Jean Plaisir

Picture of Jean-Yves Plaisir


Professor
Teacher Education

EMAIL: jplaisir@bmcc.cuny.edu

Office: S-616A

Office Hours:

Phone: +1 (212) 220-1214

Resume

Dr. Jean-Yves Plaisir is a full Professor in the Teacher Education department at Borough of Manhattan Community College, City University of New York. Professor Plaisir holds a doctorate and two master’s degrees from Columbia University Teachers College, with studies in TESOL, Comparative and International Education, and Applied Linguistics with an emphasis in Bilingual Education and Information Technology. He completed his undergraduate studies at Hunter College/CUNY, where he earned a bachelor’s degree in Classical Studies (Latin and Greek) and Romance Languages (French and Spanish Literature). Currently, Professor Plaisir teaches coursework in early childhood, childhood, and bilingual education at BMCC. His research interest focuses on the dispositions of Black and Latinix males toward becoming teachers, particularly in the early grades. Dr. Plaisir has been featured on a variety of publications and recruitment efforts seeking to increase men’s participation in the early childhood education workforce.

Expertise

Dr. Plaisir possesses knowledge and expertise in a broad array of disciplines ranging from research on men in early childhood education, teacher education, intercultural education and early childhood education (preK-12) to applied linguistics, language and literacy studies, cross-cultural communication, international education and development, Haitian studies–Haitian Creole, culture and history. Academic proficiency in English, French, Haitian Creole and Spanish.

Degrees

  • B.A. Hunter College/CUNY, Classical Studies–Latin & Greek, French & Spanish Literature,1988
  • M. Ed. Teachers College, Columbia University, International Educational Development,1992
  • M.A. Teachers College, Columbia University, Teaching English to Speakers of Other Languages (TESOL),1997
  • Ed.D. Teachers College Columbia University, Applied Linguistics,1999

Courses Taught

Research and Projects

  • Research Team Leader, Men’s Experiences in ECE
  • In 2016, Dr. Plaisir received a major research award from the Foundation for Child Development to lead a two-year study (2016-2018) with BMCC colleagues, Professors Kirsten Cole and Mindi Reich-Shapiro, examining Intrinsic and Extrinsic Factors Influencing Men’s Decisions to Work in Early Childhood Education (ECE) Settings in New York City. The study’s findings are published in this BMCC News article.
  • Men Career Trajectories in ECEC, an international research project
  • From 2016 to the present, Professor Plaisir has been involved with an International Research Collaborative comprising of 18 participants examining men career trajectories in Early Childhood Education and Care (ECEC) within 12 countries around the world. A book highlighting key findings from this research is forthcoming.
  • Inter-University Project Initiator, CUNY-Haiti Initiative 
  • Following the 2010 earthquake that destroyed Haiti’s higher education infrastructure and other major sectors, Professor Plaisir and two other colleagues, Professors Jean F. Claude and Francois Pierre-Louis, led the City University of New York’s (CUNY) Haiti Initiative to provide technical assistance to three regional public universities in Cap-Haitien, Cayes, and Gonaives, This project has provided much-needed institutional support and training in teacher education, nursing, tourism and hospitality management.
  • Founding Member, CUNY Haitian Studies Institute
  • Dr. Plaisir drafted the proposal and coordinated efforts with New York State elected officials, Haitian community leaders and many CUNY colleagues and high level administrators–resulting into the successful creation of the  CUNY Haitian Studies Institute (HSI) in 2016. The CUNY-HSI strives to contribute to the body of knowledge about Haitians and the Haitian Diaspora, while also advancing the intellectual field of Haitian Studies through research, analysis of public policy, and scholarly practice impacting people of Haitian origin within and beyond the United States.

Publications

Selected Publications

  • “Why Not Become a Police Officer? Challenges in the Recruitment and Retention of Men in Early Childhood Education,” in the resource volume Opportunities and Challenges in Teacher Recruitment and Retention, Teachers’ Voices Across the Pipeline (Information Age Publishing 2019). (Co-authored)
  • Building a Gender-Balanced Workforce: Supporting Male Teachers,” in the September 2019 issue of Young Children. (Co-authored)
  • “I Am the Teacher: How Male Educators Conceptualize Their Impact on the Early Childhood Classroom” is forthcoming in the Journal of Early Childhood Teacher Education. (In press; co-authored)
  • “Their portfolios, our role: Examining a community college teacher education digital portfolio program from the students’ perspectives.” Journal of Early Childhood Teacher Education (2011).
  • “Validating and Integrating Native Language and Culture in Formal Education: A Plea For a Culturally Relevant Education for Haitian Schoolchildren.” Caribbean Child Research Institute, University of the West Indies, Jamaica (2010).
  • “Making Connections: Values, Challenges, and Successes in the Implementation of EPortfolios in Teacher Education at a Community College in New York City.” US-China Education Review (2011).
  • Haitian Children’s Education: Orality, Literacy, and Technology. Arthur K. Spears and Carole Berotte Joseph (eds.), Haitian Children Handbook. Lexington Books (2010).
  • Manuscripts reviewed
  • (July 2013). “Global citizenship and the International School Award: An ineffective tool which causes more harm than good.” Intercultural Education Journal (Manuscript ID-CEJI -2013-0033).
  • (June 2013). “The Haitian Language: Defying Odds and Opening Possibilities.” Special issue of the International Journal of the Sociology of Language dedicated to the politics of language in Haiti/Dominican Republic. Article published in International Journal of the Sociology of Language 2015(233)·
  • (December 2012). “Pre-service teachers’ beliefs about childhood:  an obstacle for participatory processes in early childhood education?” Journal of Early Childhood Teacher Education (Manuscript ID – UJEC-2012-0057).
  • (November 2012). “Interculturalism in Italian primary schools with a high concentration of immigrant students.” Intercultural Education Journal (Manuscript ID CEJI 2012-0020).
  • Dissertation Committees
  • May 2018, Dr. Jean-Yves Plaisir served as the external expert on Haitian culture, language and education on the Dissertation  Committee that examined and approved Dr. Nancye Henry-Barthelemy’s doctoral dissertation thesis entitled, Teaching New-Comer Haitian Teens: An Exploratory Study of Middle-School Mathematics Teachers’ Instructional Endorsement of Haitian Creole, approved after successful oral defense in partial fulfillment of the requirements for the  degree of Doctor of Philosophy from Long Island University.
  • June 2017, Dr. Jean-Yves Plaisir served as the Haitian expert on culture, language and education on the Dissertation  Committee that examined and signed off on Dr. Marie Lily Cerat’s doctoral dissertation thesis titled, Haitian Linguistic and Cultural Practices: Critical Meaning-Making Spaces for Haitian Learners, approved after a successful oral defense in partial fulfillment of the requirements for the  degree of Doctor of Philosophy in the Urban Education Program from the City University of New York Graduate Center.

Honors, Awards and Affiliations

Member, American Educational Research Association

Founding Member, CUNY-Haitian Studies Institute

Research Team Leader and recipient of major award, Foundation for Child Development

Member, Haitian Studies Association

Member, International Research SIG Gender Balance in Early Childhood Education

Member, New York City Early Childhood Education Research Network

Additional Information

Professor Plaisir is an active participants in teacher education initiatives within the United States and beyond. He is keenly interested in research examining the cross-cultural adjustments and the educational achievements of Caribbean children and families in American public education systems.