Queering Elementary Education: A Queer Curriculum for 4th Grade

This project explores the positioning of queer students and queer curriculum in schools with a specific focus on elementary education. Using intersectionality as a guiding framework along with queer theories, educational theories, and feminist theories, this project examines and critiques how queer subjectivities have (not) been included in schools via curriculum for elementary school children. In an effort to better understand how educators have been successfully incorporating queer topics into their classrooms, this study uses qualitative research methods, specifically semi-structured interviews with teachers in New York City. The findings from this study have been used to create a 23-lesson curriculum for 4th grade teachers that investigates bodies, puberty, sex, gender identity, and sexual orientation. Furthermore, the curriculum uses an intersectional lens to explore how various identities such as race, gender, ability, sexuality, and religion intersect to inform understandings of privilege and discrimination.

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Associations between News Media Coverage of the 11 September Attacks and Depression in Employees of New York City Area Businesses

Behavioral Sciences ◽

10.3390/bs11030029 ◽

2021 ◽

Vol 11 (3) ◽

pp. 29

Author(s):

Betty Pfefferbaum ◽

Jayme M. Palka ◽

Carol S. North

Keyword(s):

New York ◽

New York City ◽

News Media ◽

York City ◽

Media Coverage ◽

Structured Interviews ◽

Mass Trauma ◽

High Prevalence ◽

General Populations ◽

Disaster Trauma

Research has examined the association between contact with media coverage of mass trauma events and various psychological outcomes, including depression. Disaster-related depression research is complicated by the relatively high prevalence of the major depressive disorder in general populations even without trauma exposure. The extant research is inconclusive regarding associations between disaster media contact and depression outcomes, in part, because most studies have not distinguished diagnostic and symptomatic outcomes, differentiated postdisaster incidence from prevalence, or considered disaster trauma exposures. This study examined these associations in a volunteer sample of 254 employees of New York City businesses after the 11 September 2001, terrorist attacks. Structured interviews and questionnaires were administered 35 months after the attacks. Poisson and logistic regression analyses revealed that post-9/11 news contact significantly predicted the number of postdisaster persistent/recurrent and incident depressive symptoms in the full sample and in the indirect and unexposed groups. The findings suggest that clinical and public health approaches should be particularly alert to potential adverse postdisaster depression outcomes related to media consumption in disaster trauma-unexposed or indirectly-exposed groups.

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Teaching Physical Education in an Urban Intensive Environment

Urban Education ◽

10.1177/0042085920923019 ◽

2020 ◽

pp. 004208592092301

Author(s):

K. Andrew R. Richards ◽

Michael A. Hemphill ◽

Victoria N. Shiver ◽

Karen Lux Gaudreault ◽

Victor Ramsey

Keyword(s):

New York ◽

New York City ◽

York City ◽

Student Diversity ◽

Physical Educators ◽

Occupational Socialization ◽

Structured Interviews ◽

Urban Context ◽

Socialization Theory ◽

Teaching Context

The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four themes: (a) working with limited and inconsistent infrastructure, (b) navigating student diversity, (c) coping with marginalization and advocating for quality practices, and (d) managing the sociopolitics of teaching. These themes highlight the intersection between discipline and teaching context and are discussed through the lens of occupational socialization theory.

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Disparities in Sleep Problems by Sexual Orientation among New York City Adults: an Analysis of the New York City Health and Nutrition Examination Survey, 2013–2014

Journal of Urban Health ◽

10.1007/s11524-018-0268-0 ◽

2018 ◽

Vol 95 (6) ◽

pp. 781-786 ◽

Cited By ~ 7

Author(s):

Dustin T. Duncan ◽

Rania Kanchi ◽

Lawrence Tantay ◽

Marta Hernandez ◽

Carl Letamendi ◽

...

Keyword(s):

New York ◽

New York City ◽

Sexual Orientation ◽

York City ◽

Sleep Problems ◽

Nutrition Examination Survey ◽

Health And Nutrition

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Data Analysis Strategy for Nutritional Survey of 642 New York City School Children

American Journal of Clinical Nutrition ◽

10.1093/ajcn/20.8.858 ◽

1967 ◽

Vol 20 (8) ◽

pp. 858-865 ◽

Cited By ~ 5

Author(s):

HERMAN ZIFFER ◽

OSCAR FRANK ◽

GEORGE CHRISTAKIS ◽

LESTER TALKINGTON ◽

HERMAN BAKER

Keyword(s):

New York ◽

New York City ◽

Data Analysis ◽

School Children ◽

York City ◽

City School ◽

Analysis Strategy ◽

Nutritional Survey

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From Apple to Orange: Narratives of Small City Migration and Settlement among the Urban Middle Class

Sociological Perspectives ◽

10.1177/0731121418819470 ◽

2018 ◽

Vol 62 (3) ◽

pp. 402-425 ◽

Cited By ~ 3

Author(s):

Richard E. Ocejo

Keyword(s):

New York ◽

Qualitative Research ◽

New York City ◽

Middle Class ◽

Urban Environment ◽

York City ◽

Small City ◽

Small Cities ◽

Large Cities ◽

The City

As large cities become unaffordable, some people in the urban middle class are moving to small cities but risk replicating gentrification and its harms. Based on a qualitative research project on Newburgh, a small city north of New York City, this paper examines the narratives that middle-class urbanites construct to make sense of this migration, their new urban environment, and their place within it. These narratives describe their decision to move (migration) and their everyday lives in the city (settlement). Most importantly, their narratives are shaped by their social positions as both displaced residents and gentrifiers and as both consumers and producers of space. But despite being self-aware gentrifiers, their settlement narratives lack reflections on their own displacement from New York City, and instead emphasize how they try to mitigate gentrification’s harms. The paper concludes with a discussion of what makes gentrifiers in small cities distinct from those in large ones.

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A Study of Trachoma and Allied Conditions in the Public School Children of New York City

The Journal of Infectious Diseases ◽

10.1093/infdis/14.2.261 ◽

1914 ◽

Vol 14 (2) ◽

pp. 261-337 ◽

Cited By ~ 4

Author(s):

A. W. Williams

Keyword(s):

New York ◽

New York City ◽

Public School ◽

School Children ◽

York City ◽

The Public

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Family Math Nights: Collaborative Celebrations of Mathematical Learning

Teaching Children Mathematics ◽

10.5951/tcm.13.8.0404 ◽

2007 ◽

Vol 13 (8) ◽

pp. 404-408

Author(s):

Andrea Lachance

Keyword(s):

Preservice Teachers ◽

Elementary School ◽

Elementary Education ◽

School Children ◽

Elementary School Children ◽

Teaching Mathematics ◽

Elementary Education Majors ◽

Local Schools ◽

Practice Teaching ◽

School Day

As a mathematics educator at a midsized public university, I have taught hundreds of undergraduate elementary education majors how to teach mathematics to elementary school children. When I first started teaching mathematics methods, I struggled with how to give my students the opportunity to actually practice teaching mathematics to children. College campuses generally do not have accessible populations of elementary school children whom preservice teachers can practice on. And even if I could persuade a local school to host my students for some practice teaching during the school day, college class periods are too short to allow for field trips to local schools. Eventually I decided to have my students teach mathematics lessons to one another during my class time, but it was not the same as having them teach children.

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