The Graduate Center

Page Content   Local Links   Main Links   Utility Links   Footer
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 College of Education 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) 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; and (b) the assessment and development of teaching-specific or “Pedagogical Spanish” competencies (Aquino-Sterling, forthcoming) in the preparation of K-12 bilingual teachers. His works have been published in 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.

Verónica Benet-Martínez 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.

Claudia Diehl 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.

Richard Drayton 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.

Christine Hélot 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.

Juliet Hooker 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).

James Livingston 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 (EDiSO).

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.

Kim Potowski 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.

Patrick Simon 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.

Patrik Svensson 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.

Below are profiles of the 2014-2015 Distinguished Visiting Fellows:

Sarah K. Bruch is an Assistant Professor in the Department of Sociology at the University of Iowa. Her research focuses on the processes and policies that ameliorate or exacerbate social inequalities. In this vein, she studies the political and civic consequences of social policy designs; the distributional and social consequences of US safety net policies; the role of racial marginality in state policy choices; authority relations and racial dynamics within schools; and how multiple dimensions of race can be used to identify different mechanisms of racial disparities in education and punishment. Her work has been published in leading academic journals including the American Sociological Review, Sociology of Education, Journal of Marriage and Family, and Child Development.

Elizabeth Maddock Dillon is Professor of English at Northeastern University where she is Founding Co-Director of the NULab for Maps, Texts, and Networks and teaches in the field of eighteenth-century transatlantic literary studies.  She is also the co-director of the Futures of American Studies Institute at Dartmouth College. Her work in the field of digital humanities includes projects involving text-mining and mapping of early African American texts and slave narratives, digital archival work in early Caribbean texts, and work mapping the reprinting of materials in nineteenth-century U.S. newspapers.  She is one of the founders of the award-winning Our Marathon project: a crowd-sourced archive of the Boston Marathon bombings.  She is the author of New World Drama: The Performative Commons in the Atlantic World, 1659-1859 (Duke University Press in 2014) and The Gender of Freedom: Fictions of Liberalism and the Literary Public Sphere (Stanford University Press, 2004) which won the Heyman Prize for Outstanding Publication in the Humanities at Yale University. She is also co-editor of the forthcoming volume, The Haitian Revolution and the Early U.S.: Histories, Geographies, and Textualities (University of Pennsylvania Press).

Steven E. Jones is a Professor of English and Co-Director of the Center for Textual Studies and Digital Humanities at Loyola University Chicago. His interests include Romantic-period literature, textual studies–about the production, transmission, and reception of texts of all kinds in any media–and digital humanities. He's author of numerous books and articles, including The Emergence of The Digital Humanities (Routledge, 2013), (co-authored with George K. Thiruvathukal), Codename Revolution: The Nintendo Wii Platform (MIT Press, 2012), The Meaning of Video Games (Routledge 2008), and Against Technology: From the Luddites to Neo-Luddism (Routeldge, 2006). He is currently researching the history of the collaboration between Jesuit linguist, Fr. Roberto Busa, and IBM (1949-1955), often said to mark the beginning of humanities computing. He will be with the Graduate Center for the full academic year.

Don Kalb is professor of sociology and social anthropology at Central European University, Budapest, and Senior Researcher at Utrecht University, the Netherlands. His books include Expanding Class: Power and Everyday Politics in Industrial Communities, The Netherlands, 1850-1950 (Duke University Press), 1997; (ed.) The Ends of Globalization. Bringing Society back in, (Rowman and Littlefield Publishers), 2000; (ed.) Globalization and Development: Key Issues and Debates (Kluwer Academic Publishers), 2004; (ed.) Critical Junctions: Anthropology and History beyond the Cultural Turn (Berghahn), 2005; (ed.) Headlines of Nation, Subtexts of Class: Working Class Populism and the Return of the Repressed in Neoliberal Europe, (Berghahn) 2011; and (ed.) Anthropologies of Class (Cambridge U.P) forthcoming. He is Founding Editor of Focaal – Journal of Global and Historical Anthropology.

Yuri Kazepov teaches Urban Sociology and Compared Welfare Systems at the University of Urbino. He is a founding member of the Network for European Social Policy Analysis (ESPAnet) and was the president of RC21, of the International Sociological Association (2010-2014). His fields of interest are urban poverty and governance, citizenship and urban inequalities, social policies in compared and multilevel perspective. On these issues he has been carrying out comparative research and evaluation activities for the European Commission and other international bodies. Among his publications in English we have (2005) Cities of Europe. Changing contexts, local arrangements and the challenge to social cohesion (ed.), (2010) Rescaling social policies towards multilevel governance in Europe; (2013) Social assistance governance in Europe: a scale perspective (with Eduardo Barberis). He received his PhD in Sociology from the University of Milan (Italy) in 1994.

Marco Martiniello received his PhD in Political Science at the European University Institute Florence and is currently the Research Director at the Belgian National Fund for Scientific Research (FRS-FNRS). He teaches Sociology and Politics at the University of Liège and at the College of Europe (Natolin, Poland). He is the director of the Center for Ethnic and Migration Studies at the University of Liège and a member of the executive board of the European Research Network IMISCOE.  He has been President of the Research Committee n°31 Sociology of Migration from 2008 to 2014. He is the author, editor or co-editor of numerous articles, book chapters, reports and books on migration, ethnicity, racism, multiculturalism and citizenship in the European Union and in Belgium with a transatlantic comparative perspective. His most recent work includes A Transatlantic Perspective (Routledge 2009), Selected Studies in International Migration and Immigrant Incorporation (co-edited with Jan Rath, Amsterdam University Press, 2010), La démocratie multiculturelle (Presses de Sc Po, 2011), An Introduction to International Migration Studies. European Perspectives (Amsterdam, Amsterdam University Press, 2012) (with Jan Rath), Penser l’Ethnicité (Liège, Presses Universitaires de Liège, 2013).  His current research examines the artistic expression and participation of immigrant, ethnicized and racialized minorities in super-diverse cities and countries (Australia, South African, USA, Belgium and Italy).

Paul M. Ong is a Professor at UCLA’s School of Public Affairs, Institute of the Environment and Sustainability, and Department of Asian American Studies.  He has a master’s degree in urban planning from the University of Washington and a doctorate in economics from UC Berkeley.  He is the current director of the Center for the Study of Inequality and senior editor of AAPI Nexus: Asian American and Pacific Islander Policy, Practice and Community.  He was the chair of UCLA’s Department of Urban Planning, director of the Lewis Center for Regional Policy Studies, acting director of the Institute for Industrial Relations, and founding director of UC AAPI Policy Program. He has conducted research on immigration, civic and political participation, economic status of minorities, welfare-to-work, health workers, spatial inequality, and environmental inequality.  He has served on advisory committees for California’s Employment Development Department and Department of Social Services, the South Coast Air Quality Management District, the Getty Research Institute for the History of Art and the Humanities, the California Wellness Foundation, the California Community Foundation, the U.S. Bureau of the Census, and the National Research Council.

Karen Phalet is a Professor of Social Psychology at the University of Leuven, Belgium and a fellow of the European Research Center On Migration and Ethnic Relations at Utrecht University, Netherlands. Recent work develops comparative perspectives on school diversity and ethnic inequality and on the religious identities of Muslim immigrant youth in European societies. Her current project studies the interplay of social boundaries in European schools with the social ties and identities of Muslim youth. She received her Ph.D. from the University of Leuven in 1993 and has since been the author of numerous publications in ethnic and migration studies, social psychology and sociology journals and books. She was a 2013 Society for Personality and Social Psychology Fellow. She will be with CUNY for the Spring 2015 term.

Andrew Stauffer is an associate professor of English at the University of Virginia, where he also directs the NINES digital initiative ( ) and teaches in the Rare Book School.  He is the author of Anger, Revolution, and Romanticism (Cambridge UP, 2005) and the editor of works by Robert Browning (Norton, 2006) and H. Rider Haggard (Broadview, 2006). He served at PI on a Google grant for the development of Juxta Commons and an NEH grant for an institute on the evaluation of digital scholarship.  His current work focuses on the history and future of the nineteenth-century print record, with specific attention to issues of digitization, book history, and library collections management. He received his Ph.D. from the University of Virginia in 1998. He will be with the Graduate Center for the full academic year.

Massimiliano Tomba is Professor of Political Philosophy at the University of Padova. His research focuses mainly on modern German philosophy, critical theory and globalization. He is co-organizer of an initiative titled ‘Next Generation Global Studies (NGGS)’ which aims at reconsidering predominant schemes of interpretation of global societies in order to overcome prevailing Eurocentric perspectives of political space and time. His work has involved theorists such as Kant, Hegel and post-Hegelian thought, Marx, Walter Benjamin, and Theodor Adorno. Among his publications are Krise und Kritik bei Bruno Bauer. Kategorien des Politischen im nachhegelschen Denken, Frankfurt am Main, Peter Lang, 2005; La vera politica. Kant e Benjamin: la possibilità della giustizia, Macerata, Quodlibet, 2006; Marx’s Temporalities, Leiden, Brill, 2013. He received his Ph.D. from the University of Pisa in 2000.

Below are profiles of the 2013-2014 Distinguished Visiting Fellows:

Maurice Crul is a Professor of Sociology at the Free University of Amsterdam and at the Erasmus University in Rotterdam.  His most recent books in English include The Changing Face of World Cities (2012), co-authored with John Mollenkopf; and The Second Generation Compared: Does the Integration Context Matter? (2011), co-edited with Jens Schneider and Frans Lelie.  His current work focuses on a transatlantic comparison of the “success stories” of young people from disadvantaged immigrant backgrounds in New York and gateway cities in Europe. He received his Ph.D. from the University of Amsterdam in 2000.

