Announcing the 2016 National Academy of Education/Spencer Dissertation Fellows

May 18, 2016

The National Academy of Education (NAEd) is pleased to announce the recipients of the 2016 NAEd/Spencer Dissertation Fellowship.

According to NAEd President Michael Feuer, “The dissertation fellowship provides financial support and mentoring to help outstanding doctoral students launch their careers as education researchers. These fellows represent our best investment in the future of education scholarship.”

This highly selective program typically receives up to 500 applications annually, and benefits of the fellowship include: (1) a $27,500 stipend for a period of up to two years to complete dissertation writing, and (2) participation in professional development activities organized by the NAEd.

The NAEd administers the dissertation fellowship program with generous funding from the Spencer Foundation. More information about the NAEd/Spencer Dissertation Fellowship Programs is available on the NAEd website.


The 2016 NAEd/Spencer Dissertation Fellows and Dissertation Titles:

John Bell, Harvard University
First Days of Fellowship: Abolitionist Colleges and the Dilemmas of Racial and Gender Equality, 1833-1893

Barbara Biasi, Stanford University
Wages and The Composition of the Teaching Body: Evidence from Wisconsin

Kyle Booten, University of California, Berkeley
Online Quotation Culture: Investigating the Fate of the Book in the Age of New Media

Tolani Britton, Harvard University
Locked up and Locked out: The Effects of the Anti-Drug Act of 1986 on Black Male Students’ College Enrollment

Brandon Buck, Teachers College, Columbia University
White Schools, White Ignorance: Recognizing Epistemic Vulnerability and Achieving Epistemic Responsibility

Karina Chavarria, University of California, Los Angeles
Land of Opportunity: School Incorporation of Undocumented Latina/o High School Students.

Jordan Conwell, Northwestern University
Racial Inequalities in Educational Outcomes within Social Class Categories: Historical Trends and Gap Development in a Single Birth Cohort

Sarah Fine, Harvard University
Unlearning Certainty: An Inquiry into the Learning of Instructional Leaders During a Process of Organizational Change

Dominic Gibson, University of Chicago
Putting Cognitive Science to Work: How Word-learning Biases are the Source and Solution to Children’s Misconceptions in Mathematics

Eliot Graham, Rutgers, The State University of New Jersey
“In Real Life, You Have to Speak Up”: Civic Implications of Behavior Management in a No-Excuses Charter School

Shayl Griffith, University of Massachusetts
Home Learning in the New Mobile Age: Parent-Child Interactions and Emergent Academic Development across Multiple Home Learning Contexts

Rita Harvey, University of Pennsylvania
Complex Capital: An Exploration of Cultural Capital in the Education of Adjudicated Youth

Daphne Henry, University of Pittsburgh
The Intersection of Race and Socioeconomic Status (SES) in Early Family Life: Why Do the Academic Returns to SES Differ for Black and White Families?

Laura Hernandez, University of California, Berkeley
The Politics of “Scaling Up”: Race, Local Dynamics, and Charter Management Organizations’ Coalition Building Efforts

Jennifer Higgs, University of California, Berkeley
A National Study of Talking to Learn Across Digital and Face-to-Face Contexts in K-12 Classrooms

Rebecca Hinze-Pifer, University of Chicago
Explaining Peer Effects: An Exploration of Mechanisms

Laura Horton, University of Chicago
The Influence of Communicative Ecology on Language Acquisition and Emergence at Home and in School: Shared Homesign Systems in Guatemala

Alisha Johnson, University of Illinois at Urbana-Champaign
Respectable From Their Intelligence: The Education of Louisiana’s Gens De Couleur Libres, Eighteenth Century Through Reconstruction

Anthony Johnson, Northwestern University
Social Identity, Campus Culture, and STEM Persistence at Selective Colleges and Universities

Nicholas Johnson, University of California, Los Angeles
Expanding Competence: Creating Space for Students to Engage with Each Other’s Mathematical Ideas

Cristina Lash, Stanford University
How Schools Make Nationals in the Context of Rising Immigration: A Comparative Case Study

Lauren Lefty, New York University
Seize the Schools, Que Viva Puerto Rico Libre: Cold War Education Politics in New York and San Juan, 1948-1975

Ian Lowrie, Rice University
Learning Machines: Industrial-Academic Collaboration in Russian Data Science

Julia McWilliams, University of Pennsylvania
Branding Against Closure: Philadelphia Neighborhood Schools and the Management of Risky Futures

Louis Mercer, University of Illinois-Chicago
Detention of a Different Kind: Police, Chicago’s Schools, and the Origins of the School-to-Prison Pipeline

Sarah Miller, University of Massachusetts
Understanding the Ecology of School Bullying

Samantha Nix, Florida State University
Exclusivity through Challenge: Perceptions of Difficulty in Mathematics-Intensive STEM Fields at the Intersection of Race/Ethnicity and Gender

Natasha Quadlin, Indiana University
Academic Performance and Gender: Perceived Causes and Potential Consequences

Johanna Quinn, University of Wisconsin-Madison
Unequal Work in Unequal Schools: Working in NYC Middle Schools in the Age of Accountability

Nydia Sanchez, University of North Texas
Educational Uplift Along the U.S.-Mexico Border: How Students, Families, and Educators Cultivate a College-Going Culture in Contested Terrain

Jacqueline Sims, Boston College
Prospective Relations between Adolescent Achievement and Physiological Health: The School’s Role in Buffering the Hidden Burdens of Academic Success

John Singleton, Duke University
The Supply-Side of School Choice: Costs and Competition in the Charter Sector

Patricia Vela, Emory University
Heuristics Employed by Problem Solvers Engaged in a Robotics-based Task

Emily Weisburst, University of Texas
Discipline, Safety, and Learning: What is the Impact of Police Officers in Public Schools?

Kathryn Wiley, University of Colorado
Explaining the Contradictions: Autonomy and Equity in the Development of Exclusionary Discipline and Tracking Practices at an Innovation School

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