Community-Based Research Fellowship

The CCSRE Community-Based Research (CBR) Fellowship is an initiative of the Center sponsored by the Office of the Vice Provost for Undergraduate Education. The internship program aims to facilitate the integration of undergraduate students into innovative research experiences that delve expressly into community issues. Enhancing this experience through faculty mentorship, students will be supported to develop a research internship that is community-based, community supported, and that includes an analysis that engages issues of race and ethnicity.

Priorities for funding are students:

  • Majoring in an undergraduate program affiliated with CCSRE (i.e., African and African American Studies, Asian American Studies, Chicano/a Studies, Comparative Studies, and/or Native American Studies).
  • Whose proposed community research includes an analysis of race and ethnicity as a central theme.
  • Are continuing an existing personal or institutional relationship with a community partner.

Fellowship Details

  • All fellows must enroll in CSRE 100 in Spring 2022. This course will prepare students to conduct summer research with a community partner.

Fellows will complete several assignments in Summer 2022. These assignments include:

  • Weekly one-page reflections throughout the course of the internship.
  • Two meetings (in person or via zoom) to discuss research progress.
  • End-of-summer paper, including a discussion of research methods, findings, and conclusions.
  • Community Dissemination of their research. The form of this dissemination will be decided through collaboration with the community partner. It might be a written product, web-based, an or event, etc.
  • Two photos that document their research.

In Autumn 2022:

  • Students will share their research with other interns, faculty, and community partners, and other interested students at the Stanford Engaged Scholarship Conference.

SUMMER STIPEND & BUDGET
CCSRE summer internship recipients will receive $7,500 during the course of their internship, plus additional funding depending on financial need. Students will spend no less than 300 hours working to complete the internship and most internships should be designed as 8-10 week experiences. These funds are issued as a stipend and should be used to support any expenses associated with the internship. An estimated budget that outlines personal expenses (e.g., travel, health related expenses like insurance or vaccinations, housing, per diem or food) and project expenses (e.g., supplies, services like translation or transcription, honoraria or compensation for research participants, etc.) should be included with the application to explain how the stipend will be used.

Applications due: February 11th, 2022

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Opportunities - Summer 2022

Presence 5 for Racial Justice: Anti-racism Communication for Pediatric Care

Faculty Mentors: Dr. Donna Zulman (Internal Medicine) and Dr. Baraka Floyd (Pediatrics)

The Stanford Presence 5 team in collaboration with the Gardner Packard Children’s Health Center (GPCHC—a local pediatric federally qualified health center that is part of Gardner Family Health Network), seeks to advance research on anti-racist clinician communication strategies by adapting Presence 5 for Racial Justice (P5RJ) curriculum to pediatrics. Through feedback from key stakeholders including pediatric patient caregivers, clinic staff, and pediatricians, the proposed study aims to enhance the delivery of equitable care for Black pediatric patients while empowering their caregivers.

The project will offer exposure to a range of research activities, including data collection (i.e., supporting clinician focus groups), qualitative data analysis, preparation of reports and presentations, and  communication with participants and collaborators. Prior experience (or interest in) in health care/public health, community stakeholder engagement, and/or community-based programs is especially welcome.

U.S. Latinx Art Forum

Faculty Mentor: Rose Salseda (Art & Art History)

In 2021, the U.S. Latinx Art Forum (USLAF), in collaboration with the New York Foundation for the Arts and supported by The Andrew W. Mellon Foundation and the Ford Foundation, launched the Latinx Artist Fellowship. This 5-year fellowship initiative awards $50,000 each to a different multi-generational cohort of 15 Latinx visual artists each year. This unrestricted award is the first significant prize of its kind for Latinx artists. Indeed, USLAF and its partner foundations designed the Latinx Artist Fellowship to address the systemic and longstanding lack of support Latinx artists have experienced. Latinx artists, who are people of Latin American or Caribbean descent who live and work in the US, have made significant and vital contributions to U.S. American culture since the founding of the country. Thus, USLAF is committed to championing their work. In the summer 2022, USLAF will continue their advocacy efforts by supporting the second cohort of Latinx Artist Fellows (to be announced in late spring 2022) as well as with other support programs like the Mazorca Initiative, which awards BILPOC artists with microgrants. 

For the summer, a student fellow will assist the USLAF team with daily operational needs their support programs require, gather and organize information of artists and their works, and conduct research for related projects on Latinx art and history. The student will be mentored by USLAF Associate Director, Dr. Rose Salseda, and will have opportunities to work with and consult other team members working on the Latinx Artist Fellowship and Mazorca Initiative.

The U.S. Latinx Art Forum (USLAF) champions artists and arts professionals engaged in research, studio practice, pedagogy, and writing. We generate and support initiatives that advance the vitality of Latinx art through an intergenerational network that spans academia, art institutions, and collections. Founded in 2015 by students, artists, and professors, USLAF is both an advocacy and professional organization with 500 members.

Skills: Strong writing and verbal communication skills are required. Basic experience searching databases and library websites as well as using the Google Drive suite of programs (i.e. Google Docs and Spreadsheet) is a plus.

Location: Since USLAF has primarily operated remotely since its founding in 2015, a student must have internet access and a laptop/computer to work with our regionally-dispersed team.