Jan W. Duyvendak is a Professor of Sociology at the University of Amsterdam and also the President of the Dutch Sociological Association.  His most recent books in English include Crafting Citizenship: Negotiating Tensions in Modern Society (2012), co-authored with Evelien Tonkens and Menno Hurenkamp; The Politics of Home: Nostalgia and Belonging in Western Europe and the United States (20110); and Of Markets and Men: Lessons from the US and Europe for Strategies to Reach a Better Work/Life Balance (2010), written with M.M.J. Stavenuiter.  His current project focuses on the key features of contemporary nativism in Western Europe and the U.S.  He received his Ph.D. in 1992 from the University of Amsterdam.

Chad A. Goldberg is a Professor of Sociology at the University of Wisconsin, Madison.  His research focuses mainly on the historical sociology of citizenship.  He is the author of Citizens and Papers: Relief, Rights, and Race, from the Freedmen’s Bureau to Workfare (2008), which probes the struggles over the citizenship rights of welfare state claimants in U.S. history.   He also has a book under contract with the University of Chicago Press entitled Modernity and the Jews in Social Theory. He received his Ph.D. from the New School for Social Research in 2002.

Michael Kazin is a historian of politics and social movements and currently a Professor of History at Georgetown University.  He received his Ph.D. from Stanford University in 1983 and has since been the author of numerous publications.  His most recent book is American Dreamers: How the Left Changed a Nation (2011) and he is in the process of working on War Against War: The Rise, Defeat, and Legacy of the Peace Movement in American, 1914-1918, which will offer an interpretive narrative about the massive anti-war insurgency.  He has previously held appointments at American University and Stanford University.

Don Mitchell is a Distinguished Professor of Geography at Syracuse University  where he has taught since 1997.  He has most recently published The Saved Crops: Labor, Landscape and the Struggle Over Industrial Farming in Bracero-Era California (2012), The People’s Property? Power, Politics and the Public (2008) (co-authored with Lynn A. Staeheli), The Right to the City: Social Justice and the Fight for Public Space (2003), and Cultural Geography: A Critical Introduction (2000).  He was a MacArthur Fellow from 1998-2003 and received his Ph.D. from Rutgers University in 1992.

Mauricio Pietrocola is a Science Educator and currently a Professor at The University of São Paulo in Brazil. He received his doctoral degree from The University of Paris 7 (Denis Diderot) in 1992 and has since been the author of numerous publications. His areas of work include curriculum development, pedagogical knowledge and innovative strategies of teaching and learning. He has most recently published Mathematics as a Structural Language of Physics Thought (2010), Epistemological Vigilance and textbooks: on the didactic transposition of physics knowledge (2011) and New Physics Curriculum for Secondary School - The Case of São Paulo' State (2012). His current focus is on connections between Innovative education and risk taking, which contributes to an understanding of the failure of new educational innovations.

Sanjay G. Reddy is an Associate Professor of Economics at The New School for Social Research.  His areas of work include development economics, international economics, and economics and philosophy.  He recently co-edited A Great Transformation? Understanding India’s New Political Economy (2011) with Sanjay Ruparelia, John Harriss, and Stuart Corbridge.  Previous publications included International Trade and Labor Standards with Christian Barry. His current work focuses on inequality and inclusion within and across countries.  He received his Ph.D. from Harvard University in 2000.

Moshe Sluhovksy is the Vigevani Chair of European Studies at the Hebrew University in Jerusalem whose research focuses on religious history in general and Catholicism in particular.  He has written two books that were published in English: Believe not Every Spirit: Possession, Mysticism, and Discernment in Early Modern Catholicism (2007) and Patroness of Paris: Rituals of Devotion in Late Medieval and Early Modern France (1998).  He has also held positions at Brown University, UCLA, and the California Institute of Technology.  He received his Ph.D. from Princeton University in 1992.
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.

Marcella Bencivenni 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.

Mehdi Bozorgmehr 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.

Patricia Brooks 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.

Charlotte Brooks 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.

Amy Chazkel 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. 

Mary Gibson 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.

Laurie Rubel 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.

Christina Tortora 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.

Below are profiles of the 2014-2015 Distinguished CUNY Fellows:

David Brotherton obtained his Ph.D. in Sociology in 1992 at the University of California, Santa Barbara while teaching public high school in San Francisco.  He began work on street gang subcultures at U.C. Berkeley in the same year. In 1994, Dr. Brotherton came to John Jay College of Criminal Justice where he continued his research on youth resistance, marginalization, and deportation co-founding the Street Organization Project with Luis Barrios in 1997.  He edits the Public Criminology book series at Columbia University Press. In 2003 and 2004 Dr. Brotherton co-organized the first academic conferences on deportation in the Caribbean and the United States respectively. In 2011 he was named Critical Criminologist of the Year and his work has been nominated for the George Orwell Prize in England and the C.Wright Mills Award in the United States. Among his recent books, published by Columbia University Press, are: Banished to the Homeland: Dominican Deportees and Their Stories of Exile, with Luis Barrios (2011); Keeping Out The Other: A Critical Introduction to Immigration Control, edited with P. Kretsedemas (2009); and The Almighty Latin King and Queen Nation: Street Politics and the Transformation of a New York City Gang, with Luis Barrios (2004). Dr. Brotherton's current projects include a new work for Routledge called “The Youth Street Gang,” and is collecting data on the performance of vindictiveness in deportation hearings.

Hester Eisenstein is a native New Yorker. After getting her Ph.D. in French history from Yale University, she taught at Yale, at Barnard College (Columbia University), where she was active in the formation of the Women’s Studies Program and the Scholar and Feminist conference series, and at the State University of New York at Buffalo. In the 1980s she served as a “femocrat” (feminist bureaucrat) in the state government of New South Wales, Sydney, Australia.  Since 1996 Eisenstein has been a professor of sociology and women’s studies at Queens College and the Graduate Center, The City University of New York. Her books include Contemporary Feminist Thought (1983); Inside Agitators: Australian Femocrats and the State (1996); and Feminism Seduced: How Global Elites Use Women's Labor and Ideas to Exploit the World (2009).  Eisenstein was the Director of the Women's Studies Program at Queens from 1996 to 2000, and is currently vice-chair of the Queens College chapter of the Professional Staff Congress-CUNY, the faculty and staff union for the City University of New York. She is also on the editorial board of Socialism and Democracy.

Joshua B. Freeman is Distinguished Professor of History at Queens College and the Graduate Center.  His books include American Empire, 1945-2000: The Rise of a Global Power, the Democratic Revolution at Home; Working-Class New York: Life and Labor since World War II; and In Transit: The Transport Workers Union in New York City, 1933‑1966.  He is currently working on a transnational history of very large factories and their cultural significance.  He has received the Philip Taft Labor History Book Award, the New York Society Library Book Prize, the John Commerford Labor Education Award, and fellowships from the American Council of Learned Societies and the National Endowment for the Humanities.   He received a Ph.D. in History from Rutgers University in 1983.

Ismael García Colón is an Associate Professor of Anthropology at the College of Staten Island, CUNY. He is a historical and political anthropologist with interests in political economy, migration, and Caribbean, Latin American and Latina/o studies. García Colón is the author of Land Reform in Puerto Rico: Modernizing the Colonial State, 1941-1969 (University Press of Florida, 2009). His publications have also appeared in Latin American Perspectives, CENTRO Journal, and Latino Studies. His research explores how development policies formed and transformed modern subjectivities in Puerto Rico during the mid-twentieth century. He is currently writing a book on the Puerto Rican experience in U.S. farm labor and its relation to the formation of the colonial state in Puerto Rico, the political economy of agriculture, and the discourses and practices of deportation and citizenship.

Kwasi Konadu is Professor of History at BMCC-The City University of New York. He has conducted extensive archival and field research in West Africa, Europe, Brazil, the Caribbean basin, and North America, and much of his writings focus on African and African diasporic history. He is the author of Indigenous Medicine and Knowledge in African Society (Routledge, 2007), A View from the East: Education and Black Cultural Nationalism in New York City (Syracuse Univ. Press, 2009), The Akan Diaspora in the Americas (Oxford Univ. Press, 2010), The Akan People: A Documentary Reader, 2 vols. (Markus Wiener Publishers, 2013), Transatlantic Africa, 1440-1880 (Oxford Univ. Press, 2014), and (with Clifford Campbell) The Ghana Reader: History, Culture, Politics (Duke Univ. Press, 2014). Dr. Konadu is currently writing a history of diaspora and settlement in the Gold Coast/Ghana, a history of slavery and spirituality in Atlantic Africa, and a world history that focuses on the challenge of human co-existence. Dr. Konadu is also the founding director of the nonprofit publishing group, Diasporic Africa Press, Inc.

Nicole Marwell is Associate Professor of Public Affairs and Sociology at Baruch College and the Graduate Center of the City University of New York.  She is also Academic Director of the Baruch College Center for Nonprofit Strategy and Management.  Marwell has published articles in the American Sociological Review, the Annals of the American Society of Political and Social Sciences, City and Community, Social Service Review, Qualitative Sociology, and the Nonprofit and Voluntary Sector Quarterly.  Her 2007 book, Bargaining for Brooklyn: Community Organizations in the Entrepreneurial City was published by the University of Chicago Press.  Current empirical work examines: government contracts to nonprofit organizations in New York City; collaborative governance and the social rights of children in the child welfare system; and dynamics of patronage and political exchange in discretionary public budget allocations.  Marwell’s research is supported by the National Science Foundation.

