Staff

• “Whose Korea is it? Reading Zainichi Literature Intersectionally.” In Routledge Companion to Korean Literature (2022), ed. Heekyoung Cho, 412–424.
• “Zainichi Writers and the Postcoloniality of Modern Korean Literature.” In Routledge Handbook of Modern Korean Literature (2020), ed. Yoon Sun Yang, 225–238.
• “Representing Radical Difference: Kim Sŏkpŏm’s Korea(n) in Japan(ese).” positions: asia critique 27, no. 3 (August 2019): 499–529.
• “Literature of the Concealed Home: Passing and Imperial Periphery in Yamanokuchi Baku’s Prose Fiction.” Azalea: Journal of Korean Literature and Culture 12 (2019): 301–333.
• “Queer(ing) Language in Yi Kwangsu’s Mujŏng: Sexuality, Nation, and Colonial Modernity.” Journal of Korean Studies 23, no. 1 (March 2018): 67–96.

• Fluent in English, Japanese.
• Reading knowledge of Korean. 

• Population Studies - Developing Countries
• Intergenerational Relationships
• Immigrants
• Gender Issues
• Family relationships: theory and research
• Demography
• Child or Maternal Health
• Geographical Regions of Interest: South-Eastern Asia

• Korinek, Kim and Bussarawan Teerawichitchainan. Forthcoming. "Military Service, Exposure to Trauma and Health in Older Adulthood: An Analysis of Northern Vietnamese Survivors of the Vietnam War." American Journal of Public Health.  
• Loebach, Peter and Kim Korinek. 2012. "Crossing Borders, Crossing Seas: The Philippines, Gender and the Bounding of Cumulative Causation." International Migration. DOI: 10.1111/imig.12022.
• Korinek, Kim and Sureeporn Punpuing. 2012. “The Effect of Househld and Community on School Attrition: An Analysis of Thai Youth.” Comparative Education Review 56(3):474-510. 
• Bussarawan Teerawichitchainan and Kim Korinek. 2012  “The Long-term Impact of War on Health and Wellbeing in Northern Vietnam: Some Glimpses from a Recent Survey.” Social Science & Medicine 74(12): 1995-2004.
• Ann Vogel and Kim Korinek.  2012. “Passing by the Girls: An Assessment of Remittance Allocation for Educational Expenditures and Social Inequality in Nepal’s Households.” International Migration Review 46(1):61-100.   
• Korinek, Kim and Ken R. Smith. 2011. “Prenatal Care Utilization by Native-born and Immigrant Women in a New Destination: The Case of Utah.” Social Science & Medicine 72(10):1695-1703. 
• Korinek, Kim, Zachary Zimmer, and Danan Gu. 2011. “Marital Status Transitions and Patterns of Intergenerational Co-residence among China’s Elderly.” Journal of Gerontology:Social Sciences 66B(2):260-270.

• Environment , Resource, and Food
• Behavioral Economics
• Gendered well-being Geographical
• Regions of Interest: India and Southern Asia

Environment, Resource, & Food

• Bhattacharya, Haimanti and Innes, Robert (2008) "An Empirical Exploration of the Population-Environment Nexus in India." American Journal of Agricultural Economics  90(4): 883-901. Received 'Quality of Research Discovery Award'  from European Association of Agricultural Economists in 2011.

• Bhattacharya, Haimanti and Lueck, Dean (2009) "The Role of Property Rights in Determining the Environmental Quality-Income Relationship." Ecological Economics  68(10): 2511-2524.
• Bhattacharya, Haimanti and Innes, Robert (2013) "Income and the Environment in Rural India: Is There a Poverty Trap?" American Journal of Agricultural Economics  95(1): 42-69.
• Bhattacharya, Haimanti and Osgood, Daniel (2014) "Weather Index Insurance and Common Property Resources." Agricultural and Resource Economics Review  43(3): 438-450.
• Bhattacharya, Haimanti and Innes, Robert (2016) "Concentration, Product Variety and Entry-for-Merger: Evidence from New Product Introductions in the U.S. Food Industry" American Journal of Agricultural Economics 98(5): 1360-1376.  ​Media mention.​

• Bhattacharya, Haimanti (2019) "Do pro-social students care more for the environment?" International Journal of Sustainability in Higher Education 20(4):761-783.
• ​Bhattacharya, Haimanti (2020) "Environmental and Socio-economic Sustainability in India: Evidence from CO2 Emission and Economic Inequality Relationship." Journal of Environmental Economics and Policy 9(1): 57-76.

