Journal of Personality and Social Psychology (2009-2015), and has been an editorial board member for several top-tier personality, social, and cultural psychology journals. She will visit CUNY during the Spring 2016 term.
is a Professor of Sociology at the University of Konstanz, Germany. She is currently working on integration processes among new immigrants in Europe, on return migration and on xenophobia and ethnic discrimination. She received her PhD from the University of Mannheim in 2001 and has been a researcher at the research institute of the German Federal Statistical Office and a professor at the University of Göttingen before her appointment in Konstanz. She is an advisor to the Ministry of Interior Affairs, member of the Expert Council of German Foundations on Integration and Migration, and Co-editor of the German Journal of Sociology. Recent publications include a special issue of Ethnicities on early integration patterns of recent migrants in four European countries, an edited volume on ethnic educational inequality in Germany and several journal articles on migration, integration and ethnic discrimination. She will be at CUNY for the Spring 2016 term. See more
is Rhodes Professor of Imperial History at King's College London. Born in the Caribbean, he was educated at Harvard, Yale and Oxford, taught at the universities of Virginia and Cambridge, and has visited at Harvard, the École des hautes études en sciences sociales, and the Chinese Academy of Social Sciences. His earliest work was on the relationship of science and technology to European expansion. His book Nature's Government: Science, Imperial Britain and the 'Improvement' of the World
(2000, 2005) won the Forkosch Prize of the American Historial Association. In 2002, he was awarded the Philip Leverhulme Prize for History. He brings to CUNY his current work on how western european empires operated as part of a collaborative system which organised regimes of inequality both within and between different regions and societies. Slavery and the plantation economies of the Americas, he suggests, organised a historical geography of inequality, unequal schedules of rights, and cognitive regimes of status difference which persist at several scales of contemporary experience.
has been a professor of English and Sociolinguistics at the Graduate School of Education of the University of Strasbourg (France) since 1991. Previously, she held a post of lecturer in Applied Linguistics at the National University of Ireland (Maynooth College) where she was the director of the Language Centre. As a sociolinguist, her research focuses on language in education policies in France and in Europe, bi-multilingual education, intercultural education, language awareness, early childhood education, and children’s literature and multiliteracy. In 1988, she obtained her PhD from Trinity College (Dublin, Ireland) for a thesis entitled Child Bilingualism: a linguistic and sociolinguistic study
, and in 2005 she was awarded an Habilitation by the University of Strasbourg for her research on bilingualism in the home and school contexts. This research was published in 2007 by l’Harmattan (Paris) under the title Du Bilinguisme en famille au Plurilinguisme à l’école
and in 2008 was the subject of the documentary film directed by M. Feltin "Raconte-moi ta langue/Tell me how you talk
". Since 2009, Christine Hélot has been a visiting professor on the Master in Bilingual Education run by the University Pablo de Olavide (Sevilla, Spain). In 2011/2012, she was a guest professor at the Goethe University of Frankfurt Am Main (Germany) in the Institute for Romance Languages and Literatures. Dr Hélot has published widely in French and English. Her most recent publications include: C. Hélot, R. Sneddon, N. Daly (2014) Children's Literature in Multilingual Classrooms
, IOE Press/Trentham Books, Développement du langage et plurilinguisme chez le jeune enfant
(2013) with M-N. Rubio, Toulouse: érès, Language Policy for the Multilingual Classroom: Pedagogy of the Possible
(2011) with M. O’ Laoire, Bristol: Multilingual Matters.
is an Associate Professor of Government and of African and African Diaspora Studies at the University of Texas at Austin. Professor Hooker served as Associate Director of the Teresa Lozano Long Institute of Latin American Studies (LLILAS) at UT-Austin from 2009 to 2014, and as co-Chair of the American Political Science Association’s Presidential Task Force on Racial and Social Class Inequalities in the Americas (2014-2015). She is a political theorist specializing in comparative political theory, political solidarity, and multiculturalism, and has also published widely on Afro-descendant and indigenous politics and multicultural rights in Latin America. She is the author of Race and the Politics of Solidarity
(Oxford University Press, 2009). Her current book project, Hybrid Traditions
, juxtaposes the accounts of race formulated by prominent nineteenth and twentieth-century U.S. African-American and Latin American political thinker. She received her Ph.D. from Cornell University in 2001. She will be with CUNY for the Spring 2016 term.
