University of Virginia

This grant will strengthen an emerging partnership between the University of Virginia and Albemarle County Public Schools.

This grant will support consultations for applicants and grantees and a biennial workshop for grantees to build their capacity to conduct mixed-methods research that integrates qualitative and quantitative methods.

Does an online intervention increase the willingness of White students to publicly confront online racial discrimination?

Bottiani will use this award to improve her ability to initiate and sustain difficult dialogues about how race and racism affect her students.

Can a state-level policy initiative that targets school discipline disparities on the basis of race reduce inequality in student outcomes?

What programs and policies facilitate the successful re-integration of formerly-incarcerated Black and Latino youth into communities?

Can social media be leveraged to encourage White college students to confront racial discrimination?

Can students’ peer networks be leveraged to reduce racial and ethnic inequalities in academic outcomes?

Does a school-based intervention to enhance students’ social support reduce racial and socioeconomic inequalities in academic, behavioral, and health outcomes?

Hurd has accumulated promising mentoring experiences as a graduate student and a post-doctoral fellow.

What classroom practices promote the academic and language development of English Language Learners in middle school?

How can family and neighborhood settings support the development of mentoring relationships between economically disadvantaged African-American adolescents and the adults in their everyday lives?

Do ethnically diverse peer groups provide psychosocial and academic benefits to early adolescents?

Deutsch and Futch hypothesize that schools and youth programs are important settings for the formation of youth-adult relationships. They suggest that the quality, culture, and structure of these settings may facilitate or challenge the initiation and longevity of youth-adult relationships.

The team that developed CLASS will use this grant to develop easy-to-administer tools that assess teacher-student interactions using student and informant (principal/supervisor) surveys.

How do mentoring groups foster improved one-on-one mentoring relationships and youth outcomes?

Research shows that certain classroom relationships and certain types of student-teacher interactions predict achievement gains.

Can a program that provides regular feedback from a master teacher on the classroom performance of early-career, secondary school teachers change teachers’ interactions with students?