Behavioral Economics

• Dugar, Subhasish; Bhattacharya, Haimanti and Reiley, David (2012) "Can't Buy Me Love? A Field Experiment Exploring the Trade-off Between Income and Caste-Status in an Indian Matrimonial Market." Economic Inquiry  50(2): 534-550.
• Bhattacharya, Haimanti and Dugar, Subhasish (2012) "Status Incentives and Performance." Managerial and Decision Economics  33(7-8): 549-563.
• Bhattacharya, Haimanti and Dugar, Subhasish (2013) "Contests for Ranks: Experimental Evidence." Southern Economic Journal  79(3): 621-638.
• Bhattacharya, Haimanti and Dugar, Subhasish (2014) "Partnership Formation: The Role of Social Status." Management Science  60(5): 1130-1147.
• Dugar, Subhasish and Bhattacharya, Haimanti (2017) "Fishy Behavior: A Field Experiment on (Dis)honesty in the Marketplace." Journal of Behavioral and Experimental Economics  67: 41-55.
• Dugar, Subhasish and Bhattacharya, Haimanti (2019) "Can concerns for social status mitigate the 'Lemons Problem'? Experimental evidence from the Indian caste hierarchy." Journal of South Asian Development 14(2): 151-179.
• Dugar, Subhasish and Bhattacharya, Haimanti (2020) "The Hidden Cost of Bargaining: Evidence from A Cheating-prone Marketplace." International Economic Review.

Gendered well-being

• Bhattacharya, Haimanti (2015) "Spousal Violence and Women's Employment in India." Feminist Economics  21(2): 30-52.
• Margaret Carlson, Akiko Kamimura, Ha Ngoc, Trinh, Wenjing Mo, Niwako Yamawaki, Haimanti Bhattacharya, Hanh Nguyen, Angie Makomenaw, Ryan Birkholz, Lenora Olson (2015) "Perceptions of Violence Against Women Among College Students in the US, Japan, India, Vietnam and China." Public Policy and Administration Research  5(11).
• Bhattacharya, Haimanti (2016) "Mass Media Exposure and Attitude towards Spousal Violence in India." Social Science Journal 53(4): 398-416.
• Akiko Kamimura, Ha Ngoc Trinh, Hanh Nguyen, Niwako Yamawaki, Haimanti Bhattacharya,  Wenjing Mo, Angie Makomenaw, Lenora Olson (2016) "Bystander Attitudes to Prevent Sexual Assault: A Study of College Students in the US, Japan, India, Vietnam and China." Journal of Sex Research 53(9): 1131-1138.
• Stephens, T., Kamimura, A., Yamawaki, N., Bhattacharya, H., Mo, W., Birkholz, R., Makomenaw, A., & Olson, LM. (2016). "Rape Myth Acceptance Among College Students in the United States, Japan and India." Sage Open 6(4). 
• Sharon L. Talboys, Manmeet Kaur, James VanDerslice, Lisa H. Gren, Haimanti Bhattacharya, Stephen C. Alder (2017). "What is Eve Teasing? A Mixed Methods Study of Sexual Harassment of Young Women in the Rural Indian Context." Sage Open. 

• Bhattacharya, Haimanti (2008) "Inter linkages between Environmental Change and Development." Newsletter of Indian Young Professionals Network.
• Bhattacharya, Haimanti (2011) "Effects of Financial Incentives on Status-based Discrimination in a Marriage Market." Harvard College Economics Review, IV(2): 19-20.
• Bhattacharya, Haimanti (2011) "Vegetation and Development in Rural India." Ailaan, Newsletter of National Council for Rural Institutes (NCRI), India, II(VI), 27-31.
• Bhattacharya, Haimanti (2015) "India" in Encyclopedia of World Poverty, 2nd Edition, Sage Publications.

• English, fluent.
• Bengali, fluent.
• Hindi, fluent.

Japanese, Vietnamese, and Chinese.