David R. Howell
is a Professor of economics and public policy at The New School (New York City). Recent publications have focused on the effects of labor market institutions and social policy on unemployment across OECD countries; the importance of minimum wage policies for the comparative employment performance of the US and France; and the consequences of rising inequality for economic growth. Current work is focused mainly on a cross-country examination of the effects of alternative policy and institutional regimes on the translation of economic growth into decent jobs, and is aimed at generating lessons for improving US labor market decent job performance. This research is funded by the Washington Center for Equitable Growth (for more details on publications
is Professor of History at Rutgers University, where he has taught for 27 years. Before arriving there, he taught in a community college, a maximum security prison, a small liberal arts college, and four large state universities. He is the author of six books and many articles on topics ranging from the Federal Reserve to Shakespeare, on toward pragmatism, feminism, and horror movies. His new book, from UNC Press, is Fuck Work: Why Full Employment Is A Bad Idea.
Luisa Martín Rojo
is Professor in Linguistics at the Universidad Autónoma (Madrid, Spain), and Member of the International Pragmatic Association Consultation Board (2006-2011; re-elected for the period 2012-2017). Through her research trajectory, she has conducted research in the fields of discourse analysis, sociolinguistics and communication, mainly focused on immigration and racism. Since 2000, she has focused on studying the management of cultural and linguistic diversity in Madrid schools, applying a sociolinguistic and ethnographic perspective and analysing how inequality is constructed, naturalized and legitimized through discourse. Her publications in this field are numerous; the most significant could be the 2010 book, Constructing inequality in multilingual classrooms
. Currently she is exploring the interplay between urban spaces and linguistic practices in new global protest movements (Occupy: The spatial dynamics of discourse in global protest movements
, 2014). She is also a member of the editorial boards of the journals Discourse & Society, Journal of Language and Politics, Spanish in Context, Critical Discourse Studies
, and Journal of Multicultural Discourses
, and she chairs the Iberian Association of Discourse in Society
Leslie McCall is Professor of Sociology and Political Science, and Faculty Fellow at the Institute for Policy Research, Northwestern University. She studies public opinion about inequality and related economic and policy issues as well as trends in actual earnings and family income inequality. She is the author of The Undeserving Rich: American Beliefs about Inequality, Opportunity, and Redistribution
(2013) and Complex Inequality: Gender, Class, and Race in the New Economy
(2001). Her research has also been published in a wide range of journals and edited volumes and supported by the National Science Foundation, the Russell Sage Foundation, Demos: A Network of Ideas and Action, and the Center for the Study of Democratic Politics at Princeton University
Naomi Murakawa is an associate professor in the Department of African American Studies at Princeton University. She studies the reproduction of inequality in 20th and 21st century American politics, and her research focuses on racial criminalization and the politics of carceral expansion. She is the author of The First Civil Right: How Liberals Built Prison America
(Oxford University Press, 2014), which won the Michael Harrington Award from the American Political Science Association. Her work has appeared in Law and Society Review, Du Bois Review, Theoretical Criminology
and numerous edited volumes. She received her Ph.D. in political science from Yale University in 2005. She will be with the Graduate Center for the Fall 2015 term.
