Four New Research Grants to Build Theory and Evidence in our Focus Areas
We are proud to announce four new research grants, including three to support studies on reducing inequality in youth outcomes and one to support a study on improving the use of research evidence.
Approved at the Foundation’s fall Board meeting, these grants will build theory and empirical evidence in our two focus areas.
The next deadline to submit a letter of inquiry for a research grant in either of our focus areas is May 5, 2021. Sign up for the Foundation’s mailing list to stay up to date on all funding opportunities and announcements.
Research Grants: Reducing Inequality
Racial Equity in Discipline for Black Students
Can an intervention that cultivates elementary school teachers’ critical race consciousness and empathy for Black students reduce the racial discipline gap?
Dorinda Carter Andrews and Chezare Warren, Dept. of Teacher Education, Michigan State University; Kenneth Frank, Dept. of Counseling, Educational Psychology and Special Education, Michigan State University
Reducing Inequality through School Finance Reforms: Understanding the Mechanisms and Outcomes
How and why does school finance reform reduce inequality in educational resources for students of color and youth living in low-income families?
Min Sun, College of Education, University of Washington; David Knight, College of Education, University of Washington; Margaret Plecki, College of Education, University of Washington; Chris Candelaria, Peabody College, Vanderbilt University
Youth in Relation to Returned Land
How do Indigenous youth experience the return of land to the Ohlone community?
Eve Tuck, Dept. of Social Justice Education, University of Toronto; K. Wayne Yang, Dept. of Ethnic Studies, University of California, San Diego; Corrina Gould, American Indian Child Resource Center, Oakland, CA
Research Grants: Improving the Use of Research Evidence
Effectiveness of a Multi-System Leadership Strategy for Using Evidence During Sustainment of ASD Interventions
Will training in the use of research evidence enable mid-level leaders in education and mental health systems to sustain evidence-based interventions for children with autism?
Aubyn Stahmer, Dept. of Psychiatry and Behavioral Sciences, University of California, Davis; Allison Nahmias, Dept. of Psychiatry and Behavioral Sciences, University of California, Davis; Anna Lau, Dept. of Psychology, University of California, Los Angeles, Lauren Brookman-Frazee, Dept. of Psychiatry, University of California, San Diego
Read more about funding criteria, eligibility, required documents, and applying online for research grants in both of the Foundation’s focus areas: