We are proud to announce four new research grants for studies on reducing inequality. Approved at the Foundation’s October Board meeting, these awards will help build theory and empirical evidence on promising strategies for reducing inequality in the outcomes of young people ages 5-25 in the U.S.
Research Grants: Reducing Inequality
Effects of Work and Financial Assistance Policies on Child Outcomes: Long-Term Evidence from Welfare Reform Experiments
What are the impacts of different welfare-to-work interventions on the children of former recipients of Temporary Assistance for Needy Families 20 years later, and how do impacts vary by gender and age of exposure to the policy changes?
Zhuan Pei, Cornell University, Dept. of Policy Analysis and Management; Pauline Leung, Cornell University, Dept. of Economics; Hilary Hoynes, University of California, Berkeley, School of Public Policy; and Jordan Matsudaira, Teachers College, Columbia University, Dept. of Economics and Education
Long-Term Consequences of the Voting Rights Act for Black-White Disparities in Children’s Later-Life Outcomes
What are the long-term consequences of the 1965 Voting Rights Act for Black-White educational and labor market disparities?
Ying Shi, Syracuse University, Center for Policy Research; Daniel Jones, University of Pittsburgh, Graduate School of Public & International Affairs; Abhay Aneja, University of California, Berkeley, School of Law; and Carlos Avenancio-Leon, University of California, San Diego, Rady School of Management
One Talk at a Time: A Racial-Ethnic Socialization Intervention for Diverse Families to Reduce Psychosocial Inequalities
Does an intervention to help parents talk to their adolescent children about discrimination and racial-ethnic identity improve children’s ability to cope with discrimination as well as their social, behavioral, and academic outcomes?
Gabriela Livas Stein, University of North Carolina at Greensboro, Dept. of Psychology; Stephanie Irby Coard, University of North Carolina at Greensboro, School of Health and Human Sciences; Laura Gonzalez, University of North Carolina at Greensboro, Teacher Education and Higher Education; Michelle Martin Romero, University of North Carolina at Greensboro, Public Health Education; Lisa Kiang and Veronica Cole, Wake Forest University, Dept. of Psychology
Reducing Inequalities for Immigrant, Multilingual Students in Secondary Schools
Do the International Academies, an approach designed to meet the academic needs of English Learners, improve their school performance and attainment?
Adriana Villavicencio, University of California, Irvine, School of Education; Hua-Yu Sebastian Cherng, New York University, School of Culture, Education, and Human Development; and Marguerite Lukes, Internationals Network for Public Schools