Gentrification and Racial Disparity

Faculty Mentor: Jackelyn Hwang (Sociology)

This project will examine how gentrification and declining housing affordability affect residential instability and the drivers of racial disparities in it, with a particular focus on the Bay Area and in partnership with the City of Oakland. One component of the project will involve collecting and analyzing survey and interview data on residential instability with Oakland residents, and another component will involve analyzing existing data on patterns of residential displacement, financial stability, and housing conditions in relation to neighborhood changes and housing and development policies. Over the summer, the fellow will work with a team to assist with the following activities: (1) conduct and analyze interviews and surveys with Oakland residents; (2) map and compile results as table and figures; (3) assist in developing policy reports, presentations, and academic publications; and (4) gather background information on specific policies, developments, and cities.

Skills: Ideal candidates are those who have strong oral and written communication skills, work well in teams, and are interested in developing skills in qualitative and quantitative methods. Experience with R and data visualization and fluency in Spanish, Mandarin, and/or Cantonese are all pluses.

Looking for Justice: How Immigrant-serving Organizations Understand Change in an Unchanging U.S. Immigration System

Faculty Mentor: Asad L. Asad (Sociology)

The laws and policies that govern who is allowed to enter the United States, and under what conditions they may remain, constitute this country’s immigration system. Since the mid-1980s, this system increasingly has relied on punitive laws and policies that do not mention race to limit immigrants who are racial minorities from becoming full members of society. Immigrant-serving organizations, which identify, mobilize around, and contest this system at various levels of government, are at the vanguard of efforts to combat the racial inequalities that these laws and policies create. Yet, little is known about how these organizations understand their role in challenging a system that generally has exacerbated racial inequality over time. This research draws on analyses of immigrant-serving organizations’ mission statements, as well as in-depth interviews with dozens of these organizations nationwide, to examine how they understand their work against this backdrop and what impact, if any, they believe their efforts have on challenging the racial inequalities built into the immigration system. Students working on this project would be engaged in two primary tasks: 1) transcribing in-depth interviews with representatives of immigrant-serving organizations and 2) coding and analyzing transcribed interview data.

Exploring and Expanding Students' Linguistic Repertoires in an Innovative Dual Language Program

Faculty Mentor: Ramón Martínez (Graduate School of Education)

This is an ongoing longitudinal study of language and ideology among multilingual children in a Spanish-English dual language program at a K-12 public school in Los Angeles, CA. Begun in 2010, this qualitative study has focused on a cohort of multilingual children, exploring their everyday language practices (i.e., the languages, dialects, and other ways they use language on a daily basis) and their attendant language ideologies (i.e., their attitudes, beliefs, and feelings about those language practices) over the past 11 years.  

Research assistants will transcribe video-recorded data (from classroom observations, student interviews, and focus groups), and help qualitatively code transcribed data.

Required skills: Bilingualism in Spanish and English (including writing skills in both languages)

Community Partner: A K-12 public school in Los Angeles, CA

Legacies of Enslavement

Faculty Mentor: Grant Parker (Classics)

Legacies of enslavement pervade the South African landscape but are not necessarily recognized as such. Several closely related projects seek to redress this situation by working at the intersection of heritage management, public history, and public art. Work will entail the creation of websites, mobile apps, databases and educational material, working with individual museums towards focused goals. All these projects (in different stages of realization) involve close partnership with South African non-profits and universities. 

Skills: A background in any related field will be welcome but is by no means required.

If you are interested in any aspect, feel free to contact Prof. Grant Parker (grparker [at] stanford.edu) with a brief expression of your interest and availability.

Asian American Art Initiative

Faculty Mentor: Marci S. Kwon (Art & Art History)

The Asian American Art Initiative at the Cantor Arts Center seeks to make Stanford the leading center for the research, collection, and display of works by Asian American/diaspora makers.  

The student will assist with a variety of projects related to the AAAI, including archival research at Stanford Special Collections and other Bay Area Archives, and support for the forthcoming symposium IMU UR2: Art, Aesthetics, and Asian America.  The student will also work on potential collaborative exhibitions with community partners. The student will conduct primary source research for a possible collaborative exhibition with a local community arts organization.

The student should be detail-oriented and meticulously organized.  Ideally, the student would be able to read Chinese.  

Intergenerational Healing and Organizing for Korean Americans

Faculty Mentor: Eujin Park (Graduate School of Education)

The HANA Center is a Chicago-area community-based organization working to meet the needs of racially minoritized immigrant communities and build power towards systemic change. While the organization serves racially and ethnically diverse immigrant communities, its history and mission is rooted specifically in the Korean American community. The intern will assist the HANA Center's new project to further mobilize Chicago-area Korean Americans in racial justice work. The project centers intergenerational healing and organizing for Korean Americans as the seed of intersectional racial justice work. The student will assist the committee in conducting community listening sessions, collecting community feedback on events, and other outreach and engagement efforts. The student will also support the faculty mentor, Dr. Eujin Park, in documenting this work through a written report.

Required skills: The student must be fluent in spoken Korean language and have some skill in Korean writing/reading is strongly preferred.

Location: Currently, the student is expected to do this work on location in Chicago, IL, though that may change depending on COVID-19 safety precautions.