Emerging Scholars Program
Applications are closed
Applications open in January 2024.
One of the objectives of the National African American Child & Family Research Center is to build research capacity, develop research infrastructure, and conduct research with African American communities.
The Emerging Scholars program is a one-year-long research internship designed to increase the knowledge and skills of students interested in community-based participatory research around economic/social mobility and early childhood education and care for African American children and families. Scholars receive personalized cross-disciplinary training and mentoring along with a $20,000 stipend and additional financial support for professional development and travel to present research findings.
EMERGING SCHOLARS WILL RECEIVE:
- Personalized cross-disciplinary training to strengthen their capacity to design and implement research that impacts African American children and families.
- Personalized mentoring from experienced researchers who will create an Individual Development Plan (IDP) for success.
- Opportunity to contribute to the evidence base through peer-reviewed manuscripts and scientific presentations.
- $20,000 stipend and additional financial support for professional development and travel to present research findings.
ELIGIBILITY REQUIREMENTS:
- Currently enrolled in undergraduate or graduate program
- Current junior, senior, or graduate student majoring in social work, public administration, public health, education, or related fields
- Cumulative GPA of 3.0 or higher for undergraduates and 3.3 for graduate students
- US Citizen or Permanent Resident currently residing in the U.S.
Black/African American males strongly encouraged to apply
For more information, please email emergingscholars@naacfrc.org
2023 Emerging Scholars Cohort
The National African American Child and Family Research Center chose four brilliant scholars for this year’s Emerging Scholars Program.
Amber B. Sansbury, M.Ed, BA
Amber B. Sansbury, M.Ed, BA is a Ph.D. Candidate in Early Care & Education Policy at George Mason University. She is deeply committed to shared policy making, community-based participatory approaches, and action to challenge anti-Black structures in early care and education (ECE). Her dissertation qualitatively examines the cultural values and race-related beliefs that motivate African American parents’ and ECE teachers’ shared racial socialization and identity development processes.
Anthony Lizarraga, MS, BS
Anthony Lizarraga, MS, BS is a Ph.D. student in Educational Policy at the University of Wisconsin-Madison. He earned a BS in Political Science from the University of California-Irvine, MS in Educational Studies, and MS in Public Policy from the University of Michigan-Ann Arbor. His research explores teachers’ perceptions in academic achievement and how school discipline is operationalized, enacted, and disproportionately impacts Black and Latinx girls.
Aremu M. Smith, MS, BS
Aremu M. Smith, MS, BS is a Ph.D. student at the University of Illinois – Chicago studying Educational Psychology. He earned his BS in Psychology from Howard University and MS in Applied Psychology from Sacred Heart University. His research explores how gender and racial socialization emerge in community-centered spaces for Black boys and men.
Shedrick Garrett II, M.A., BS
Shedrick Garrett, II, M.A., BS is a Ford Foundation Predoctoral and National Science Foundation Graduate Research Fellow at the University of North Carolina – Chapel Hill completing a Ph.D. in Developmental Psychology. He earned his BS from West Virginia University, doubling majoring in Psychology and Neuroscience. His research examines the role of social and digital domains on minoritized youths’ socialization experiences, psychological functioning, and development.
2022 Research Scholars
Breanna Chachere, MPH, BA, is a public health
professional and second year medical student
at the University of Houston’s Tilman J.
Fertitta Family College of Medicine. She
earned an MPH and certificates in
Community Health, Maternal & Child Health,
and Chronic & Non-Communicable Diseases
from Boston University School of Public
Health; BA in Psychology and a minor in
Poverty, Justice, and Human Capabilities
from Rice University.
Adrienne Jones, MA, BA is a 5th year student in the
joint Public Policy and Sociology program at
Duke University. Prior to her graduate
studies, Jones worked in policy research at
both Duke University and Mathematica Policy
Research. She holds a Master of Public
Policy from the Sanford School at Duke
University; BA in Political Science from the
University of North Carolina at Chapel Hill.
Aaron Neal is a PhD. candidate in the
Department of Psychology at the University of
Michigan. He has earned a Bachelor’s in
Biology from North Carolina Agricultural and
Technical State University and Masters in
Neuroscience and Education from Teachers
College, Columbia University. His current
research examines racialized contextual
factors and their impact on the mental health,
wellbeing, and development of Black youth.
Terrance Lewis, is a Presidential Research
Fellow at Auburn University completing a PhD
in Social Science Education. Before enrolling
at Auburn University, he taught middle school
and high school social studies within the
Columbus, Georgia schools.
His research interests include bettering the
educational experiences of Black men
teachers, Black boys, and Black fathers.
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