Learning a foreign language not only gives you the opportunity to communicate with people from other countries--whether you are traveling abroad or here in the US, it also gives you a deeper understanding of people and cultures that are different from your own, broadening and enriching your interaction with the world around you. 

My first international experience was living in Cambodia for two years where I learned to speak Vietnamese. When I returned to college, I started studying Chinese and after two years of study I participated in a learning abroad program at Nankai University in Tianjin, China where I completed my third year of Chinese. After graduating from college, I lived and worked in Japan for five years on the JET program and learned Japanese while I lived there. Interspersed with these longer periods I traveled extensively in Central America, East Asia, and Southeast Asia.

Each of my international experiences have given me a different lens to view the world from. They have helped my career and have provided opportunities to interact with people from all over the world. Through my international experiences, I have struck up lifelong friendships that have enriched my life and made me a better person.  

Spanish, and French but I don't remember any of it.

Language ability has been invaluable for me in my career thus far. I spent 3 years after graduation working for a nonprofit that served low-income families including a program for migrant farmworkers and would not have been able to effectively create relationships of trust and serve these families without being able to speak the language. Past my job being able to create relationships with people of different walks of life has opened my mind and heart to new perspectives that I wouldn't have gained otherwise. I also think that language gives you a new perspective on the world and on your own native language. There are a lot of words in English now that I have a better understanding of because they're used more frequently in Spanish and I have that context to use now in my native language. The beauty of learning a language is also that you're able to understand other languages to a degree that are a part of the same language family and it becomes easier to learn new languages. 

I have traveled for leisure purposes to Italy, Mexico, and Peru. The bulk of my international experience took place while living in Peru as a missionary for The Church of Jesus Christ of Latter Day Saints in Lima. This was an incredible experience that opened my eyes to other cultures, beliefs, and ended up shaping my decision to eventually change my major from music to Latin American Studies with a focus on nonprofit management. 

I took several years of Spanish in highschool but could hardly speak the language and it was this immersive experience and the kindness of the people in Lima that finally allowed me to learn Spanish and fall absolutely in love with it and the people there. 

Spanish (advanced), Nahuatl (advanced), Guarani (advanced). Brief studies of French and K'iche'.

Language learning is an epistemological rupture. It is charged. It is never ahistorical. The process cannot be extricated from the webs of systemic injustice, but perhaps can help to imagine beyond them.

I have spent close to three years in South America, living in Paraguay and Argentina, as well as other travels throughout the Southern Cone. I have traveled across Mexico multiple times and spent the most time in Sonora, Mexico City, Zacatecas, and Veracruz. I have focused on migrant rights projects, Latin American literature, and indigenous languages. I have presented at an academic conference in Puebla and participated in literary and language-learning workshops at a center for houseless rights in Buenos Aires.

I am grateful that my international experiences reframed my life in Utah as also international. Those experiences have helped unsettle my previous views on land and place. Also, my life is forever enriched for having watched Boca Juniors from the hallowed stands of La Bombonera.

Spanish, Italian, French, and Nahuatl.

I love being multi lingual.  I feel like language ability has opened up worlds of understanding that didn't exist for me before.  Half of my language learning has happened in adulthood and I wish I would have taken on more languages at a younger age when my brain was more adept to absorb them.

My international experience is travel based.  I've made several trips to Mexico, in particular, Mexico City, Baja California, Oaxaca, and Merida.  I've also visited Paris several times.  All of my extended family lives abroad in Guatemala and Italy and I've also visited and traveled in those countries.  

I'm grateful for the experiences I've had traveling abroad because it's a learning experience every time.

Canada, Mexico, and The Bahamas

Persian and Spanish

Armenian and/or Georgian

Learning another language helps you to become a better citizen of the world as well as your local communities. You’ll learn to see the world differently and understand more diverse groups. Learning another language also requires dedication and commitment which will help you in what ever fields you explore. Once you practice strategies for learning a language, you’ll likely see that quite a few subjects no longer seem so daunting. And of course, you’ll learn to laugh at yourself and realize you will make mistakes, but to keep going on.

I took a course about women in Iranian political history. It really changed the way I looked at how we write history, the sources we use, and the voices we center. I do not think any course prepared me quite as much for studying history at a graduate level.