About

Meredith S. Martin is a Professor of Art History and the Director of Undergraduate Studies at New York University. She earned her Ph.D. in 2006, M.A. in 2003, and B.A. in 1997 from Harvard University and Princeton University, respectively. Her research focuses on 18th- and 19th-century French and British art, architecture, and material culture, with particular interests in histories of empire, colonialism, and enslavement; art and gender politics; cross-cultural encounters; interiors and identity; and historical revivalism and contemporary art. Dr. Martin is a founding editor of Journal18 and co-creator and producer of the Ballet des Porcelaines, a reimagined 18th-century French ballet that premiered at The Metropolitan Museum of Art and toured in 2021-22. Her current projects include exploring links between late 18th-century Saint Domingue (Haiti) and the Paris art world, and she has co-written and produced a film with the National Gallery in London related to this research. Additionally, she is co-curating an exhibition on enslaved Muslims in the early modern Mediterranean scheduled to open at the Institut du monde arabe in Paris in 2026. Her scholarly work has been recognized with numerous awards and fellowships, including the Iris Foundation Outstanding Mid-Career Scholar Award and the Leo Gershoy Prize for her book 'The Sun King at Sea'.

Research topics

• Psychology
• Pedagogy
• Mathematics education
• Political science
• Social psychology

Selected publications

• Contents

  New York University Press eBooks · 2020-12-31

  paratextOpen access
  PublisherOA PDFDOI

• 15. Future Directions: Implications for Research, Practice, and Policy

  New York University Press eBooks · 2020-12-31

  book-chapter
  PublisherDOI

• Drawing Understanding: Utilizing Narrative-Based Practices to Cultivate Humanizing Relationships Between Educators and Students Who are Refugees

  Research in Human Development · 2019-10-02 · 6 citations

  articleSenior author

  Refugee youth actively navigate through their lives within and beyond interlocking structures of oppression and violence. They are subjected to narratives about them but not by them, that describe refugees as threats or victims of trauma. Educators must create intentional spaces, while considering youths’ gender, where refugee youth can construct their own narratives and be their own healing agents. Drawing upon critical pedagogy, critical refugee studies, intersectionality, and Phenomenological Variant of Ecological Systems Theory (PVEST) scholarship, this qualitative study explores how a trauma-informed narrative-based activity enabled educational youth mentors to engage with students who are refugees in ways that facilitate humanization and healing. Data were used from interviews with tutors (n = 3) who completed the activity with youth ages 13 to 15. Findings suggest that educators felt that refugee youth reflected about their experiences, aspirations, and their emotions, confirming the need for this type of activity in educational spaces.

  PublisherDOI

• What It Takes: Promising Practices for Immigrant Origin Adolescent Newcomers

  Theory Into Practice · 2018-03-29 · 14 citations

  article1st authorCorresponding

  Using a multiple case study approach across seven schools in the United States and Sweden that serve newcomer students exceptionally well, we identified the strategies they implemented across sites that served to meet the educational needs of these students. We found that these schools provided a comprehensive approach to support the socioemotional and academic needs of their newcomer students, identifying many common practices for improving outcomes for newcomer students.

  PublisherDOI

• “Why you Throwing Subs?”: An Exploration of Community College Students’ Immediate Responses to Microaggressions

  Teachers College Record The Voice of Scholarship in Education · 2018-09-01 · 23 citations

  articleSenior author

  Background/Context Current research within four-year university settings reveals the daily encounters students of color and faculty have with microaggressions—brief, intentional or unintentional comments and behaviors communicating covert biases toward individuals based on their social group membership. The majority of all undergraduate students of color currently attend community colleges, but the occurrence of microaggressions in the community college classroom has been overlooked. We situate our study of microaggressions within the racial microaggressions model framework, which addresses how microaggressive events are mediated by institutional racism through systematic policies, practices, and processes that (re)produce inequitable stratification in higher education. Further, we analyze the immediate effects of and students’ responses to classroom microaggressions. Purpose/Objective/Research Question/Focus of the study The present study explores students’ immediate responses to 51 microaggressions observed in three community colleges. We examine microaggressions in community colleges with the objective to provide a lens into the immediate effects and responses students display to observed classroom microaggressions. In exploring both the effects on students and their responses to microaggressions experienced in 17 classrooms, we gain insight on how these events contribute to or undermine students’ in-the-moment learning experiences, as well as target their academic identities. To this end, we examine the following research questions: 1) In what ways were students’ academic identities targeted by these microaggressions? 2) What were the immediate effects of and students’ responses to the microaggressions experienced in their classrooms? Research Design To examine our research questions, we utilize a mixed-method research design, whereby mixed-method “connecting” was used to systematically quantify the microaggressions that occurred, which were qualitatively recorded in ethnographic fieldnotes from structured observations. We conducted content analyses of the observed microaggression ethnographic fieldnotes using the racial microaggressions model. Findings/Results Microaggressions stigmatized multiple identities the students occupied (e.g., college student identity). Using the racial microaggressions model analytical framework, we found that the most common immediate effects of microaggressions were: disengagement, silence, and discomfort. Immediate responses included laughter and responding with a joke or distraction. While less common, students sometimes resisted through actions of peer support and questioning of the perpetrator. Conclusion/Recommendations By expanding the racial microaggressions theoretical framework to develop an analytical frame that allows for the examination of responses to microaggressions, we can engage in a deeper understanding of the nature of the microaggressive classroom, and the ways that microaggressions target students’ academic identities. As found in our study, some students are engaging in immediate resistant acts to counter the microaggressions they experience, which warrants deeper investigation. Facing the reality that students with marginalized identities are likely to experience microaggressions, institutions should assist students in developing strategic responses that will help them adapt, cope, and resist.