Ruth Milkman is a sociologist of labor and labor movements who has written on a variety of topics involving work and organized labor in the United States, past and present.  She has written extensively about low-wage immigrant workers in the U.S., analyzing their employment conditions as well as the dynamics of immigrant labor organizing.  She helped lead a multi-city team that produced a widely publicized 2009 study documenting the prevalence of wage theft and violations of other workplace laws in Los Angeles, Chicago and New York.  She also recently co-authored a study of California’s paid family leave program, focusing on its impact on employers and workers.  After 21 years as a sociology professor at UCLA, where she directed the Institute for Research on Labor and Employment from 2001 to 2008, she returned to New York City in 2010.  She is currently a Professor of Sociology at the CUNY Graduate Center and at the Joseph F. Murphy Institute for Worker Education and Labor Studies, where she also serves as Academic Director.

Celina Su is an Associate Professor of Political Science at Brooklyn College, CUNY. Her work focuses on how everyday citizens engage in policy-making. Her publications include Streetwise for Book Smarts: Grassroots Organizing and Education Reform in the Bronx (2009), Our Schools Suck: Young People Talk Back to a Segregated Nation on the Failures of Urban Education (co-authored, 2009), and Introducing Global Health: Practice, Policy, and Solutions (co-authored, 2013). Her honors include a Berlin Prize and a Whiting Award for Excellence in Teaching. She co-founded Kwah Dao/ the Burmese Refugee Project in 2001 and has served on New York City's participatory budgeting Steering Committee since 2011. Her most recent projects focus on models of critical pedagogy and performative politics in youth empowerment, and in participatory community development overall. She earned her Ph.D. from MIT in 2005.

Patricia Tovar is a Professor of Anthropology at John Jay College of  Criminal Justice. Her research interests have focused on the study of gender and war, widowhood, forced displacement, violence, sexual and reproductive health, and gender and science. She has written extensively on the consequences of armed conflict in women’s lives, the impact of new reproductive technologies for women, the construction of medical discourses and cosmetic alterations of the female body, and on why women lag far behind men in science and technology. Some of her publications are: “The widows of the Armed Conflict in Colombia,” and “Family, Gender and Anthropology.”  Her current project focuses on the role of women in the Age of Discovery. It examines  the movement of women, their contribution to cultural exchange, the opening of trade routes, the Spanish crown policies about women and the family, sexuality, religion, and human rights issues. She received a Ph.D. in anthropology from the CUNY Graduate Center in 1996.

Sharon Zukin is professor of sociology at Brooklyn College and the Graduate Center, CUNY.  She writes about cities, culture, and the creative economy, and is now editing a book on local shopping streets in six global cities from New York to Shanghai.  She is the author of Naked City: The Death and Life of Authentic Urban Places (2010), which won the Jane Jacobs Award for Urban Communication, and Landscapes of Power: From Detroit to Disney World (1991), winner of the C. Wright Mills Award, as well as Loft Living (3rd edition, 2014) and other books about New York and other cities.  She holds a PhD from Columbia University.

Below are profiles of the 2013-2014 Distinguished CUNY Fellows:

Lakshmi Bandlamudi is currently a Professor of Psychology at LaGuardia Community College, CUNY.  She is the author of Dialogics of Self, The Mahabharata and Culture: The History of Understanding and Understanding of History (2010); “Voices and Vibration of Consciousness in Genres: A Dialogue between Bahktin and Bhartrhari on Interpretations,” (2011) pubsihed in Dialogue, Carnival and Chronotype; and “Development Discourse as an Author/Hero Relationship,” (1999) published in Culture & Pyschology.  She is working on a manuscript entitled Difference, Dialogue and Development: A Bakhtinian World.  She earned her Ph.D. in 1994 from the Graduate Center, CUNY.

Grace Davie is an Associate Professor of African History in the History Department at Hunter College, CUNY.  Her first book, The Poverty Question and the Human Sciences in South Africa, 1850-2010 (forthcoming, 2013), shows how poverty lines, as well as everyday measures of respectability, were assembled, contested, popularized, and radicalized.  She is also the author of “Strength in Numbers: The Durban Student Wages Commission, Dockworkers and the Poverty Datum Line, 1971-1973,” published in The Journal of Southern African Studies (2007).  She has received awards from the National Science Foundation, the Woodrow Wilson Center, and the Social Science Research Council.

Marc Edelman is a Professor of Anthropology at Hunter College and the Graduate Center, CUNY.  His research and writing have focused on agrarian issues, social movements, and a variety of Latin American topics, including the historical roots of nationalism and contemporary politics.  He has written The Logic of the Latifundio: The Large Estates of Northwestern Costa Rica since the Late Nineteen Century (1992) and Peasants Against Globalization: Rural Social Movements in Costa Rica (1999).  He has also contributed to editing several volumes, including, most recently, Transnational Agrarian Movements Confronting Globalization (2008). He received a Ph.D. from Columbia University in 1985.

Sujatha T. Fernandes is an Associate Professor of Sociology at Queens College and the Graduate Center, CUNY, whose research focuses on topics as diverse as the politics of everyday culture, murals, rap music, and popular fiestas in Venezuela.  Her most recent books are Close to the Edge: In Search of the Global Hip Hop Generation (2011) and Who Can Stop the Drums? Urban Social Movements in Chavez’s Venezuela (2010).  Her current project focuses on low wage immigrant workers in New York and their recent advocacy efforts, focusing specifically on the narratives produced by the workers themselves.  She received her Ph.D. from the University of Chicago in 2003.

Nancy Foner is a Distinguished Professor of Sociology at Hunter College and the Graduate Center, CUNY.  She is the author or editor of sixteen books, including One Out of Three: Immigrant New York in the Twenty-First Century (2013); In a New Land: A Comparative View of Immigration (2005), Choice Outstanding Academic Title for 2006; and From Ellis Island to JFK: New York's Two Great Waves of Immigration (2000), winner of the 2000 Theodore Saloutos Award of the Immigration and Ethnic History Society.  Much of her recent work focuses on comparing the integration of immigrants and their children in Europe and North America,  and she has begun to work on a book on how the massive immigration of the past half century has been changing American society.  She received a Ph.D. from the University of Chicago in 1971.

Mojúbàolú Olúfúnké Okome is a Professor in the Department of Political Science and previously the Deputy Chair for Graduate Studies in the Department of Political Science at Brooklyn College, CUNY.  She is currently working on a book that studies transnationalism, gender, evangelism, and power in African initiation churches in Nigera and the U.S., which focuses especially on Aladura churches in Yorubaland.  She is also the editor of West African Migrations: Transnational and Global Pathways in a New Century (2012) and Transnational Africa and Globalization (2012), both co-edited with Olufemi Vaughan.  She received a Ph.D. from Columbia University in 1996.

Judith Stein is a Distinguished Professor of History at City College, CUNY, as well as an Organization of American Historians Distinguished Lecturer.   She has published the following books: Pivotal Decade: How the United States Traded Factories for Finance in the Seventies (2010), which emphasizes how the most recent economic crisis can be traced to developments in the 1970s; Running Steel, Running America: Race, Economic Policy, and the Decline of Liberalism (1998); and The World of Marcus Garvey: Race and Class in Modern Society (1986).  The central argument that will be advanced in her most recent project is that neoliberalism became dominant in the U.S. in the 1990s when the U.S. produced high levels of growth and low unemployment.  She received her Ph.D. from Yale University.
Student 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 Fall 2015 ARC Research Praxis Award winners:

Gordon Barnes is a doctoral student in Latin American and Caribbean history at the Graduate Center. His research examines political ideology, violence, and the post-emancipation experience in the British Empire during the 19th Century. Barnes' current project focuses upon the political ideology of the British plantocracy, specifically in Jamaica and Mauritius. He is interested in how the transitions from slavery to apprenticeship and then to “free” labor, in conjunction with episodes of plebeian political violence (as well as fears of such), influenced planter perceptions of race and labor. Furthermore, his work examines and analyzes the changing nature of elite power being juxtaposed to subaltern mobilizations against such power, and how these frictions fomented, altered, and foreclosed various political discourses locally, in Jamaica and Mauritius, as well as within an imperial context.

Emily B. Campbell is a PhD student in Sociology at the Graduate Center, CUNY and a quantitative reasoning fellow at Lehman College. Her current research focuses on human rights responses to the Mexican drug war launched in 2006. Scholars of human rights note that current human rights paradigms and frameworks are out of pace with the changing nature of conflict. She asks to what extent this is true in Mexico, through a methodological combination of archival and bibliographic research, and through interviews with human rights workers from government and civil society in the United States and Mexico. The research will contribute to scholarly literature in the sociology of human rights, political sociology and social movements and shed light on current limitations of human rights infrastructure, state-centered paradigms, and their relationship to the protection of human rights in messier, ‘new wars’-type conflicts.

Marie Lily Cerat is pursuing a doctorate in the Urban Education Program. Through the theoretical lenses of post-colonialism and culturally responsive pedagogy, her work examines the exclusion of Haitian language and culture in the education of Haitian learners. Cerat has worked in the New York public education system as both a classroom teacher and a bilingual/ESL resource specialist. Currently, she serves as a WAC Writing fellow and an adjunct lecturer with the Africana Studies Department at Brooklyn College. In addition to her academic work, Cerat has a long history of organizing within the Haitian community in New York. She is the co-founder of Haitian Women for Haitian Refugees, a group that was established in 1992, and initially provided ESL and adult literacy programs to Haitian immigrants and refugees in the Brooklyn area. Over the years, the 23 year-old organization has extended its scope of work to begin advocating on behalf of Haitian refugees and immigrants, defending worker exploitation, and lobbying against anti-immigrant policies. Cerat’s writings have appeared in several publications, including the Journal of Haitian Studies, and most recently, in the London-based International Journal of the Sociology of Language.

