Singing With Educational Choral Music That Is More Gender Inclusive
The project is focused on commissioning a piece of music to create new repertoire for educational choral music that is more gender inclusive. This piece of choral music will emphasize flexibility in vocal parts and, as a result, allow for more inclusive classrooms for trans and gender-expansive (TGE) students.
Drawing Together: Storytelling Through Cartooning With Granite State's Indonesian American Community
Drawing Together will unite history, public engagement, and scholarship through publications created among and with Indonesian American narrators and artists; and through the opportunity for others to examine the comics through approaches in visual culture, immigration studies, cultural studies, race and ethnic studies, and American studies about representations of being in, of, and from New Hampshire.
Portraits de la pandemia: Snapshots of Latinx Immigrants & The Great Resignation
The hope is to explore and extend from this quantitative data by not only lending it (qualitative) individual voices, but also by reaching out to communities that data often fails to find. Providing a human face to an identity as maligned as the “illegal immigrant” “alien” may seem a tedious and slow-moving project, but is crucial to moving people’s perceptions and a culture fraught with dehumanizing memes, narratives, and hate speech.
Barriers to Justice for Low-Income Victims of Domestic Violence in New Hampshire
This research seeks to document barriers to justice in New Hampshire’s civil courts through the lens of people seeking Domestic Violence Protective Orders (DVPOs). In particular, Schoff’s research aims to answer the following question: Are people seeking DVPOs more likely to have their petitions granted by New Hampshire courts if they have access to professional legal assistance?
Using Learning Lab to Address Everyday Discrimination in a Predominantly White Middle-Class School District
Eastflower School District (ESD) 1 , in New Hampshire, is a predominantly white middleclass school district and is well known for its well-resourced and academically high-performed schools. However, ESD and its community have some challenges serving students and families from historically marginalized backgrounds (e.g., Black, Asian, Latinx students, students with disabilities, and students from the LGBTQA+ community).
Quality of Education for U.S. High School Students Across Different Socioeconomic and Racial/Ethnic Groups
The project examines the quality of education for U.S. high school students across different socioeconomic and racial/ethnic groups focusing on student-teacher relationships, given that relationships with teachers play a critical role in student learning and development (Hwang et al., 2021; Hwang & Kisida, 2022).