CRPES Research Projects

The project focuses on oral history interviews with elementary, secondary, and university teachers and educators about their participation in and efforts during the Civil Rights Movement.  The Civil Rights Movement was not racially monolithic. The project embraces a multicultural mindset to conduct interviews with educators of different races, ethnic backgrounds, class and social backgrounds.

The study is a collaborative effort between the Center for Race & Public Education in the South (CRPES) and the National Park Service to understand, advance knowledge of, and protect the integrity of the Carter G. Woodson Home, located in D.C.’s historic Shaw neighborhood. We are thus interested in interviewing individuals who have a historical or contemporary relationship to the Woodson home and/or Shaw neighborhood.

Experiences and Practices in Courses Merging STEM and Social Issues that Strengthen Student Training and Diversity 

This study examines whether a university’s history with slavery relates to black students’ college choice, sense of belonging, engagement, learning, and satisfaction.

Project Team: Juan C. Garibay

With this study, we aim to understand the role of multiple ecological contexts—primarily the family and school environments—in supporting the linguistic and literacy development of siblings whose main language at home is Spanish for children attending a bilingual immersion program.

This exploratory study aims to understand whether dual language immersion programs improve children self-regulation development, and whether improved language and self-regulation outcomes are associated with academic growth.

The study will examine, first, whether and how dialogue between youth of color and police shapes officers' beliefs and behavior in regard to these youth. Second, the study will examine whether and how low-income youth of color perceive dialogue as enhancing or undermining their well-being, sense of security, and civic agency.

The proposed study would investigate whether and how police and low-income youth of color learn from each other through dialogue and the ethical implications of asking them to do so. 

This project will examine racial/ethnic inequality by investigating the impact of the Teen Reading Lounge (TRL) as an out-of-school time (OST) intervention for African American youth in Philadelphia. This pilot will offer data on how a culturally-attuned OST program can support the social and behavioral needs of African American youth.