Maggie P. Fay is a Ph.D. candidate in sociology at the Graduate Center, and a Research Associate at the Community College Research Center at Teachers College, Columbia University. Fay received a master’s degree in Higher Education from New York University. Her research interests include deviance, race, class, gender, and sexuality, social identities as they intersect with academic performance and students’ experiences in educational institutions, and the high school to college transition. Her current project focuses on how institutional context impacts student and faculty experiences with computer-mediated developmental (remedial) mathematics. While the computer-mediated delivery of developmental mathematics shows promise as a reform that may help students to become college-ready, little research has been done on institutional implementation factors that may affect the efficacy of this reform.

Orkideh Gharehgozli is a doctorate student in Economics at CUNY Graduate Center. Her research focuses on income inequality, growth, and allocations between different classes of income in Iran in recent decades. On one hand, her research focuses on shares of different components of income in each class and contribution of each to the current “unequal” growth rate; on the other hand, it explores income allocation decisions of these classes, mainly the share each class allocates on “schooling”. She studies labor market and wage differentials to foresee the direction of future gap among different classes of income in this country.

Jennifer Hamano is a Ph.D. student in the Linguistics Program at the CUNY Graduate Center and a Writing Across the Curriculum Fellow at Hostos Community College. Her project focuses on multilingual assessment, and aims to describe the degree of bilingualism and the repertoire in each of an emergent bilingual's languages without using the deficit model prevalent in public school standardized testing. The goal of the assessment is to describe vocabulary, grammar, fluency, and comprehension skill sets in both/all of a speaker's languages, including under-valued language varieties, and will validate phenomena relevant to bilingual language practices such as code-switching, domain-specific language use (e.g. home vs. school), and a perceived disparity between productive and receptive skills.

Hamadi Henderson is a Ph.D. student in educational psychology at the CUNY Graduate Center. He received a BA in psychology from Dartmouth College and a master’s degree in educational psychology at Hunter College. His research focuses on how the use of video games and other forms of multimedia technology can increase the accessibility of education and improve learning outcomes in the fields of mathematics, science, foreign language, and social & emotional learning. Additionally, his research aims to understand how media-induced flow states can mitigate deficits to learning caused by learning disabilities and stereotype threat.

Eric Ketcham is a Ph.D. student in Sociology at the CUNY Graduate Center and a Demography Fellow at the CUNY Institute for Demographic Research. His proposed research will use the American Community Survey to address the following questions: What are the socioeconomic and demographic profiles of first- and second-generation immigrant Muslims in the United States? Do the socioeconomic profiles of the first and second generation indicate an upward or downward trajectory of social mobility by generation? Are there gender differences in experiences between these two generations as indicated by socioeconomic and demographic data? Using ethnic and ancestry data as a proxy to estimate the Muslim immigrant population in the United States, this research seeks to fill an empirical gap in the literature due to the absence of information on religion from governmental agencies such as the Census Bureau. Moreover, this research will seek to situate the trajectory of the understudied Muslim immigrant population within the broader assimilation literature.

Abigail Kolker is a Ph.D. student in sociology at CUNY Graduate Center. Her research compares Filipinos working in the elder care industry in Tel Aviv and New York City, examining the impact of immigration policy and labor law on those two migrant communities. Although governments are able to influence migrant careworkers’ quality of life, determine their form of inclusion in the country, and set standards for working conditions, laws and policies are not created in a vacuum -- they reflect society and culture, and often constitute and reconstitute structural inequalities. This research employs an intersectional analysis to explore how these migrants’ social location, specifically their gender, race, class, and citizenship status, affect the creation and enforcement of relevant laws. Research on conditions in the care sector also is important because the ‘feminization of migration’ is mostly seen in care work; as such, immigration and labor policies in this industry impact a large number of women worldwide.

Parfait Kouacou is a student in the French Ph.D. program at the CUNY Graduate Center. His research interests explore literature and international law, especially West African oral traditions and international human rights. He seeks to elucidate the conflict between some cultural practices relayed through the oral tradition such as the social position of children and women, which undergird a pervasive social inequality. Prior to enrolling at the Graduate Center, Parfait received a B.A. and a M.A. in Law from the University of Bouake, Cote d’Ivoire. He also received a M.A. in Conflict Resolution from the University of Cocody, Cote d’Ivoire, and a M.A. in French Literature from the Arizona State University. He previously worked as a journalist, covering conflicts in West Africa, and more specifically the civil war in Cote d’Ivoire. He also worked for the United Nations, advocating for peace building and human rights. Parfait is currently a Graduate Teaching Fellow at Brooklyn College. He has taught French at Arizona State University, the CUNY-Graduate Center, and at the City College of New York. In the summer 2015, he completed an internship with the Office of the United Nations High Commissioner for Human Rights (OHCHR) in New York, working on a database for public statements of the Office’s senior officials and designing strategies pertaining to the promotion of human rights in New York colleges.

Sarah Litvin studies immigration, class, gender, material culture, and high art in Progressive Era New York. She is beginning to research immigrant and migrant piano playing in early 20th century New York. Why did New York’s immigrant (and migrant) families choose to spend their limited time, money, and space on purchasing pianos and learning how to play? How did different ethnic and racial populations encounter and interact with pianos upon arrival in New York? And how was piano-playing and purchasing a gendered pursuit? Sarah’s interest in cross-cultural immigration history was shaped by her work developing exhibits and leading tours at the Lower East Side Tenement Museum from 2008-2013. She currently teaches immigration history at John Jay College, and works as a guide and researcher at Turnstile Tours. Sarah is co-founder of the Grad Center’s Public History Collective and serves as a consultant with several area museums.  

Emanuel Moss is a Ph.D. student in anthropology at CUNY Graduate Center. His studies how the visualization of data influences understandings of human behavior. He is particularly interested in the role of 3D visualizations the production of knowledge and in professional training, as well as questions of how 3D visualizations are produced, what knowledges and communities of practice enable the production of 3D visualizations, and how those working to develop 3D visualization technologies understand their role in relation to the production of knowledge. This work builds upon and is informed by his role as the Spatial Data and Digital Technologies Specialist on a Bronze Age excavation project in Western Anatolia, where he has examined the development of 3D visualization in archaeological research, and how such visualizations have affected understandings of human behavior in the past, the significance of past human activity in the present, and the role of 3D visualization in educating various publics about archaeological practice and the claims it makes about the past.

Ian Phillips is a Ph.D. student in the Linguistics Program and the Interactive Technology and Pedagogy (ITP) certificate program at CUNY Graduate Center. His research interests span second language acquisition, multilingualism, sentence processing, learnability theory, and new roles for technology in education. He is currently working on a project using the event-related potential technique (ERP) to investigate the Spanish of second immigrant generation Spanish-English bilinguals (aka Spanish heritage speakers) in New York City. Using electrophysiological measures to investigate the home language—the social minority language—of this population has the potential to provide more accurate characterizations of linguistic knowledge, because results are not susceptible to the influence of non-linguistic factors, unlike typical behavioral measures. Preliminary results support the idea that ERP may have the potential to reveal more subtle aspects of multilingual linguistic competence, especially in circumstances where the languages are not on equal footing. For the ITP certificate, Ian is also developing an original web-based application to aid beginning linguistics students in learning linguistic principles and practices. The Linguist’s Kitchen provides space, tools, and recipes for students to “cook” raw language data collected at home and in the community, analyze their own data, and foster learning linguistics content by allowing students to investigate their own language practices.

Kate Seltzer is a doctoral student in Urban Education. Her proposed dissertation aims to expand the boundaries of the traditional high school English Language Arts classroom to make space for linguistically diverse students to grapple with their multilingual, multidialectical voices, identities, and experiences. Through a collaboration with a high school English teacher, Kate will co-plan instruction that engages students in discussions about their own linguistic repertoires, hones their critical metalinguistic awareness, and emphasizes the multivocality of all speech and texts by having students read the work of writers who bring together multiple languages and/or language varieties in their writing. The unit will culminate in students writing their own texts that integrate multiple languages and/or language varieties. A former high school English teacher herself, Kate hopes that her project will provide an outlet for students to express themselves in writing using all their language practices and for teachers to accompany them – and learn from them – throughout the process.

Douaa Sheet is a doctoral student in Cultural Anthropology at the Graduate Center, City University of New York. Her current research examines the transitional justice process in Tunisia that was launched after the 2011 uprising and the ousting of Ben Ali. She focuses specifically on the politics of the “victim” category and the impact of the category on the lived reality of those that fall under it. She looks at Tunisian civil society as the middle ground where the category is contested since it’s organizations have been acting as the main mediators between the victims and the transitional justice commission that was formed to investigate all human rights abuses committed by the state between 1956 and 2011. Through this research, Sheet will contribute to the growing field of the anthropology of humanitarianism and the inadvertent role of humanitarian organizations in further entrenching structural inequality.

Lauren Spradlin is a Doctoral Student in the Linguistics Program at the Graduate Center. Her primary work focuses on the morphophonology of English slang and its relation to language change and implications for phonological theory. Her current project is a step in a different direction and focuses on the documentation of Mixtec, an underdocumented Otomanguean language of Mexico, and the facilitation of literacy classes for Mixtec speakers. Mixtec is spoken in a region spanning the Mexican states of Oaxaca, Guerrero, and Puebla. Each town has its own variety, and the dialects are mutually intelligible only if speakers live within two days’ walking distance. This results in astounding language-internal variation, and as very little comprehensive comparative dialectology work has been undertaken across the dialect continuum, the heterogeneity is so far largely undocumented. Literacy classes are framed as an intercambio de idiomas, where our roles as students, informants, and teachers shift contextually. Classes provide an environment well-suited to engaging in urban language documentation, bi-directional language learning, valorizing otherwise marginalized minority languages, exposing students’ children to Mixtec, facilitating the production of self-authored multilingual written materials, and aiding linguists in our race against time to document minority languages before they disappear. Lauren hopes this work will result in a meaningful contribution to the body of Mixtec scholarship, the of creation bilingual and trilingual learning materials to be distributed for wider use, and an increase in students’ quality of life as their increased literacy allows them access to vital social, legal, and medical services available in New York City.