Suren Pillay is Associate Professor at the Center for Humanities Research at the University of the Western Cape in Cape Town, South Africa. He has published on issues of violence, citizenship and justice claims. With Chandra Sriram he is co-editor of the book, Truth vs Justice? The Dilemmas of Transitional Justice in Africa
(London: James Currey, 2011) He has an Mphil, and a Phd in Anthropology from Columbia University. His current research focuses on two areas of interest: citizenship, violence and the politics of difference; and experiments in cultural sovereignty in postcolonial Africa in the sphere of knowledge production in the humanities and social sciences. Suren has been a visiting fellow at Jawarhalal Nehru University, India, the Makerere Institute for Social Research, Uganda, the Center for African Studies, Univ. of Cape Town, and the Center for Social Difference, Columbia University. He is a previous editor of the journal Social Dynamics, blogs for Economic and Political Weekly (EPW), and has published widely in the press.
is Associate Professor of Spanish linguistics
at the University of Illinois at Chicago, where she directs the Spanish for Bilinguals
program. Her research focuses on Spanish in the United States, including factors that influence intergenerational language transmission and change as well as connections between language and ethnic identity. Her interest in the role of dual language education in promoting bilingualism and academic achievement among Latino youth was the focus of her 2013 TEDx talk
. She has (co)-authored or edited several books including Heritage language teaching: Research and practice
(2014), Language and identity in a dual immersion school
(2007), Language diversity in the USA
(2011), Bilingual youth: Spanish in English-speaking societies
(2008) and El español de los Estados Unidos
(2015). She has also authored two college Spanish textbooks, one for beginners
and another focusing on academic argument texts for heritage speakers and advanced composition students
. With the support of a Fulbright fellowship, she recently spent a year in Oaxaca, Mexico, studying the linguistic and educational experiences of U.S.-raised Mexican-origin youth as they (re)integrated into Mexican schools. She is Executive Editor of the journal Spanish in Context
and co-director of the Language in Context Research Group
at the University of Illinois at Chicago. She will be at CUNY during the Spring 2016 term.
is Director of research at INED (Institut National d’Etudes Demographiques –National demographic institute
) (F), where he heads the research unit “International Migration and Minorities” and is fellow researcher at the Center of European Studies (CEE) at Sciences Po. He is studying antidiscrimination policies, ethnic classification and the integration of ethnic minorities in European countries. He has chaired the scientific panel “Integration of immigrants” at the IUSSP (International Union for the Scientific Studies of Population
) and was appointed at the Scientific Board of the Fundamental Rights Agency of the European Commission in Vienna (2008-2013). He has edited with V.Piché (2012) a special issue of Ethnic and Racial Studies
, « Accounting for ethnic and racial diversity: the challenge of enumeration » and with Nancy Foner (2015) Fear, Anxiety, and National Identity: Immigration and Belonging in North America and Western Europe
, New York, Russell Sage Foundation.
is a Professor of Humanities and Information Technology at HUMlab, Umeå University, and the former Director of HUMlab (2000-2014). His current work can be loosely organized under two themes: Digital Humanities and Conditions for Knowledge Production. The first theme includes research and practice in relation to the intersection of the humanities and information technology with a particular focus on the history, role and place of the digital humanities. The second theme addresses research infrastructure, spaces for learning and knowledge production, intellectual middleware, presentation software and academic events. His work seeks to be critical and interventionist. Recent publications include Between Humanities and the Digital (co-edited with David Theo Goldberg, MIT Press, 2015) and “Close Reading PowerPoint” (online publication). He is currently working on a project on space and knowledge production.
Read about past Distinguished Visiting Fellows
Distinguished CUNY Fellows
Every year ARC invites tenured CUNY faculty to apply for a fellowship with ARC. Similar to Distinguished Visiting Fellows, Distinguished CUNY Fellows present papers in the annual ARC seminar, participate in the GC intellectual community, and work with students in research praxis seminars on areas of common interest. The fellowship provides them with course releases and an office at the GC in which they can pursue their research in a collaborative context working alongside their peers and doctoral students.
Distinguished CUNY Fellows receive three course releases per semester for a maximum of two semesters.
