Cassie C Lee
Biographic Data
| ID | 241847 |
|---|---|
| NAME | Cassie C Lee |
| GIVEN NAMES | Cassie C |
| FAMILY NAME | Lee |
| SIGNATURE | LEE C C |
| AFFILIATIONS | North Carolina State University |
| ORCID | 0000-0002-9110-2170 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Dam‐Induced Displacement and Disruption Are Associated With Salivary Cortisol Concentration and Patterns of Diurnal Variation
OBJECTIVES: This study assesses the stress-related impacts of the construction of the Thwake Multipurpose Dam in Makueni, Kenya by examining salivary cortisol concentrations and patterns of diurnal variation. METHODS: One set of evening, waking, and 30-min post-waking saliva samples was collected across 221 women who were displaced by the dam or who lived upstream or downstream of the dam development site. Salivary cortisol concentration was anal…
Opening Pandora’s box: A culturally relevant perspective on elementary teachers’ approaches to educating immigrant and refugee students in Turkey
Given the influx of immigrants and refugees in Turkey and across the globe, our study aims to examine how elementary teachers in Turkey are responding to the growing needs of immigrant and refugee students. Drawing on culturally relevant pedagogical frameworks, we interviewed 21 teachers to highlight if and how they build on cultural and individual strengths to reimagine educational contexts. In our phenomenological study, we found that teachers …
‘It’s like Central Park’: Conceptualising teacher residencies as a democratic hub
In this conceptual paper, we offer a framework to examine how residency programmes can critically reflect upon their existence and presence as a democratic hub. As a model of teacher preparation that blends theory and university coursework with practice, residency programmes are designed to prepare and diversify the teacher workforce for a context-specific setting that calls upon universities to partner closely with local districts. We see the ne…
Helicobacter pylori in the Philippines: Social and Ecological Determinants of Seropositivity and Lack of Association With Systemic Inflammation
Helicobacter pylori ( H. pylori ) is a bacterium that infects the stomach and is associated with various gastrointestinal outcomes and increased cardiovascular disease risk. We examined the role of sex in and the social and ecological factors associated with H. pylori seropositivity ( n = 124) and the relationship between seropositivity and systemic inflammation ( n = 116) among adults in Metro Cebu, Philippines. Data were drawn from the Cebu Lon…
Hope Against Hope
Inspired by the writings of adolescents in a community-based organization, we utilize a critical poetic inquiry methodology to examine how they express the spatial, temporal, and relational boundaries of the pathways among adolescence, adultification, and adulthood through poetic expression. Through Anzaldúa’s (1999) framework of nepantla, an in-between space that serves to interlace the past, present, reality, and imagination for adolescents, we…
The Diasporic Tellings of Black African Refugee-Background Youth through the Lens of Critical Ubuntu Literacy
This paper explores the diasporic tellings of Black African refugee-background youth through a critical Ubuntu literacy framework. The five tenets of a critical Ubuntu literacy state that participants are (a) already participating in community; (b) reflecting on oneself in relation with others; (c) seeing themselves in relation to community; (d) engaging with text in relation to others; and (e) undertaking a communal process and impact. In this o…
It’s Like a Drop That Ripples”: Funds of Power Among Latino Immigrant Youth Educators in Community Organizations
Reimagining teacher education for immigrant students in the context of global migration: Teacher educators’ perspectives
Writing with Dignity Among Youth in Urban Communities: Using Mentor Texts as a Reflective Tool for Transformation
This article describes a three-year qualitative study on how youth of color in one community-based organization, Durham Community Youth, used the mentor text, Dr. Martin Luther King Jr.’s “What’s your life’s blueprint?” speech, as a reflective tool to transform themselves and their community. Using a critical literacy framework, the authors situate the study within the rich history of the Black community in Durham, North Carolina and examine how …
Writing to grieve: Solidarity in times of loss in educational community spaces
This qualitative case study is a part of a larger university–community partnership that explores adolescents' utilization of critical literacy to write, engage, and lead in their communities. For this specific study, we explore the question: How does an educational community use literacy practices and modalities to grieve through collective loss and develop solidarity with one another? Through the utilization of a critical literacy framework and …
“We Are the Future”: Critical Inquiry and Social Action in the Classroom
This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period. Data sources included se…
Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States
Background: Diversity across the world is changing, given the growing number of immigrant children in schools. These increases in transnational mobility have teachers struggling to reconsider their everyday practices to accommodate many more newcomers in their classrooms. The need for teachers to become more responsive to changing social conditions and student populations is gaining urgency. Purpose: Our purpose in this study is to gain insight i…
They Are Doers”: Writing to Advocate With Immigrant Youth in Community‐Based Organizations
Over the course of a year, student authors in the Juntos NC Writing Project participated in the Literary and Community Initiative to write, publish, and share their lived experiences and identities as Latinx immigrants and first‐generation high school students in North Carolina. Throughout the publication process of their collaborative bilingual book titled The Voices of Our People: Nuestras Verdades , student authors actively engaged in pursuing…
Encountering the Affective in Latino Immigrant Youth Narratives
The authors argue that attending to the affective dimensions of everyday life for Latino immigrant youth offers a disorientation away from the circulation of fear around immigration in the United States, and a new orientation that links together the intimate affective images and narratives of the everyday that are less oppressive and rooted in and branch out to hope and solidarity. To demonstrate the importance of the affective, the authors condu…
I Have a Voice”: Reexamining Researcher Positionality and Humanizing Research With African Immigrant Girls
This personal perspective piece examines the researcher’s positionality through the stance of humanizing research in multiethnic youth communities. Drawing on Paris and Paris and Winn’s notions on humanizing research, this article reexamines positionality by revisiting two subjectivities in a three-year qualitative case study with African immigrant girls. This reexamination considers the ways in which the research and the participants participate…
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
In this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented p…
Invite Their Languages In: Community-Based Literacy Practices with Multilingual African Immigrant Girls in New York City
This three-year qualitative case study examined how an African community-based organization, Sauti Yetu's Girl's Empowerment and Leadership Initiative (GELI), leads, bolsters, and transforms the literacy development of African immigrant girls who are identified as English Language Learners (ELLs) and Students with Interrupted Formal Education (SIFE) in New York City schools. In particular, the study addresses how community-based literacy practice…
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
In this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented p…
Encountering the Affective in Latino Immigrant Youth Narratives
The authors argue that attending to the affective dimensions of everyday life for Latino immigrant youth offers a disorientation away from the circulation of fear around immigration in the United States, and a new orientation that links together the intimate affective images and narratives of the everyday that are less oppressive and rooted in and branch out to hope and solidarity. To demonstrate the importance of the affective, the authors condu…
I Have a Voice”: Reexamining Researcher Positionality and Humanizing Research With African Immigrant Girls
This personal perspective piece examines the researcher’s positionality through the stance of humanizing research in multiethnic youth communities. Drawing on Paris and Paris and Winn’s notions on humanizing research, this article reexamines positionality by revisiting two subjectivities in a three-year qualitative case study with African immigrant girls. This reexamination considers the ways in which the research and the participants participate…
Invite Their Languages In: Community-Based Literacy Practices with Multilingual African Immigrant Girls in New York City
This three-year qualitative case study examined how an African community-based organization, Sauti Yetu's Girl's Empowerment and Leadership Initiative (GELI), leads, bolsters, and transforms the literacy development of African immigrant girls who are identified as English Language Learners (ELLs) and Students with Interrupted Formal Education (SIFE) in New York City schools. In particular, the study addresses how community-based literacy practice…
Reimagining teacher education for immigrant students in the context of global migration: Teacher educators’ perspectives
Invite Their Languages In: Community-Based Literacy Practices with Multilingual African Immigrant Girls in New York City
This three-year qualitative case study examined how an African community-based organization, Sauti Yetu's Girl's Empowerment and Leadership Initiative (GELI), leads, bolsters, and transforms the literacy development of African immigrant girls who are identified as English Language Learners (ELLs) and Students with Interrupted Formal Education (SIFE) in New York City schools. In particular, the study addresses how community-based literacy practice…
I Have a Voice”: Reexamining Researcher Positionality and Humanizing Research With African Immigrant Girls
This personal perspective piece examines the researcher’s positionality through the stance of humanizing research in multiethnic youth communities. Drawing on Paris and Paris and Winn’s notions on humanizing research, this article reexamines positionality by revisiting two subjectivities in a three-year qualitative case study with African immigrant girls. This reexamination considers the ways in which the research and the participants participate…
Reimagining social justice-oriented teacher preparation in current sociopolitical contexts
In this collaborative autoethnography, written by multiple stakeholders involved in a teacher residency program, we address the complexities of preparing and supporting social justice-oriented teachers. We identify three tensions faced in the design and (re)development of the teacher preparation program. These tensions include preparing teachers to work in a specific context, collaborating with mentor teachers to support social justice-oriented p…
“We Are the Future”: Critical Inquiry and Social Action in the Classroom
This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period. Data sources included se…
Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States
Background: Diversity across the world is changing, given the growing number of immigrant children in schools. These increases in transnational mobility have teachers struggling to reconsider their everyday practices to accommodate many more newcomers in their classrooms. The need for teachers to become more responsive to changing social conditions and student populations is gaining urgency. Purpose: Our purpose in this study is to gain insight i…
They Are Doers”: Writing to Advocate With Immigrant Youth in Community‐Based Organizations
Over the course of a year, student authors in the Juntos NC Writing Project participated in the Literary and Community Initiative to write, publish, and share their lived experiences and identities as Latinx immigrants and first‐generation high school students in North Carolina. Throughout the publication process of their collaborative bilingual book titled The Voices of Our People: Nuestras Verdades , student authors actively engaged in pursuing…
Encountering the Affective in Latino Immigrant Youth Narratives
The authors argue that attending to the affective dimensions of everyday life for Latino immigrant youth offers a disorientation away from the circulation of fear around immigration in the United States, and a new orientation that links together the intimate affective images and narratives of the everyday that are less oppressive and rooted in and branch out to hope and solidarity. To demonstrate the importance of the affective, the authors condu…
Writing to grieve: Solidarity in times of loss in educational community spaces
This qualitative case study is a part of a larger university–community partnership that explores adolescents' utilization of critical literacy to write, engage, and lead in their communities. For this specific study, we explore the question: How does an educational community use literacy practices and modalities to grieve through collective loss and develop solidarity with one another? Through the utilization of a critical literacy framework and …
Hope Against Hope
Inspired by the writings of adolescents in a community-based organization, we utilize a critical poetic inquiry methodology to examine how they express the spatial, temporal, and relational boundaries of the pathways among adolescence, adultification, and adulthood through poetic expression. Through Anzaldúa’s (1999) framework of nepantla, an in-between space that serves to interlace the past, present, reality, and imagination for adolescents, we…
The Diasporic Tellings of Black African Refugee-Background Youth through the Lens of Critical Ubuntu Literacy
This paper explores the diasporic tellings of Black African refugee-background youth through a critical Ubuntu literacy framework. The five tenets of a critical Ubuntu literacy state that participants are (a) already participating in community; (b) reflecting on oneself in relation with others; (c) seeing themselves in relation to community; (d) engaging with text in relation to others; and (e) undertaking a communal process and impact. In this o…
It’s Like a Drop That Ripples”: Funds of Power Among Latino Immigrant Youth Educators in Community Organizations
Reimagining teacher education for immigrant students in the context of global migration: Teacher educators’ perspectives
Writing with Dignity Among Youth in Urban Communities: Using Mentor Texts as a Reflective Tool for Transformation
This article describes a three-year qualitative study on how youth of color in one community-based organization, Durham Community Youth, used the mentor text, Dr. Martin Luther King Jr.’s “What’s your life’s blueprint?” speech, as a reflective tool to transform themselves and their community. Using a critical literacy framework, the authors situate the study within the rich history of the Black community in Durham, North Carolina and examine how …
Opening Pandora’s box: A culturally relevant perspective on elementary teachers’ approaches to educating immigrant and refugee students in Turkey
Given the influx of immigrants and refugees in Turkey and across the globe, our study aims to examine how elementary teachers in Turkey are responding to the growing needs of immigrant and refugee students. Drawing on culturally relevant pedagogical frameworks, we interviewed 21 teachers to highlight if and how they build on cultural and individual strengths to reimagine educational contexts. In our phenomenological study, we found that teachers …
‘It’s like Central Park’: Conceptualising teacher residencies as a democratic hub
In this conceptual paper, we offer a framework to examine how residency programmes can critically reflect upon their existence and presence as a democratic hub. As a model of teacher preparation that blends theory and university coursework with practice, residency programmes are designed to prepare and diversify the teacher workforce for a context-specific setting that calls upon universities to partner closely with local districts. We see the ne…
Helicobacter pylori in the Philippines: Social and Ecological Determinants of Seropositivity and Lack of Association With Systemic Inflammation
Helicobacter pylori ( H. pylori ) is a bacterium that infects the stomach and is associated with various gastrointestinal outcomes and increased cardiovascular disease risk. We examined the role of sex in and the social and ecological factors associated with H. pylori seropositivity ( n = 124) and the relationship between seropositivity and systemic inflammation ( n = 116) among adults in Metro Cebu, Philippines. Data were drawn from the Cebu Lon…
Dam‐Induced Displacement and Disruption Are Associated With Salivary Cortisol Concentration and Patterns of Diurnal Variation
OBJECTIVES: This study assesses the stress-related impacts of the construction of the Thwake Multipurpose Dam in Makueni, Kenya by examining salivary cortisol concentrations and patterns of diurnal variation. METHODS: One set of evening, waking, and 30-min post-waking saliva samples was collected across 221 women who were displaced by the dam or who lived upstream or downstream of the dam development site. Salivary cortisol concentration was anal…
Political science (14 works) · Sociology (14 works) · Pedagogy (12 works) · Immigration (8 works) · Psychology (8 works) · Critical Race Theory in Education (6 works) · Gender Studies (5 works) · Global Education and Multiculturalism (5 works) · Literacy (5 works) · Social science (5 works)