Five Promising Researchers Selected for 2015 William T. Grant Scholars Program
We are pleased to announce the 2015 class of William T. Grant Scholars. Launched in 1982, the Scholars Program supports the professional development of promising early-career researchers in the social, behavioral, and health sciences. To date, the program has sponsored more than 150 up-and-coming researchers.
Each Scholar will receive $350,000 to execute rigorous five-year research plans that stretch their skills and knowledge into new disciplines, content areas, or methods. As they commence their projects, they will build mentoring relationships with experts in areas pertinent to their development. Their professional development will also be furthered through annual meetings with fellow Scholars, Foundation staff, and other senior researchers.
“This is a top-notch group of early-career academics,” said Vivian Tseng, vice president for program. “They are tackling important questions facing young people in order to inform future education, family, and immigration policies.”
Each year, the Foundation selects four to six new William T. Grant Scholars from a highly competitive pool of applicants who are nominated by their supporting institutions. The applications are reviewed by a selection committee of prominent senior academics. A small group of finalists are invited to New York for interviews.
Applications for 2016 awards are due on July 8, 2015. Read more about funding criteria, eligibility, required documents, and view the online application.
Finally, we are pleased to welcome Elizabeth Moje, PhD. as our new Scholars Selection Committee Chair, and Margarita Alegría, PhD. as the newest member of the committee. Dr. Moje, who was a William T. Grant Scholar from 2000-2005, is the first former Scholar to serve as Chair.
2015 William T. Grant Scholars
Transiciones: Examining the Latino Transition to College in Support Academic Equality
How do daily stress experiences and health behaviors contribute to successful academic achievement and integration in college for Latino students? Do cultural (e.g., family educational aspirations) or institutional (e.g., participation in Latino-specific clubs or programs) resources influence these pathways and ultimately college persistence?
Leah D. Doane, Arizona State University
Teacher Effects on Students’ Non-Cognitive Competencies: A Study of Impacts, Instruction, and Improvement
What teaching practices support the development of students’ non-cognitive competencies? Can a coaching program help teachers to strengthen these practices?
Matthew A. Kraft, Brown University
Using Unified School Enrollment Systems to Improve Access to Effective Schools and for Research and Evaluation
How do unified enrollment school assignment systems affect school access? How can data generated by these systems be used for planning and evaluation?
Parag Pathak, MIT
Adolescent Well-Being in an Era of Family Complexity
How common is children’s exposure to family complexity, and how does family complexity vary by race and socioeconomic status? What effect does family complexity have on adolescent well-being? How does family complexity shape the daily lives of adolescents?
Laura Tach, Cornell University
Deferred Action and Post-Secondary Outcomes: The Role of Migrant Youth Settings in Effective and Equitable Policy
How does the Deferred Action for Childhood Arrivals program affect migrant youth?
Eve Tuck, SUNY New Paltz