Below are profiles of the 2015-2016 Distinguished CUNY Fellows:
Timothy J. Amrhein
is a Professor of Theatre at York College (The City University of New York) and the Chair of The Department of Performing and Fine Arts. Though Professor Amrhein is known for his scenic and costume designs throughout the United States, he has also directed several productions as well. His research focuses on applying and translating Spanish into the context of American theatre in English and examines the question of how cross-lingual plays can directly affect how an audience perceives a playwright’s text and characters, depending upon an individual’s native language. He continues to work on translating and directing plays that explore this idea of bilingualism on stage and focuses on language itself and how specific cultural idioms in a Spanish‐language play could be conveyed to an English‐speaking audience in a way that holds true to the main concept of the play as it is presented in its original language—Spanish. He received the Best Scenic Design award from the NJ Star Ledger and the Detroit Free Press’s Theatre Excellence Award. Professor Amrhein has also helped to translate the Dominican play, La Luz De Un Cigarrillo
, by Marco Antonio Rodríguez from Spanish into English, which premiered in 2012 at York College under his direction. He is a member of United Scenic Artists, Local 829; the United States Institute for Theatre Technology; the Association for Theatre in Higher Education (Latina/o Focus Group) and the Theatre Communications Group. He holds an M.F.A. from Wayne State University.
A native Italian and CUNY Graduate Center alumna, Marcella Bencivenni is Associate Professor of History at Hostos Community College/CUNY, where she has been teaching since 2004. Her research focuses on the histories of im/migration, labor, and social movements in the modern United States, with a particular interest in the Italian American experience. She is the author of Italian Immigrant Radical Culture: The Idealism of the Sovversivi in the United States, 1890-1940
(2011, repr. 2014), and co-editor of Radical Perspectives on Immigration
(2008). She has also published over a dozen book chapters, articles and historiographical essays on topics related to the Italian diaspora and American radicalism and was recently featured in the Grammy-nominated TV show “Who Do You Think You Are?” helping Italian American actress Valerie Bertinelli trace her past. Marcella is currently working on two new projects: she is editing the autobiography of leftwing activist Carl Marzani, who became the first political victim of McCarthyism, and has also started a new book tentatively titled Italian Immigration, the Triangle Fire and the Politics of Memory
for which she received a Chancellor Research Award for the 2014-2015 academic year and a Distinguished CUNY Fellowship for the Spring 2016.
is Professor of Sociology at the Graduate Center and City College, CUNY. He was the founding Co-Director of the Middle East and Middle Eastern American Center at the CUNY Graduate Center from 2001 to 2013. Bozorgmehr is one of the pioneers of academic research on Middle Eastern and Muslim Americans. He has published extensively on this diverse population, including his co-authored book Backlash 9/11: Middle Eastern and Muslim Americans Respond
(University of California Press, 2009), which received an honorable mention (runner up) for the best book award from the International Migration (IM) Section of the American Sociological Association (ASA). He is currently working on a comparative project examining the second-generation Muslim experience in Europe and the United States.
is Professor of Psychology at the College of Staten Island, City University of New York (CUNY), where she directs the Language Learning Laboratory. She completed her PhD studies in Experimental Psychology at New York University, and post-doctoral fellowships at Carnegie Mellon University and Emory University, before joining the CUNY faculty in 1997. Professor Brooks serves as Deputy Executive Officer of the CUNY PhD Program in Psychology (Area: Pedagogy), and as Faculty Advisor to the Graduate Student Teaching Association of the American Psychological Association. Her research interests are in two broad areas: (1) individual differences in language learning and development and (2) teaching and learning, especially with regards to effective use of technology to support diverse learners. Professor Brooks has authored or co-authored over 75 scientific papers and book chapters. With Vera Kempe, she co-authored the textbook Language Development
(Wiley-Blackwell, 2012), and co-edited the Encyclopedia of Language Development
(Sage, 2014). Current projects include a forthcoming textbook, Teaching of Psychology: An Evidence-Based Approach
, co-authored with Maureen O’Connor, Jillian Grose-Fifer, and Dan McCloskey.
is Professor of History and Chair of the Program in Asian and Asian American Studies at Baruch College, CUNY. Her research interests include 20th century America, Republican China, Sino-American relations, transnationalism, urban history, immigration, race, and politics. She is the author of Alien Neighbors, Foreign Friends: Asian Americans, Housing, and the Transformation of Urban California and Between Mao and McCarthy
: Chinese American Politics in the Cold War Years
, as well as numerous articles. Currently, she is writing a book about the thousands of Chinese American citizens who left the United States to settle in China in the first of the 20th century. She received her Ph.D. from Northwestern University in 2002.
is an Associate Professor of History at Queens College and the CUNY Graduate Center. As a historian of Latin America with a specialization in nineteenth- and twentieth-century Brazil, her work has focused on the intersection of the study of the law and the humanities. She is the author of Laws of Chance: Brazil’s Clandestine Lottery and the Making of Urban Public Life in Brazil
(Duke University Press, 2011), winner of the New England Council of Latin American Studies Best Book Prize, co-winner of the J. Willard Hurst Prize of the Law and Society Association, and recipient of Honorable Mention for the Best Book Prize of the Brazil Section of the Latin American Studies Association. A Portuguese translation of Laws of Chance
, entitled Leis da sorte
, was published in Brazil in 2014 (Editora da Unicamp). She is co-editor of The Rio Reader: History, Culture, Politics
, a co-edited anthology of primary sources on the history of Rio de Janeiro, which will be published by Duke University Press in 2015. Other publications include articles on the history of penal institutions, criminal law, and illicit gambling in modern Brazil and co-edited issues of the Radical History Review
that explore the privatization of common property in global perspective and Haitian history. She has held faculty fellowships and visiting scholar positions at the Gilder Lehrman Center for the Study of Slavery, Resistance and Abolition at Yale, the David Rockefeller Center for Latin American Studies at Harvard, the Institute for Latin American Studies/ Center for Brazilian Studies at Columbia, and the Center for the Humanities and the Center for Place, Culture and Politics and the Committee on Globalization and Social Change at the CUNY Graduate Center. In 2013, she was a Visiting Professor at the Federal University of Santa Catarina (UFSC) in Brazil. She currently serves as Co-Chair of the Radical History Review
Editorial Collective. Her projects in progress include research for a book that explores the social, cultural, and legal history of nighttime in nineteenth-century urban Brazil.
is Professor of History at John Jay College and the Graduate Center, City University of New York. She teaches courses on the history of crime with an emphasis on gender and sexuality. Her publications include Prostitution and the State in Italy
(1986), Born to Crime: Cesare Lombroso and the Origins of Biological Criminology
(2002), and "Global Perspectives on the Birth of the Prison,” American Historical Review
(2011). She has translated, with Nicole Hahn Rafter, the two classic works of Lombroso: Criminal Man
(2006) and Criminal Woman, the Prostitute and the Normal Woman
(2004). Her research has been supported by grants from the National Endowment for the Humanities, the Fulbright Commission, and the National Library of Medicine; she has been a fellow at the American Academy in Rome and the International Center for Research in the Humanities (IFK) in Vienna. She is presently completing a book on the “birth” of the modern Italian prison with an emphasis on gender.
