Grants Database

The Foundation awards approximately 200 grants per year (excluding the Sloan Research Fellowships), totaling roughly $80 million dollars in annual commitments in support of research and education in science, technology, engineering, mathematics, and economics. This database contains grants for currently operating programs going back to 2008. For grants from prior years and for now-completed programs, see the annual reports section of this website.

Grants Database

Grantee
Amount
City
Year
  • grantee: American Educational Research Association
    amount: $249,979
    city: Washington, DC
    year: 2021

    To assess the cumulative significance of systemic racism to students of color, affecting their opportunities and success in STEMM and other areas in higher education

    • Program Higher Education
    • Sub-program Diversity, Equity & Inclusion in STEM Higher Education
    • Investigator Felice Levine

    The American Educational Research Association, in partnership with the American Association for the Advancement of Science, EducationCounsel, the Association of American Medical Colleges, and the Civil Rights Center at the University of North Carolina, Chapel Hill School of Law, is undertaking a comprehensive research project to synthesize a large multidisciplinary body of knowledge aimed at documenting and quantifying the multiple ways that various forms of structural and systemic racism harm individual students and their educational outcomes. The project team will look at four broad areas of scholarship: physiology, biology, and genomics; mental health; identity science (which includes the study of phenomena like stereotype threat and microaggressions); and educational access, infrastructure, and pedagogy.  Though each of these fields has well-documented findings on the individualized impacts of racism on student outcomes, no attempt has been made to provide a synthesis that brings this diverse body of findings into a comprehensive whole. The proposed synthesis promises to provide a vital evidence-based resource that can inform discussion among educators, policymakers, courts, and the public about what scientific consensus has to say about the individual discrimination-based harms suffered by students and how to tailor fair and equitable college admissions and other educational policies in ways that are both cognizant of and responsive to these harms.

    To assess the cumulative significance of systemic racism to students of color, affecting their opportunities and success in STEMM and other areas in higher education

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  • grantee: University of California, Los Angeles
    amount: $250,000
    city: Los Angeles, CA
    year: 2021

    To provide support for the Center for Diverse Leadership in Science, whose aims are to broaden pathways into green science, and to empower current and future leaders to collectively change the culture of academic institutions and other organizations

    • Program Higher Education
    • Sub-program Diversity, Equity & Inclusion in STEM Higher Education
    • Investigator Aradhna Tripati

    The Center for Diverse Leadership in Science (CDLS) at UCLA is the nation’s first university center focusing on diversity in the environmental sciences. Founded in 2017, CDLS aims to create opportunities for underrepresented people to gain education and experience that equips them with leadership skills and to serve as a model of diversity and inclusion across the nation. This grant supports the center’s director, Aradhna Tripati, in expanding two of CDLS’ main objectives—partnering with Minority Serving Institutions to widen pathways to STEM education and organizing a fellowship program that trains future decision-makers working across a variety of academic fields. Grant funds will allow CDLS to further its leadership development program, strengthen relationships with its institutional partners, and develop its strategic, communications, and outreach activities.

    To provide support for the Center for Diverse Leadership in Science, whose aims are to broaden pathways into green science, and to empower current and future leaders to collectively change the culture of academic institutions and other organizations

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  • grantee: American Physical Society
    amount: $249,600
    city: College Park, MD
    year: 2021

    To empower teams of physicists at all career stages to build their capacity to transform the culture of physics within their organizations and across the profession

    • Program Higher Education
    • Sub-program Diversity, Equity & Inclusion in STEM Higher Education
    • Investigator Monica Plisch

    To empower teams of physicists at all career stages to build their capacity to transform the culture of physics within their organizations and across the profession

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  • grantee: University of Colorado, Boulder
    amount: $399,984
    city: Boulder, CO
    year: 2021

    To explore the underlying instructor belief systems that can help us understand why STEM weed-out courses are taught in distinctive ways that have longstanding, dysfunctional consequences, particularly for students historically marginalized in STEM fields

    • Program Higher Education
    • Sub-program Diversity, Equity & Inclusion in STEM Higher Education
    • Investigator Anne-Barrie Hunter

    Introductory undergraduate courses play an outsized role in steering women and students of color out of STEM majors. One recent study, reported in Talking about Leaving Revisited, found that 35% of all decisions to switch out of a STEM major could be attributed to these courses, with women leaving at significantly higher rates than men. What is less well understood, however, is what it is about these courses that cause such differential responses across race and gender. This grant funds a team led by Anne-Barrie Hunter at the University of Colorado, Boulder, to conduct a large ethnographic study of introductory STEM courses across six U.S. college campuses. Focusing on courses in mathematics, computer science, chemistry, and biology with high DFWI (grades D, F, withdrawal, or incomplete) rates, the research team will conduct 240 in-depth, semi-structured interviews with professors, administrators, instructional staff, and teaching assistants and then link the information collected with university data on student performance. Interviews will be structured to examine the role that individual—as well as departmental and institutional—incentives, beliefs, attitudes, and practices have on student outcomes with an emphasis on teaching practices. The ethnography promises to yield important, actionable insights into the mechanisms that lead to differential racial and gendered outcomes among STEM students.