  PublisherDOI

• El sarcófago antropoide masculino del Museo Nacional de Cartago:

  Archaeopress Publishing Ltd eBooks · 2018-05-31

  book-chapterSenior author
  PublisherDOI

• Math Achievement Trajectories Among Black Male Students in the Elementary- and Middle-School Years

  Educational Studies · 2017-10-02 · 13 citations

  articleOpen access

  In this article, we analyze the variation in math achievement trajectories of Black male students to understand the different ways these students successfully or unsuccessfully navigate schools and the school characteristics that are associated with their trajectories. Using longitudinal student-level data from a large urban US city (n = 7,039), we analyze Black male students from one cohort to identify trajectories. We find a lack of growth in standardized math scores, suggesting that, on average, math proficiency among Black male students in our sample is declining over time. We found that the 4th-grade standardized math scores of subsidized-lunch students were somewhat lower than those of nonsubsidized students and those of retained students were substantially lower than their counterparts. The average math score of a Black male student's cohort appears to be the only variable amenable to policy manipulation that has a sizeable association with the growth of their standardized math scores, suggesting that putting Black male students in more challenging learning environments may be the best way to increase math proficiency over time. By themselves, other policy decisions (reducing student mobility, teacher turnover, or special education classification; increasing attendance or spending on after-school programming; or hiring more qualified or experienced teachers) all appear to have no or negligible associations with growth in math scores.

  PublisherOA PDFDOI

• Chapter six. Promising Practices: Preparing Children of Immigrants in New York and Sweden

  New York University Press eBooks · 2016-04-19 · 20 citations

  book-chapter
  PublisherDOI

• The Impact of Scholarships for Asian American and Pacific Islander Community College Students: Findings from an Experimental Design Study

  VTechWorks (Virginia Tech) · 2015-10-01 · 15 citations

  article

  This report provides results from the study of scholarship funding provided to AAPI students attending PEER community college campus partners. While APIASF distributed scholarships, CARE conducted the external evaluation to measure the impact of the funding on intermediate and long-term academic outcomes. As the first study to examine AAPI scholarship recipients at community colleges, we focus this report on describing the cohort of applicants for the scholarship program and provide some early findings from the first year of the longitudinal analysis of recipients and non-recipients. This research provides baseline findings upon which future studies can track the long-term impact of scholarship funding for AAPI students attending community colleges.

  Publisher

• Promising Practices: Preparing Children of Immigrants in New York and Sweden

  eScholarship (California Digital Library) · 2015-04-22 · 8 citations

  articleOpen access

  yeqzcafi/O J’ ~ 4,, ‘Ms /2m/7/2%//V? W ‘Z 1 M» vb ‘ . W5 floafyv?/19? fiww/We The Children of Immigrants at School A COMPARATIVE LOOK AT INTEGRATION IN THE UNITED STATES AND WESTERN EUROPE Edited by Ricbard/Elba and _[ennif.'er Haida-way EV‘ HQFQIOI WTJTL 'fiW(flrL)L4[) I/V17 (xlU\Llfg:iTc:- F WA mmg/004$/’f” Wq 4 0q’ /~‘-’*°”“?,f’ 0:46‘ (jib A joint publication ofthe Social Science R search couniujl-9 W0]/4+ and New York University Press S av“ * /3 Lol)‘ I

  Publisher

Frequent coauthors

• Carola Suárez‐Orozco

  10 shared

• Naila A. Smith

  University of Virginia

  4 shared

• Saskias Casanova

  University of California, Santa Cruz

  4 shared

• Loni Bordoloi Pazich

  3 shared

• Johannes Lunneblad

  3 shared

• Pedro Noguera

  University of Southern California

  3 shared

• Cynthia M. Alcantar

  Loyola Marymount University

  3 shared

• Lory Dance

  University of Nebraska–Lincoln

  3 shared

Awards & honors

• Iris Foundation Outstanding Mid-Career Scholar Award 2025
• Kress Digital Art History Award for Colonial Networks: Remap…
• NYU DH Seed Grant for Colonial Networks: Remapping the "Pari…
• Leo Gershoy Prize (for The Sun King at Sea) 2023
• Kenshur Prize (for The Sun King at Sea) 2023