Janet Elise Johnson
is an Associate Professor of Political Science and Women’s Studies at Brooklyn College, City University of New York, and Visiting Scholar, Center for European and Mediterranean Studies, New York University. Her work focuses on the relationship between gender and politics, in connection to social movements, violence against women, democratization, and public policy, especially in postcommunist contexts. Her books include Gender Violence in Russia: The Politics of Feminist Intervention
(2009) and Living Gender after Communism
(edited with Jean C. Robinson, 2007). In the last few years, her journal articles have appeared in the Nationalities Papers, Politics & Gender, Communist and Post-Communist Studies
, and Signs: Journals of Women in Culture and Society
. She has also published pieces in The New Yorker
blog and The Nation
. Her current project investigates the impact of informal politics on women politicians, women’s/feminist movements, and gender equality policymaking, based on the cases of Russia and Iceland. She holds a BA from Duke University in Public Policy and a PhD in Political Science from Indiana University.
is an Associate Professor of Secondary Education at Brooklyn College, CUNY. Her work focuses on equity and diversity in mathematics education. Her work includes publications in Journal of Mathematics Teacher Education, Journal for Research in Mathematics Education, Journal of Urban Mathematics Education, Mathematical Thinking & Learning
, and Mathematics Teacher
. Her honors include a Tow Fellowship (2014), a Career Award from National Science Foundation (2008), a Brooklyn College Award for Excellence in Teaching (2007), and a Young Scholar Award from the Knowles Science Teaching Foundation (2006). Her most recent project, funded by the National Science Foundation, focuses on digitally-enhanced, placed-based approaches to mathematics education. She earned her Ph.D. from Teachers College, Columbia University in 2002.
received her PhD in Linguistics from the University of Delaware in 1997, and has been Professor of Linguistics at the College of Staten Island and the CUNY Graduate Center since 2002. For many years Tortora did fieldwork on Borgomanerese, a little-studied Piedmontese dialect, spoken in the town of Borgomanero in the Province of Novara, and in 2001 she received a National Endowment for the Humanities
fellowship to write a grammar of Borgomanerese. This research resulted in numerous articles and book chapters on the dialect’s history and grammatical structure, as well as a 2003 edited volume with Oxford University Press (The Syntax of Italian Dialects
), and her full-length monograph entitled A Comparative Grammar of Borgomanerese
(also with Oxford U. Press), which appeared in late 2014. As the result of her research and contributions to the advancement of the study of Italian dialects, she was the 2013 recipient of the Elena Lucrezia Cornaro Award
. Dr. Tortora also does research on American dialects, and she has received numerous grants from the National Science Foundation
, a Digital Humanities Start Up Grant from the National Endowment for the Humanities
, and a second NEH Fellowship (awarded in 2011), to support her work on the English of Appalachia. She is currently spearheading the Audio-Aligned and Parsed Corpus of Appalachian English
project, a one million-word annotated corpus of Appalachian speech, which will serve as a tool for investigation of social and grammatical variation in Appalachian English. Her work on this research project (which is in collaboration with the University of Pennsylvania) has influenced her current book project Understanding English Sentences
(to appear in 2016, Wiley-Blackwell), a textbook which applies decades of findings in syntactic theory and cognitive science, with an eye towards making English grammar accessible to school teachers and students alike.
Read about past Distinguished CUNY Fellows
Each year ARC invites GC doctoral students to apply for an ARC Research Praxis Award. Students are required to be in the second year of their doctoral program with the intention of pursuing a dissertation research topic in one of the research themes of any given year. Throughout the period of the award, students work with ARC Distinguished Fellows in the research praxis seminar to learn how they conduct their research and to share research insights which can help them in their dissertation. These insights, as well as the perspectives of their peers who are focused on similar disciplines, are intended to foster student intellectual creativity and early entry into the research process. Students also blog on the ARC Student Research Commons
on their research projects as well as on critical issues of the day.
Below are short bios of the Spring 2016 ARC Research Praxis Award winners:
is a learner and educator committed to engaging theory and practice, reflection and action. Her research interests focus on the possibilities and limitations of “child-centered” schooling as lived and perceived by children from racialized and economically marginalized families and communities. Discussion about the unequal academic outcomes of low-income children of color is prevalent in both educational research and policymaking, but we seldom listen to children’s voices or consider their expertise about their school experiences. The progressive school context, which Alisa knows as an elementary school teacher and principal, offers a unique counterpoint to the “closing the achievement gap” rhetoric and the high-stakes standardized curricula, pedagogies, and testing that dominate contemporary education reform. Her project examines how minoritized children in public progressive schools engage with, accept, resist, and transform larger discourses about schooling, race, class, and childhood. Their perspectives and experiences ultimately share a vision of what is possible.
is Ph.D. student in the History Department. She studies the history of nonviolent crime in the United States in the twentieth century, and focuses particularly on the construction and policing of social deviance. Brooks looks at changes in laws pertaining to drug and alcohol prohibition and sexual practices to consider the origins of these legal changes and how they reflected and reinforced inequalities delineated along lines of race, class, gender, and perceived ability. Currently, Brooks is exploring the role of the criminal justice system in creating and maintaining gender-based inequalities through the experiences of women charged with sex crimes in New York in the 1940s, a moment of unsettled gender norms and heightened concern about female sexuality. Through this research, Brooks will contribute to the fields of women’s history and criminal justice history by considering the experiential and theoretical role of criminal codes and law enforcement practices in gendering citizenship, and in examining how gender discrimination interacted with other modes of inequality to create particular experiences for women of color, immigrant women, poor women, and women who were perceived to be disabled.
is a doctoral student in the Critical Social/Personality Psychology program at the Graduate Center. Her work uses critical feminist theories and methods to explore women and girls’ lived experiences of gender, desire and sexual identity through an intersectional and social justice lens. She is currently conducting a qualitative investigation into how queer girls in New York City experience their bodies and desires as policed within institutional practices of surveillance in schools and communities. Along with her academic research and teaching, she is also a research blogger for SPARK
, an inter-generational feminist activist organization that works with girls to push back against the sexualization of girls and women in the media.
is a Ph.D. student studying Clinical Psychology at The Graduate Center. He provides psychotherapy to children and adults at The Psychological Center of City College, a community mental health clinic in West Harlem staffed by doctoral students. Additionally, as a Clinical Research Fellow with The Healthy CUNY Initiative at the CUNY School of Public Health, he works to increase access to psychological services for students at urban public universities. He plans to use the ARC Research Praxis Fellowship to develop a program of research focused upon meeting the particular psychological needs of LGBT students, strengthening their sense of belongingness and their institutional ties, with the long-term goal of reducing health disparities by supporting the completion of their undergraduate education.
is a Ph.D. student in the Hispanic and Luso-Brazilian Literatures and Languages program at The Graduate Center, City University of New York. His interests include Spanish grammar from a functional perspective, the interface between linguistic and literary analysis, and language contact issues from both synchronic and diachronic perspectives. His ARC funded research project involves the study of how the preferred word order configuration patterns of Spanish speakers in the United States differ from those of Spanish speakers in Latin America, while seemingly mirroring the patterns of English speakers in the United States. The findings of this study may defy the notion that Spanish is a “free” word order language. Also, they will help showcase an instance where a grammatical feature is susceptible to direct transfer from a dominant language to a subordinate one in a contact setting. For the expanded version of this research project, he was awarded a Fellowship by the Columbia School Linguistics Society for the upcoming academic year.
is a PhD candidate in Linguistics at the Graduate Center at CUNY. She studies language adaptation in response to the affordances of digital communication technologies. Her current project focuses on how urban bilingual youth navigate their languages academically, socially, and digitally. By understanding the language performed on digital platforms (i.e., texting and chatting) as an emergent language forms with a distinct set of rules and norms, it is possible to document the evolution of a new language form and gain insights into how human languages develop. This language is emerging in parallel to a trend towards increasing multilingualism and multinationalism. By bringing together these parallel (and deeply interconnected) trends, Johnson-McSweeney’s research seeks to capture this historical moment in the evolution of human language. She is also working on a micro-mapping project exploring the accents of New York City and created an interactive map
exploring the language spoken along the New York City Subway line.
