Kate Burt

Associate Professor

Lehman College

United States

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Kate Burt is an Associate Professor at Lehman College in the United States. Her research focuses on nutrition, dietary equity, and the experiences of marginalized identities within the health profession. Recent publications include studies on weight bias, resilience among students of color during the pandemic, and the development of tools to assess diversity and inclusion in dietetics.

Articles (14)

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2025

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2025

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2025

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2025

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2022

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2022

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2021

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2021

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2021

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2021

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2021

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2021

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2020

Collaborators (3)

Marissa Burgermaster

Assistant Professor

University of Texas at Austin

UNITED STATES

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Jacob Eubank

Assistant Professor

Lehman College

UNITED STATES

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Francoise A. Knox-Kazimierczuk

UNITED STATES

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Kate Burt

Research Interests

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Articles (14)

Individual plus Policy, System, Environment Framework to Address Racial and Ethnic Diversity, Equity, and Inclusion as an Adaptive Challenge in Dietetics

Examining Weight Bias Attitude Changes After Exposure to a Brief Photovoice Assignment

Feeling the Need for Change

The Dietetics Profession Privilege Scale: Development, Psychometric Testing, and Application Among a Diverse Cohort of Dietetics Professionals

Nutrition Professionals Feel Underprepared to Serve Persons With Marginalized Identities

Female black, indigenous, and students of color demonstrate greater resilience than other students during a global pandemic

Are ‘BIPOC solutions’ or ‘white opinions’ represented in Oldways Diet Pyramids?

Differences in US Adults’ Value of and Preferences for Sustainable Food by Race/ethnicity, Income, and Education

Optimism, Resilience, and Other Health-Protective Factors Among Students During the COVID-19 Pandemic

Examining the psychometric properties of a refined perceived stress scale during the COVID-19 pandemic

Food for Thought: Culturally Diverse Older Adults' Views on Food and Meals Captured by Student-Led Digital Storytelling in the Bronx

A historical analysis of the Mediterranean Diet’s rise to prominence through the lens of Critical Race Theory

A systematic, mixed studies review of the outcomes of community garden participation related to food justice

New York City fourth graders who receive a climate change curriculum with hydroponic gardening have higher science achievement scores

Collaborators (3)

Marissa Burgermaster

Jacob Eubank

Francoise A. Knox-Kazimierczuk

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