Siqi Tu is a doctoral student in sociology at the Graduate Center, City University of New York. She received a BA in sociology from Fudan University and a master’s degree in sociology from Columbia University. Her work is primarily within the areas of urban sociology, immigration, education and inequality. She was born and raised in Shanghai, China and moved to New York City in 2012. She developed her interest in immigration and urban neighborhoods as an observer of diverse communities in different metropolitan areas. Her proposed research seeks to examine the impact of a very recent phenomenon, the enormous influx of Chinese students into U.S. private high schools. The number of Chinese attending American secondary institutions grew almost 60-fold in the past decade. She intends to figure out the causes of such a drastic increase and what does it mean for Chinese parents and students, and the U.S. private high schools. She proposes to understand this phenomenon from three perspectives: social mobility and education attainment, international migration and elite education.

Erik Wallenberg is a Ph.D. student in the History Department, studying the intersection of environmental and labor movements. Inequality in environmental health which leads to inequality in human health is generally examined in environmental justice literature on the community level. The aim of this current project is to move from an examination of the toxic community to a view that incorporates the toxic workplace. In addition, the changing nature of capitalism in the neoliberal era offers a compelling framework through which to understand the convergence of the growth of toxic workplaces and environmental inequality. Too few examples exist looking at the people who work in toxic industries and their role in organizing for environmental justice. The particulars of deregulation and privatization are often behind some of the worst cases of environmental racism. Bringing a focus to the workplaces that produce toxic sites can move us beyond the impact and response of particular neighborhoods and illuminate connections to the broader labor market and working conditions. It also holds the possibility of creating space for imagining united struggles for justice and equality in the urban environment. Erik has taught on the environmental justice movement at the University of Vermont and currently teaches global history at Brooklyn College.

Below are short bios of the Spring 2016 ARC Research Praxis Award winners:

Alisa Algava 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.

Emily Brooks 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.

Jennifer Chmielewski 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.

Gregory Gagnon 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.

Eduardo Ho-Fernández 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.

Michelle Johnson-McSweeney 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.

Sarah Kostecki 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.

Angelica Ortega

Helen Panagiotopoulas 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.

Gwendolyn Shaw

Daniel Vallée, 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.

Below are short bios of the Spring 2015 ARC Student Fellows:

Guillermo Yrizar Barbosa is a Ph.D. student in sociology at CUNY Graduate Center and fellow at the Institute for Demographic Research (CIDR) in Baruch College. He received a BA in political science from Tec de Monterrey and a master’s degree in regional development from El Colegio de la Frontera Norte. His dissertation work focuses on the social mobility and family life of parents born in Mexico and living in New York City after the last major immigration reform in North America. Two central questions in his research project are: How and why do certain migrant parents of U.S.-born children, considering migratory status, do better than others in terms of social mobility and family life?  How can ethnographic cases and spatial demography methods contribute to understanding this social phenomenon and the variations within a social group in “America’s quintessential immigrant city”?  The literature suggests that irregular immigrants will experience extremely limited life prospects for themselves and their children. However, he proposes to explain some variations in families analyzing differences in levels of human capital, social networks, and sociocultural micro-dynamics by migratory status and across neighborhoods.

Shiraz Biggie is a Ph.D. student in the Theatre program.  Her research takes a microhistorical perspective surrounding the comparative diasporic experiences of the Irish and Jewish communities in the United States from 1880-1920.   She is exploring various types of amateur performances, language learning activities, and poetry publications with a particular eye to how these communities interacted with their imagined homelands.   Her research is aimed at complicating the idea of performed identity within the diaspora.  She is particularly interested in the question of how performance in immigrant communities effects the revival and maintenance of language and contributes to the evolving nature of culture in the places they have left behind as well as in their new communities. Her goal is to demonstrate the ongoing connection to the perceived homeland as a vital part of the immigrant experience beyond traditional assimilationist narratives.

Timothy M. Griffiths is a Ph.D. student in English at the Graduate Center. His primary work involves historical representations of transgressive sexuality and mutual care in nineteenth-century culture, particularly in the archives of women-authored novels and African-American literary canon formation. He is currently exploring the genealogies of American queer and queer-of-color thought through the archives of women-authored texts of nineteenth-century America. His research will explore the ways in which sentimental texts depict American family life as perpetually ruptured, concurrently calling into question dominant narratives about the gender-based division of public and private spheres; this research will also attempt to link these texts with recent queer theory-based critiques of the family as a technology of heteropatriarchal capitalism in order to broaden the archives of transgressive sexuality beyond the twentieth-century and against the sometimes confining discursive formation of queer theory proper. Finally, he hopes that the work undertaken for this project — as part of a “No More Separate Spheres!” critical impulse — will aid in rethinking the structure of contemporary literary projects to account for and push against the given ways in which fundamental literary critical methods reinforce gender hierarchy and its division of labor.

Thomas Hauner’s research focuses on the economic consequences of inequality and explaining why one should care about inequality in an economic context, in addition to a moral context. One perspective is macroeconomic, exploring the link between national inequality and financial and economic instability. The other is microeconomic, focusing on the role inequality within communities’ impacts public goods and services.

Carly Huelsenbeck’s proposed multisited ethnography – focusing on middle schools and Internet cafés in two New York City neighborhoods – will contribute to the literature by relying on first and 1.5 generation adolescent immigrant students’ stories to construct a theory of the “Chinese American path to success” (or lack thereof) for Fujianese youth.  Seeking neither to explain nor to directly contradict the model minority myth (the dominant explanation for Asian American students’ performance), but rather to provide a fuller picture and an alternative theory of how Fujianese immigrant youth are doing in school and why, this study will demonstrate the importance of considering a wider range of factors as potential influences on school performance and social relationships, rather than relying solely on cultural assumptions.

Rebecca Karam: The purpose of my proposed study seeks to identify patterns of incorporation, identity formation, racial and religious exclusion, socio-economic opportunity, and communitarian investments among second-generation Muslim adults in Metropolitan Detroit. Additionally, I seek to explore the extent to which the participation of immigrant households in American mosques and Islamic parochial schools impacts the religiosity and/or social mobility of this group, as compared to the immigrant generation. My study seeks to fill an empirical niche by using a culturally grounded interview approach. The survey instrument augments typical approaches to concepts such as religiosity and religious participation in Muslim communities by considering the myriad ways religious practices and beliefs take shape in American Islam.

Lillian Polanco-Roman is currently working on a project examining the relation between bicultural identity and cognitive flexibility, as a possible explanation for the well-documented association between biculturalism and psychological adjustment. She is drawing from the extant literature that has demonstrated that bilingualism may promote cognitive flexibility by increasing the cognitive demands among individuals learning more than one language. She will propose that this pattern may extend to the development of a bicultural identity, as learning to navigate more than one cultural environment may also place additional demands on an individual's cognitive processes. Perhaps a bicultural identity may promote cognitive flexibility, which may buffer the harmful effects of social stressors such as racial/ethnic discrimination. This project will serve as a foundation to my broader interest of how cultural experiences may interact with cognitive processes to impact the manifestation, expression and response to psychological distress, particularly among racial/ethnic minority and immigrant adolescents and young adults.

Jennifer Stoops is a doctoral student in Urban Education and the Interactive Technology and Pedagogy certificate program. Her work examines alternative and informal education; issues of urban sustainability and ecology; educational technology; and theoretical questions on the commons and networks. Along with Erin Glass (2014-2015 ARC Research Praxis Fellow), she is building a free and open source tool for graduate students to easily compose, socialize, and archive not only their writing, but also comments both received and given. The project, Social Paper, investigates how institution-supported online social networks empower students to workshop, share, improve, and extend their scholarship. Research and development on Social Paper is made possible by a Digital Humanities Start-Up Grant from the National Endowment for the Humanities and the Graduate Center. A former middle school English educator, Jennifer is the Social Media Fellow for the Urban Education PhD program

Anne Virnig’s research integrates ethnobotany, the study of how people use plants; metabolomics, the study of all compounds present in a plant; transcriptomics, the study of all genes active in a plant; and conservation biology, the science of biodiversity preservation, to study the local knowledge, health benefits, and conservation of queremes. Specifically, my research seeks to: (1) document local classification and use of queremes and evaluate how plant knowledge is disseminated throughout the community; (2) analyze how compounds interact to achieve high antioxidant activity, (3) identify how cultivation affects gene expression and antioxidant activity in the fruits, (4) investigate how socioeconomic and ecological factors can be balanced to ensure conservation of these culturally important, endemic species. The findings can help us to understand how local plant knowledge is maintained, add economic value to quereme products by investigating antioxidant health benefits in queremes, and contribute to socioeconomically sustainable conservation initiatives of Colombian biodiversity. 

Dirk Witteveen is a student in the Doctoral Program in Sociology at the Graduate Center. His research interests are concentrated in the overlapping fields of the sociology of education, social inequality, and immigration. Most recently, he completed studies on mechanisms explaining retention among American college students and on the current labor market position of the children of Moroccan and Turkish immigrants in The Netherlands. Dirk’s sociological work often includes the question of how – in addition to structural social background factors – individual trajectories are shaped by social institutions that are immediately affecting the social stratification of young adults. These sequence analyses are often based on longitudinal datasets that follow individuals for an extensive period of time and through different phases of the life course. For his dissertation, he compares the ‘school-to-work transition’ during the Great Recession in five different countries, emphasizing the effects of social and educational policy on labor market outcomes in terms of employment and educational (mis-)matching.

