Four New Research Grants to Build Theory and Evidence on Ways to Reduce Inequality in Youth Outcomes

We are pleased to announce four new research grants for studies in our reducing inequality focus area. Approved at the Foundation’s June 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.

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Research Grants: Reducing Inequality


Addressing Educational Inequities in the Wake of the COVID-19 Pandemic
What are the most promising strategies to address opportunity-to-learn gaps exacerbated by the pandemic for students of color, students from low-income families, students with disabilities, and English learners in K-12 public schools?

Michael Feuer, Graduate School of Education and Human Development, George Washington University; Gloria Ladson-Billings, Dept. of Curriculum & Instruction, University of Wisconsin-Madison
7/1/2022–6/30/2024, $200,000


Co-designing Family-School Agency & Early Critical Literacies of Black Youth towards Systemic Racial Equity
How can schools partner with Black families, community members, and students to create literacy practices that affirm Black students’ identities and engagement?

Ann Ishimaru, Dana Nickson and Min Sun, College of Education, University of Washington; Mia Williams, Keisha Scarlett, and Eric Anderson, Seattle Public Schools
6/1/2022–5/31/2024, $600,000


Co-designing for Parental Presence in Middle School STEM
How can teachers engage families in the co-design of curricular practices to promote parental engagement and improve STEM outcomes for middle school students of color?

Edna Tan, School of Education, University of North Carolina at Greensboro; Angela Calabrese Barton, School of Education, University of Michigan
9/1/2022–8/31/2025, $552,432


Fostering Number Sense Development in K-1 EBs Through Interactive Simulations and Engagement in Math Discourse Practices
Do computer math games have the potential to enhance early number learning for English learners in grades K-1 students and, in turn, to reduce inequality in early math learning?

Ian Whitacre, School of Teacher Education, Florida State University Research Foundation; Katherine Perkins, Physics Dept., University of Colorado Boulder; Sylvia Celedón-Pattichis, Dept. of Curriculum and Instruction, University of Texas, Austin
7/1/2022–6/30/2025, $599,530


Read more about research grants on reducing inequality, including funding levels, eligibility, required materials, and review criteria. 2023 Application Guidelines will be published this fall.

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