    To explore the underlying instructor belief systems that can help us understand why STEM weed-out courses are taught in distinctive ways that have longstanding, dysfunctional consequences, particularly for students historically marginalized in STEM fields

    More
  • grantee: Howard University
    amount: $1,423,003
    city: Washington, DC
    year: 2021

    To enhance the teaching and educational training of Black and other minority students pursuing degrees in economics

    • Program Higher Education
    • Sub-program Diversity, Equity & Inclusion in STEM Higher Education
    • Investigator Omari Swinton

    This grant provides support for a series of interrelated activities designed to support and strengthen the economics department at Howard University, the nation’s leading producer of Black PhDs in economics and the only Historically Black College or University that offers a doctorate in economics. Over the three-year grant period, funds will be used to increase Howard’s capacity to recruit, educate, and graduate economics students through providing fellowship support for undergraduate students, doctoral students, and a post-doctoral researcher. In addition, grant funds will be used to augment and strengthen the resources of the Howard economics department, including an upgrade to the department’s computer lab and seminar facilities, the launch of a faculty development program, and the creation of a mentoring program that pairs students with dedicated faculty mentors.

    To enhance the teaching and educational training of Black and other minority students pursuing degrees in economics

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  • grantee: National Academy of Sciences
    amount: $400,000
    city: Washington, DC
    year: 2021

    To conduct a consensus study that will address anti-racism within the scientific enterprise and the need to make the STEM workforce more reflective of the population

    • Program Higher Education
    • Sub-program Diversity, Equity & Inclusion in STEM Higher Education
    • Investigator Adrienne Stith Butler

    This grant provides partial support for a study by the National Academy of Sciences, Engineering and Medicine that will report on the current expert consensus about the influence of systemic racism in academia on the careers of individuals belonging to racial and ethnic groups historically underrepresented in the scientific, technical, and medical workforce. The Academies will assemble a study committee of top experts to commission papers that synthesize the collective body of scholarship on this issue; develop practical, evidence-based recommendations to address the challenges the scholarship identifies; surface gaps in our understanding; and recommend an ambitious research agenda aimed to fill those gaps. This 21-month consensus study is a partial response to a request made by the Chairwoman of the U.S. House of Representatives Committee on Science, Space, and Technology, Congresswoman Edie Bernice Johnson. The Academies will plan a diverse variety of outreach and dissemination activities designed to ensure the report and its recommendations are circulated widely among key stakeholders and decision-makers inside and outside academia.

    To conduct a consensus study that will address anti-racism within the scientific enterprise and the need to make the STEM workforce more reflective of the population

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  • grantee: University of California, Davis
    amount: $250,000
    city: Davis, CA
    year: 2021

    To advance faculty diversity in STEM and help faculty in priority populations (e.g., persons of color, women) overcome barriers to advancement that the COVID-19 crisis has only magnified

    • Program Higher Education
    • Sub-program Diversity, Equity & Inclusion in STEM Higher Education
    • Investigator Mariel Vazquez

    To advance faculty diversity in STEM and help faculty in priority populations (e.g., persons of color, women) overcome barriers to advancement that the COVID-19 crisis has only magnified

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  • grantee: California Ocean Science Trust
    amount: $103,448
    city: Sacramento, CA
    year: 2021

    To develop replicable positive ways to advance DEI in coastal and marine sciences towards a vision of a diverse and inclusive science-policy workforce

    • Program Higher Education
    • Sub-program Diversity, Equity & Inclusion in STEM Higher Education
    • Investigator Lida Teneva

    To develop replicable positive ways to advance DEI in coastal and marine sciences towards a vision of a diverse and inclusive science-policy workforce

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  • grantee: University of Houston
    amount: $177,520
    city: Houston, TX
    year: 2021

    To understand potential bias in external review letters (ERLs) in the promotion and tenure (P&T) processes for underrepresented minority (URM) and women faculty

    • Program Higher Education
    • Sub-program Diversity, Equity & Inclusion in STEM Higher Education
    • Investigator Paula Short

    To understand potential bias in external review letters (ERLs) in the promotion and tenure (P&T) processes for underrepresented minority (URM) and women faculty

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  • grantee: Eckerd College
    amount: $49,960
    city: Saint Petersburg, FL
    year: 2021

    To develop a pilot project that will build a pipeline for under-represented students who pursue STEM doctoral degrees

    • Program Higher Education
    • Sub-program Diversity, Equity & Inclusion in STEM Higher Education
    • Investigator Laura Wetzel

    To develop a pilot project that will build a pipeline for under-represented students who pursue STEM doctoral degrees

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