Six New Research Grants to Build Theory and Evidence in our Focus Areas

We are proud to announce six new research grants, including five 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 will be in May 2020. Updated application guidelines are now available. Sign up for the Foundation’s mailing list to stay up-to-date on all funding opportunities and announcements.

Research Grants: Reducing Inequality

The Dynamics of Disconnection in the Work, School, and Family Lives for Youth from Lower Income Families
How can education and employment policies and programs better support young adults from low-income families?

Ajay Chaudry, Institute for Human Development and Social Change, New York University
11/1/2019–1/31/2021, $200,000

Reducing Racial Educational and Behavioral Disparities through Teacher Unconscious Bias Training
Can training teachers to address unconscious racial bias improve African American students’ academic and behavioral outcomes?

Colleen Halliday-Boykins, Dept. of Psychiatry and Behavioral Sciences, Medical University of South Carolina; Patricia Devine, Dept. of Psychology, University of Wisconsin
7/1/2020-6/30/2023, $599,059

Building Teachers’ Race-Related Competencies to Promote Youth Ethnic-Racial Identity and Reduce Academic Inequalities
How might teachers’ abilities to promote adolescents’ ethnic-racial identity development be increased to ultimately reduce academic disparities?

Adriana Umaña-Taylor, Elana McDermott, Michael Sladek, and Martin West, Harvard Graduate School of Education, Harvard University and Eric Shed, Teachers Fellow Program, Harvard University
11/1/2019–10/31/2022, $299,996

Improving Teacher-Student Relationships to Help Close the Racial Discipline Gap for Young Students
Can an intervention designed to strengthen teacher-student interactions and relationships reduce racial discipline disparities between Black and White elementary students?

Amanda Williford and Jessica Whittaker, Center for the Advanced Study of Teaching and Learning, University of Virginia; Robert Pianta, Depts. of Human Services and Psychology, University of Virginia
11/1/2019–12/31/2021, $539,983

Growth Mindset and Socioeconomic Disparities in College Readiness
Can the combination of a growth mindset intervention and a strong math curriculum narrow socioeconomic inequalities in rates of college readiness and enrollment?

David Yeager, Dept. of Psychology, Robert Crosnoe and Chandra Muller, Dept. of Sociology, University of Texas at Austin
10/1/2019–9/30/2022, $499,656

Research Grants: Improving the Use of Research Evidence

Who is Hearing “Youth Voice” Research? Strengthening the Use of Research Evidence from YPAR
Under what conditions do school and district decision makers use youth-generated research to inform policies and practices?

Emily Ozer, Community Health Sciences, UC-Berkeley School of Public Health; Ben Kirshner, Learning Science & Human Development, CU Boulder, School of Education; Adam Voight, Center for Education, Cleveland State University
1/1/2020-6/30/2022, $544,640

Read more about funding criteria, eligibility, required documents, and applying online for research grants in both of the Foundation’s focus areas:

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