is currently working toward her PhD in Political Science at the Graduate Center. Her research interests are centered around the relationship between politics, policy and economic outcomes for men and women in a cross-national perspective. Her current research involves utilizing a new income definition that takes into account the value of unpaid work (in the form of both housework and childcare) and non-cash services (health care, education, early childhood education and care, and housing) to measure inequality and poverty outcomes across different household types in the US and 5 additional high-income countries. The study shows that other factors, beyond income, are important for household well-being, especially for households in the bottom and middle of the income distribution. Sarah is also currently analyzing how political arrangements in high-income countries impact the creation and sustainability of gender egalitarian labor market and social welfare policies, and in turn how these policies affect economic outcomes both among women and between men and women across the income distribution.
is a doctoral student in anthropology at the City University of New York Graduate Center, whose research focuses on alternative currencies amid the recent fiscal crisis in Greece. Her work examines the ways in which Greeks rely on the circulation of multiple informal currencies—trading goods and services without euros. These social and solidarity economies have sought to reclaim community resources for local citizens in protest to the staggering inequalities precipitated by Greece’s rising government debt, privatization of public assets, and structural reforms. People use barter schemes, time banks, mutual credit clearing systems, and crypto currencies to survive in a context where coinage is scarce. Helen’s dissertation research takes current struggles over monetary value in Greece and the proliferation of alternative means of exchange alongside assertions that a single European currency is unitary and cohesive. Her work analyzes informal currencies in relation to formal structures such as official money, statehood, and the European Union; ways local currencies seek to redefine nationalism and national belonging; and whether alternative forms of exchange can facilitate broader social change and reduce inequalities by drawing on local resources and through reconceptions of monetary value. Helen received her MA from Hunter College in 2012, where her research focused on the U.S. domestic workers’ movement, commonalities in the workplace experiences among immigrants in New York City, and passage of the Domestic Workers’ Bill of Rights. Helen has worked with Domestic Workers United and as a surveyor for the first nationwide report on the domestic work industry led by the National Domestic Workers’ Alliance. Her work has been published in Anthropology Now
and, as an invited speaker, appeared at the United Nations International Labor Organization’s 2013 World Day of Social Justice.
, MEd is a doctoral student in the Leadership and Policy stream of the Urban Education Program at the Graduate Center, City University of New York. His research interests are in issues of educational and health inequalities with a focus on student dis/engagement, school non-completion (dropout), public/private systems of school governance, and charter schooling. Charter schools have disproportionately lower numbers of high-need special education students and English Language Learners than traditional public schools—those students most expensive and challenging to teach. Daniel’s proposed study Health Disparities and Charter School Exclusionary Practices in New York City
will focus on the role of charter school student composition on student, teacher, and school health (e.g., stress, “disability”). This research will provide a theory of health and educational inequality that both embraces the complexity inherent in a diverse typology of charters (i.e., standalone v. network), and synthesizes the political, structural, geographic, economic, and social dimensions that buoy those inequalities of education and health.
Read about past student fellows
ARC embraces the vital work of the Graduate Center’s eminent scholars, doctoral students, and research centers, which is the backbone of the Graduate Center’s international reputation. Those efforts energize the following five areas of study. Click each research area to go to the corresponding web page.
: Research on the structural foundations of increasing inequality across our society and ways to mobilize communities around various alternatives.
: Interdisciplinary research on the social, cultural, and political impacts of international migration, with special attention on the role of immigration in New York City and comparative studies on how immigration and ethnic diversity are experienced in different nations.
: Interdisciplinary research on complex social, cultural, and policy issues raised by multilingualism.
: Research in a broad range of digital projects and digital resources, including data mining and the digital humanities.
: Critical issues facing large cities around the world and the role played therein by public, nonprofit, and business organizations.
Please note that, in addition to ARC’s support of these research areas, essential work is under way in the Graduate Center’s interdisciplinary committees and initiatives