Below are short bios of the 2014-2015 ARC Student Fellows:

Andrew Alger studies how urban space was shaped in mid-century Baghdad by private and state-led initiatives for developing new neighborhoods and social services for growing immigrant populations. By mapping the construction of schools, hospitals, and roads onto the Baghdad landscape from 1921 to 1968, Alger aims to examine how development plans affected daily life in the country's largest city. It is hoped that this project will complicate Iraq historians' understanding of trends that have largely been studied in national and international terms.

Jeffrey Binder is a PhD student in English at CUNY who specializes in nineteenth century American literature, digital humanities, and critical theory. Jeff comes to the humanities from a background in computer programming, and much of his work involves putting new digital technologies into dialogue with their historical precedents. His present research focuses on eighteenth- and nineteenth-century thinking about language, especially in relation to the regimented forms of writing characteristic of law, bureaucracy, and computational technology. For this project he is looking at early American dictionaries, linguistic theories, and educational texts, along with contemporary quantitative methods of understanding language change.

Mila Burns (Nascimento) is a Ph.D. student at the History Department. She studies diplomatic and political relations between Chile and Brazil from the election of Salvador Allende, in 1970, to the early years of the Augusto Pinochet regime. Focusing on documents recently declassified by the Brazilian Truth Commission, her work also includes research in various archives in Chile, Brazil, and United States. By mixing archival research and oral history, Burns also expects to offer a new perspective on the role of exiles in Chile on the international image of the Brazilian dictatorship. Filling the gap in the scholarship of the period by presenting a new perspective, her project may help us to think differently about the mutual influence South American countries exerted during the military period. It is possible that, by looking at neighbors’ diplomatic history, one can find that the global relations at the time were much different than previous academic works have led us to think. This project will also contribute to the fields of political science, international studies, military, and transnational history.

Syelle Graves is pursuing a Ph.D. in linguistics at the Graduate Center. Her current project, in sociolinguistics, investigates dialect discord in medical discourse, and how it may lead to misdiagnosis, stemming from work on with a case study in collaboration with two physicians. As an Enhanced Chancellor’s Fellow, she served as lab coordinator of the Language Acquisition Research Center in the Department of Psychology at Hunter College, as a Graduate Teaching Fellow in the Department of English at Hunter College, and a writing fellow at the New York City College of Technology. She received her en-route MA in linguistics from the Graduate Center, and now teaches in the humanities department at LaGuardia Community College.

Abigail Lapin is a second year Ph.D. student in Latin American Art History at the CUNY Graduate Center. She studies the visual arts produced in support of the Afro-Brazilian anti-racism movement in the 1950s through 1990s. The circle of artists associated with civil rights adopted diverse aesthetic strategies that exposed the country’s pervasive religious and racial inequalities. Abigail contends that the visual arts and architecture were critical to the propagation and development of the movement and forever altered the depiction and imagery associated with blackness in Brazil. Placing religion as fundamental to the formation of ethnic identity, her project explores how space and art embody religious imagery to become signs of resistance against government repression and dominant inequalities, forming an Afro-Brazilian ethno-religious identity through the visual arts and architecture. Thus far, art historical scholarship has segregated African-derived art in Brazil from the mainstream history of Brazilian art. Her topic seeks to break the barrier in current scholarship and rightfully integrate such artwork into the canon of Brazilian art history.

Kimberly Livingstone, LMSW, is currently working towards her PhD in Social Welfare at the Graduate Center, CUNY. Her areas of research interest include homeless service-users’ experiences and evidence-based homeless service models like CTI and Housing First. Ms. Livingstone has 12 years of professional experience in homeless services and program management. She is a Silberman Doctoral Fellow working with Dr. Herman and Ms. Conover at Hunter College. She is co-investigator on a qualitative research study exploring service-users’ experiences while residing in supportive housing and how people successfully move on to more independent living situations. She has been selected to receive an Advanced Research Collaborative Research Praxis Fellowship Award by the Graduate Center, City University of New York. She has also been awarded a Doctoral Student Research Grant for the 2014-2015 academic year.

Chun-Yi Peng is a 3nd year doctoral student in the Linguistics Program. He is interested in second language acquisition (SLA) and sociolinguistics, especially the syntactic variation across spoken Mandarin varieties. His current research project looks at the effects of media exposure on the grammaticality judgment made by ‘standard’ Mandarin speakers. Chun-Yi has taught Mandarin and linguistics courses across CUNY campuses. He has also worked on the LENS Assessment projects in the SLA lab at the Graduate Center. He received his MA from Michigan State University and BA from National Taiwan University.

Christopher Rominger studies how the experience of the First World War transformed Tunisia's political landscape. His research, in looking at a variety of movements and individuals active in the early 1920s, attempts to redirect focus towards a wartime and postwar experience in Tunisia which should not be viewed as a linear, singular march towards anti-colonial nationalism, but rather as a diverse set of overlapping, competing, and contingent political and social visions which defied simple categorizations. That these visions emerged, competed, evolved, succeeded, or even failed, can reveal more to us about a people in crisis than can any linear retrospective. Rominger's project proposes to situate Tunisia’s experience during the war and its immediate aftermath within the wider context of colonial and non-Western societies around the Mediterranean, with implications for our understanding of how trauma, inequality, and mobility can impact political engagement and identity.

Jeremy Sawyer is studying the relative impacts of play-based and pre-academic preschool pedagogy on children's development of private speech and intrinsic, mastery motivation, which has been shown to be a strong predictor of long-term gains in cognitive, social, and communication skills. Vygotskian theory and modern research suggests that sociodramatic play is the most important source of preschoolers' overall development, but the corporate-driven obsession with high stakes assessment and accountability has led to a resurgence of highly didactic, developmentally inappropriate pre-academic preschool programs ("child cognitive labor"), which are disproportionately imposed on poor and working class children. President Obama and Mayor De Blasio have instituted initiatives to expand preschool funding and access, which is expected to benefit poor and working-class children and families, yet the pedagogical methods of these programs, remain an open political and educational question. It is expected that studying children's private speech and motivational processes in play-based vs. pre-academic settings will help to illuminate beneficial and equitable pedagogical approaches for the development of all children.

Patrick Smyth leverages new modes of presentation in ebooks to explore the untapped potential of the scholarly edition as a form. His research examines new economic, social, and creative trends in ebook dissemination and consumption, with particular emphasis on experimental forms such as the ebook/archive and ebook/app hybrid forms. Patrick also investigates new avenues for creating appealing, accessible scholarly editions by leveraging new advances in web technology, including new methods of formatting ebooks for mobile devices.

Sangdong Tak is a former student activist in Korea. He has pursued master’s degrees in Philanthropic Studies and Public Administration in the US, looking at civil society organizations for bringing justice to society. Now, as an immigrant sociologist, he has a keen interest in immigrant organizations and their political participation, and is a volunteer at the Korean American Civic Empowerment. One of his future goals is founding a national college student organization that focuses on peace in the Korean Peninsula.

Sarah Tosh is a student in the Doctoral Program in Sociology at the Graduate Center. Her research centers on the parallel and intertwined developments in drug and immigration policy which have occurred in the United States in recent decades. For her dissertation, she plans to utilize a multi-method approach (legislative history, content analysis of print media, and secondary data-analysis of public opinion polls) to assess the extent to which a “moral panic” linking drugs and immigration played a role in shifts towards more punitive policy in both of these areas, specifically during the 1980s and 1990s. Ultimately, she hopes that untangling the way in which these persistent policy frameworks were originally initiated will help to inform a more fact-based approach towards legislation in these persistently controversial areas. The working title of her dissertation is, “Moral Panic and the Construction of Repressive Policy: Drugs and Immigration in the United States.”

Below are précis of student research projects of the 2013-2014 ARC Student Fellows:


Rachel Brown studies the emotional experiences of exclusion from citizenship among largely Filipina migrant domestic workers in Israel. Brown hypothesizes that because domestic work involves caring for and often living with their employers, the line between work and non-work is blurred, leaving the workers undercompensated, alienated from other migrants, and bound to the private realm. Brown’s research will contribute to literature on migration and citizenship by detailing the emotional—rather than legal—experience of exclusion from citizenship. It will also suggest how the particularly intimate nature of carework influences the emotional experiences of transnational migrants. Using Israel as a case study, it will assess the ways immigration regimes in ethnic and civic democracies overlap and diverge. Finally, this research will suggest how a growing migrant population affects the debate about citizenship, ethnicity, nationhood, and belonging within the nation-state.

Vandeen Campbell studies the question of whether plaguing inequality in American schools and student outcomes can be tackled with a smarter combination of school organization factors. In order to develop a more comprehensive quantitative analysis of schools as organizations, her research will apply data mining methods to the nationally representative 1998–99 Kindergarten Cohort of the Early Childhood Longitudinal Survey to examine the relationship between elementary school organization and academic and behavioral outcomes. Successful completion of this research project will contribute to the sociology of education field both conceptually and methodologically.

Kim Chunrye studies the effect of acculturative stress on the quantity and quality of abusive behaviors among Chinese immigrant intimate partner violence (IPV) offenders. Using clinical and administrative data for 500 Chinese immigrant IPV offenders and victims provided by Garden of Hope, a Chinese-language victim service agency in New York City, Chunrye will identify offender/victim-related correlMes associated with different types (e.g., physical, psychological, and sexual) and severity of abusive behaviors. Extant studies of IPV among immigrants mainly focus on the victimization experience from the woman's perspective, but little research pays attention to the conditions or circumstances leading immigrant men to initiate or intensify their aggression against intimate partners. By exploring factors connected to IVP offending and victimization, Chunrye’s study will shed light on the hidden side of problem.

Brenda Gambol explores what some scholars have called a "paradox": second-generation Filipino Americans graduating from college at lower rates than the first generation and many of their seemingly less-advantaged Asian American counterparts, contradicting the predictions of most theories of assimilation. Research on this topic is especially important given that Filipinos constitute the second-largest Asian American group in the US, totaling over 3 million in 2010. All too often research assumes that human capital is supposed to advantage immigrants and their children without understanding exactly how immigrant human capital plays out in the lives of immigrant families. Further, literature on immigration, race, and ethnicity tends to lump Filipinos with Asian Americans and does not explain how Filipinos are racialized in schools. Gambol hopes her research will broaden our understanding of human capital, race and ethnicity, and education.

Hyein Lee studies how different forms of capital (social, economic, and cultural) affect the propensity of native-born Asian Americans to engage in interracial (e.g., Asian-white, Asian-black) and interethnic (e.g., Chinese-Filipino, Indian- Korean) marriage, as well as the effects of these unions for those involved. Lee uses census data to examine whether higher socioeconomic status (e.g., educational attainment, income, neighborhood effects) among Asian American groups affects the likelihood of exogamy and qualitative interviews to understand how factors such as social networks, cultural perceptions, and personal experiences affect an individual's opportunity to engage in interpersonal relationships, and ultimately intermarriage traversing racial and ethnic boundaries. Key questions are whether, and how, intermarriage fosters assimilation and affects ethnic/racial identities and social networks between partners.

Shirley Leyro studies whether the fear of deportation creates social disorganization. Focusing primarily on the residential mobility, ethnic heterogeneity, and low social economic status that generally result from migration into the US, social disorganization theory has been the dominant framework used to link immigration with crime. Yet recent criminological scholarship has challenged this position, suggesting that the social capital and integration fostered in communities resulting from immigration actually reduce, rather than increase, crime. If this is true, then it is possible another mechanism within the immigrant experience leads to social disorganization. Leyro’s two-phase study seeks to explore how deportation, as a consequence of immigration control policies—which in part seek to make communities safer by ridding them of “criminal aliens—actually leads to more of that which it seeks to curb: crime.

Andrew D. J. Shield studies how gay-identified immigrants used gay and lesbian networks—both romantic and platonic—to navigate pathways to employment, lodging, and integration in the 1960s and 1970s. During these decades, when so-called "guest-worker" immigration boomed, gay and lesbian activists called for individuals to “come out" and live openly with regard to sexual orientation. Shield’s research hopes to highlight not only the unique position of gay-identified immigrants with regard to integration, but also to show the contributions of immigrants and overseas individuals to gay and lesbian emancipation movements based in Northwest Europe. In addition, his research pays close attention to critiques of secularism, particularly with regard to media/political depictions of purportedly religious (Muslim) immigrants in contrast to the supposedly "secular" European state.

Tommy Wu’s research explores some of the racial and labor dimensions inherent in the recently proposed immigration bill which creates a dilemma for many NYC grassroots organizations and activist groups that work with immigrant and low-wage workers. In this new political geography, how will worker and immigrant advocacy groups contend with conflicting immigration, labor, and race issues? What will be their new organizing strategies? And what new logics are invoked to build or oppose support for the proposed legislation? Wu also hopes to address how various groups of undocumented immigrants and low-wage workers understand their positions in this new political landscape. His goal is to better understand the complexities of immigrant/worker organizing in NYC and the interplay of racial, class, and immigrant identities during this key moment of immigration reform.


Kevin Ambrose seeks to understand whether a 3-D virtual environment can be used to enhance social skills training scenarios by increasing perspective taking abilities of study participants with autism spectrum disorders. His study addresses the need to lessen the societal disparities and social inequalities experienced by individuals with mental health diagnoses such as autism spectrum disorder, and seeks to promote social equality through the use of virtual technology.

In her research, Andreina Isabel Torres Angarita addresses the ways in which overlapping claims over the use of urban land and housing are negotiated and contested in the city of Caracas, Venezuela, where struggles to access dignified housing have seemingly been granted state recognition. With the redistributive efforts of Hugo Chavez's administration, aided by the largesse of an oil-based economy, this struggle has intensified. Thus, state and grassroots efforts have emerged and sometimes merged in order to address a persistent drama in the production of urban inequality: access to land and housing. Angarita studies whether the current efforts to provide "appropriate" housing for the urban poor in Caracas are producing new forms of property relations, along with new ideas of the "proper citizen", infected by gender, class, and racial/ethnic notions of difference.

Tahir Butt considers the extraordinary expansion of public institutions of higher education after World War II through the lens of the City University of New York (CUNY). While this expansion in New York state was marked initially by restricted growth until 1960, it was proceeded by a period of massive expansion under Governor Nelson Rockefeller. By 1975, the State University of New York (SUNY) and CUNY, both of which had been formed by consolidating existing colleges, had become the first and third largest public university systems in the country. Butt seeks to investigate the unsuccessful efforts by Governor Nelson Rockefeller to implement a uniform tuition policy at the City University of New York in the 1960s, and to develop a deeper understanding of the political economy that led both the State and CUNY to use notions of inequality to legitimate their contrasting tuition policies.

Paul Fess studies print culture and the formation of race in early American literature, investigating the shifting iterations of the sensus communis surrounding enslavement and the construction of race in the antebellum US as articulated and manipulated by the material cultures of print. Focusing on how social texts, such as autobiographies, periodical accounts, novels, and political books circulated and manipulated the discursive fields they participated in yields evidence that texts which took up race from within the slavery debate were consistently redefining the discernible world surrounding this issue and that this negotiation had both positive and negative effects for the advent of African American subjects during the period.

Marjorie Gorsline seeks to identify tangible traces of white power and privilege at historical sites in the US, asking how white violence, power, and privilege are made 'invisible' in dominant historical archaeological interpretations of white and plural domestic sites and how historical archaeologists can re-define our interpretations of these sites to incorporate an understanding of the terror and oppression such places held for many people of color and to acknowledge the visibility of white power? Gorsline investigates how space was constructed to define identity, control and negotiate relationships, and manage access to resources and labor. How have dominant and normative interpretations of space in historical archaeology perpetuated a lack of critical attention to white power and privilege, and how might an “accountable” archaeological perspective be revised to account for past and present racialized inequality? Finally, how might historical archaeologists take an active role in speaking out against white power in the communities in which we work?

Aboozar Hadavand analyzes the impact of globalization on inequality among countries through four channels: trade, foreign direct investment, migration, and technology spillover. In a more globalized world, trade happens without any barriers and at minimum shipping costs; capital is free to move and is highly mobile; there is a relatively integrated labor market; and technology, once invented, can be used and diffused internationally. The current trend shows that the world is on the path to more globalization in almost all of these the four areas. Hadavand proposes that, although globalization happens, there are borders and countries have different factor endowments such as capital (natural resources, land, infrastructure, etc.) and labor. Labor is mobile but migration of workers is still limited and costly. International trade provides the same set of consumption choices for the people in all countries. Since capital moves freely due to a more facilitated foreign direct investment and there is an integrated credit market, all countries have access to capital. However, because of imperfections in the credit market, countries do not have "equal" access to it.

Stefanie A. Jones pursues the questions: What elements of capitalism operate according to the logic of white supremacy? To what extent does neoliberalism depend on that logic? If we understand capitalist class formation as, currently, a stunningly influential system of power distribution, and neoliberalism as a particularly powerful contemporary manifestation of capitalism, how can we understand a white supremacist racial formation and a patriarchal gender formation as central components of maintaining and expanding neoliberalism? Through an examination of public discourse on black representation in the 1970s, primarily in the realm of theatre and performance (notably around Ain't Supposed to Die a Natural Death and The Wiz), but also in other popular media such as blaxploitation films and pop music, Jones suggests that a fear of blackness and resistance to black power (as well as Black Power) serve as foundational forces in the capitalization of global inequality.

Mohamad Junaid studies the military occupation of Kashmir using a phenomenological, but historically contextualized, analysis of everyday experiences of Kashmiris under occupation; critical analysis of how poetry and religious practices cultivate ethical and political sensibilities; and ethnographic exploration of how, despite incredible odds and painful individual losses, Kashmiris try to rebuild their lives, while generating a collective political life. The study will reveal how the formation of political subjectivity among Kashmiris relates with the State's hegemonic projects of pacification and inculcation of lndian nationalism.

Madhuri Karak researches the paradoxical deployment of "indigenous" as an emergent strategy of resistance by the Dongria Kondh, an 8,000-strong tribe in the densely forested, upland regions of central India. Karak is especially interested in the elision of social inequalities for discursive gains in social movements. Her research explores how Indian constitutional law and transnational indigenous rights discourses enshrine alterity as a condition for citizenship, and the consequences of this politics of recognition in terms of the reproduction of social inequality within and between communities. Karak hopes her research will contribute to debates on inequality's specificities across temporal and spatial scales in the postcolonial present.

Vanessa Paul analyzes inequality in Brazil using the framework of Anthony Marx's "Making Race and Nation," in which Marx compares Brazil to the United States and South Africa, and illustrates how "states play a role in constructing and enforcing the institutional boundaries of race." Brazil has forwarded an image of a "racial democracy” in which racism is said not to exist on the macro (and rarely, on the micro) level. Paul studies whether or not the racial equality implied by this phrase is statistically demonstrable, and asks whether there is more inequality in Brazil then in the US, where cultural deficiencies are identified as the reasons for minorities' failures. She also seeks to determine if the racial breakdown in Brazil corresponds to economic stratification, and considers other demographic variables. The study will contribute to literature on race, racial discrimination, and cross-national inequality studies and its conclusions will hopefully inform the ways in which we view the intersection of public policy, race, and nation-building.

Lydia Pelot-Hobbs studies how the U.S. state is both reliant upon and reproduces the logics and structures of racial, gender, and class inequity. Her research charts the development of mass incarceration in the American South from the1970s to the present and the oppositional movements that emerged in response. Utilizing a combination of archival and ethnographic methods, Pelot-Hobbs traces key moments of Southern antiprison activism in order to illuminate the dialectical relationship between antiprison organizing in response to the shifting Southern penal system, and in turn, how the prison system has adapted to such pressures. Her research will contribute to debates on the role of mass incarceration in the US and play an important role in shaping discussions on potential avenues for change that will support policymakers and activists alike in their work for prison reform.

Chelsea Schields studies how ongoing debates over the extent of Antillean autonomy manifest in transatlantic discussions on sexual politics. Focusing on the recent implementation of Dutch law on same-sex marriage on the islands of Bonaire, Saba, and Sint Eustatius, Schields analyzes political debates and press sources in circuit between the Netherlands and the Antilles from 2007-2013 to show how concerns over so-called 'ethical laws' factored into the process of constitutional restructuring that brought Bonaire, Saba, and Sint Eustatius willfully under Dutch rule in 2010. Her research will contribute to the literature on the history of imperialism and non-sovereignty by demonstrating how lingering colonial relationships in the Dutch Caribbean have rendered the advancement of sexual rights and resistance to Dutch political hegemony as incommensurable goals. Inn addition, this research will play an important role in reenergizing discussion on equitable, transnational forms of citizenship, both in the Kingdom of the Netherlands and the non­ independent world more broadly.

Julie Viollaz studies a lesser-known side of wildlife poaching: the illegal killing of carnivores, specifically leopards, in retaliation for livestock predation. This type of poaching is perpetrated to avoid economic losses rather than to profit from the animal killed (contrary to elephant poaching for ivory), but is just as detrimental to sustainability. Viollaz focuses on creating GIS mapping models of where leopard poaching takes place in three areas in South Africa and India in an attempt to determine if the several environmental factors result in more retaliatory leopard killings. Viollaz hopes her research will determine where human-leopard conflict is most likely to provoke poaching so conservationists can target the hardest hit areas. She also hopes to explore interdisciplinary solutions to prevent leopard killings.

Thomas Waters studies the role of public policy in shaping New York City neighborhoods since the middle 1960s. Waters compares two study areas of roughly 30 blocks each, one in the central Bronx and one on Manhattan's Lower East Side. Both areas have been deeply affected by New York City's cycle of disinvestment, abandonment, and renewal over the past 50 years, but are sharply different in their perceived potential for increased real estate value and in the intensity of local political conflict over housing issues. Focusing on the roles played by middle-level bureaucrats in the city's housing and planning agencies and their organizational partners in the advocacy and real estate worlds, Waters hopes that his research will provide insight into the ability of the bureaucracy to respond to different economic and political contexts, and to the relative importance of factors related to the bureaucracy, the real estate economy, and public politics in explaining both policy outputs and policy outcomes

Gregory Zucker examines how an ongoing engagement with the thought of the German philosopher, G.W.F. Hegel, serves as a pivot point for understanding the emergence, development, and transformation of political debates over social and economic inequality in different national contexts. The history of the reception and appropriation of Hegel's political philosophy illuminates how political discourses in Germany, the United Kingdom, and the United States became deeply entwined. Tracing this appropriation, Zucker hopes to provide an intellectual history that examines the ways in which the migration of ideas and individuals introduced new conceptual tools to intellectuals in different national contexts. In each of these contexts, the recipients of these concepts refashioned them to make them applicable to the particular problems of social and economic inequality posed by their national setting.


Manuela Arciniegas’s research involves conducting interviews of members of religious brotherhoods in San Cristobal (Dominican Republic), Zavala Grande (Cuba), and New York City in order to analyze the music, dance, and religious practices in those communities. She examines song texts, instrumentation, melodies, rhythmic sequences, movements and gestures, discourses around ethnic and racial identity, and affects in order to understand the relationship among religion, music, and a Central African derived identity. Her work will contribute to the sparse scholarly writing on Central African cultural retention and discourses in New York City, Dominican Republic, and Cuba's connections to Central African religion.

Patrick Byers’s previous research in the development of numerical/mathematical thinking in preschoolers has led him to re-conceptualize "knowledge of number" as a discursive construct that is only meaningful in relation to normative socio-cultural practices, rather than as a structural quality of an individual mind. Through this lens, he now studies how novel technological devices become utilized for educational purposes through engagement with preexisting discourses and practices surrounding math education, and how historically derived forms of activity (including thinking and knowing) are deeply shaped by the (technological) media In which they occur.

Ezgi Canpolat examines the recognition process of Alevis, a non-Sunni Muslim minority constituting about 20 percent of the population in Turkey, by the ruling Justice and Development Party (AKP). He explores how in this process the negotiation of the legitimacy of Alevism as a religious practice and identity reveals deeper contradictions and ambiguities at the very foundation of Turkish secularism. He also considers how transnational networks enable Alevis in Turkey to produce contesting definitions of Alevism, by conducting multi-sited ethnography in Alevi organizations in Germany and Turkey. His research will contribute to the general literature on secularism and religion by examining the particularities of Turkish secularism and deconstruct binary oppositions such as religion vs. secularism, or AKP vs. secularism.

Gordon Dale’s research focuses on four aspects of Haredi popular music and spiritual health: a history of the discourse on music in Haredi life as part of a particular moment that is both within, and in conflict with, modernity; a characterization of the music that is socially sanctioned by Haredi leaders, including an analysis of the rhetoric of spiritual health attached to this repertoire; an examination of moments of conflict, with a focus on the censoring of Hasidic singer, Lipa Schmeltzer; and an exploration of an emerging alternative music scene through which those on the margins of Haredi society interact with non-Jewish culture through rock and rap music that espouses Orthodox Jewish themes. His research will contribute to recent scholarship on religion and xenophobia, as well as ethnomusicological investigations of religious music and modernity.

Jeff Diamant explores communal transformations in African-American Muslim history from the 1970s through the 1990s. His work touches on transnational elements common to various religious communities in the United States. His work will examine the relationship between immigrant Muslims and African-American Muslims.

Salman Hussain considers how recent changes in Pakistani legislation, prompted by the petitioning of higher courts to intervene in different kinds of social, political, and economic “injustices,” represent a new imagination of Pakistani law. With particular focus on the successful petitioning by the hijras (transgendered performers) for protection of their civil rights, Hussain considers: how the “Lawyers Movement” mobilized around the liberal, legal language of rights and whether this way of framing social and political wrongs began a transformation of social and political life in Pakistan; how the movement re-articulated gender relations in the legal arena; and what the hijra case and the mobilization of lawyers tells us about the relationship between secular and Sharia law in Pakistan, where law has remained a site of contesting and defining, in both secular and Sharia Courts.

Joanna Tice seeks to consider the political thought of the Christian right by asking what their theory of being or ontology is and how that informs their political thought and behavior., Her research will provide crucial theoretical grounding for empirical scholarship on the sexuality and gender policies of the U.S. Christian right at home and abroad and enable feminist and LGBTQ politics to confront their biggest domestic opposition.
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.

Inequality: Research on the structural foundations of increasing inequality across our society and ways to mobilize communities around various alternatives.

Immigration: 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.

Multilingualism: Interdisciplinary research on complex social, cultural, and policy issues raised by multilingualism.

Digital Initiatives: Research in a broad range of digital projects and digital resources, including data mining and the digital humanities.

Urban Studies: 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.

Tel.: 1.212.817.7544
New Perspectives on Slaveries in the African World: A History Symposium. March 6, 2015. Co-sponsored by the Advanced Research Collaborative.

Ryan Mann-Hamilton of the CUNY Graduate Center speaking at the 3rd Afro-Latin@ Encuentro on February 17th, supported by the Advanced Research Collaborative

Ebola Crisis in West AfricaProfessor Elizabeth Dillon presents on Radical Archival Practices in first ARC seminar 2014

Thomas Piketty: Capital in the Twenty-First CenturyThe Black Atlantic @ 20Income Inequality LIS Book LaunchGraduate Center Faculty Experts on ImmigrationINEQUALITY AND ECONOMIC GROWTH: PAUL KRUGMAN & TONY ATKINSON IN CONVERSATION

Contact Us

Room: 5318
Phone: 212-817-7544

Don Robotham
Director The Advanced Research Collaborative


ARC Seminar w/ Laurie Rubel: The Power of Place for Math Education: Digital Frontiers


Conversations on Race & Other Diversities: Dr. Johnnetta Betsch Cole & Stanley Nelson

Book Announcement: Social Statistics and Ethnic Diversity, co-edited by ARC Fellow Patrick Simon

The Graduate Center Hosts Panel Discussion: “Ebola Crisis in West Africa”

Paul M. Ong, ARC Distinguished Visiting Fellow, quoted in press

The Global Consumption and Income Project by Dr. Sanjay G. Reddy, ARC Distinguished Visiting Fellow

Mojúbàolú Olúfúnké Okome, ARC Distinguished CUNY Fellow, attends Africa Forum in Washington DC

Philip Kasinitz Discusses His Grandfather's Immigration on

ARC Distinguished Fellow Jan Willem Duyvendak Appointed University of Amsterdam Distinguished Professor

Recent Press for Professor Andrew Stauffer, Pine Tree Foundation Fellow in the History of the Book for 2014-15.

Mojúbàolú Olúfúnké Okome Discusses Abduction of Girls from Boko Haram, Nigeria on PBS Newshour

ARC Distinguished Fellow Nancy Foner joins NAS Panel on Integration of Immigrants

Main Links

Utility Links

Contact us:

The Graduate Center, CUNY
365 Fifth Avenue
New York, NY 10016 USA

1-877-428-6942 | (212) 817-7000
Campus Security ext 7777

©2015 The Graduate Center

Assistive Options

Top of page

Assistive Options

Open the original version of this page.

Usablenet Assistive is a Usablenet product. Usablenet Assistive Main Page.