AERA Workshop on Diversity, Equity, and Inclusion
AERA Workshop on Diversity, Equity, and Inclusion

Below is the previous Call for Applications. Please continue to monitor this page for updates.


AERA Workshop on Diversity, Equity, and Inclusion

Call for Applications
Deadline: March 6, 2019

The American Educational Research Association (AERA) will hold a workshop on Diversity, Equity, and Inclusion in Education Research, on April 4–5, in Toronto, Canada. Drawing on the expertise and guidance of senior scholars and researchers, the workshop will review and map the current state of research knowledge and methods, and look ahead to the evolving diversities of people, ideas, research methodologies, and topics that hold promise for education research into the future. The workshop aims to help graduate students and early career researchers consider multiple ways to incorporate diversity, equity, and inclusion in their research agendas. Participants will have an opportunity to deepen their understanding of these concepts, evolve a fuller appreciation of the complexities of inquiry, and benefit from guidance in crafting a research agenda that incorporates multiple issues and modes of inquiry.  

This workshop is made possible by the generous support of the William T. Grant Foundation and the Spencer Foundation.

Mapping of the Issues: The concepts of diversity, equity, and inclusion have been widely used to address multiple populations and issues in education research. In classic social science research, diversity was often applied to race, specifically to issues around the education and schooling of Black children. Seminal studies such as Kenneth and Mamie Clark’s research showing Black children’s preference for White dolls were influential in the Brown v. Board of Education decision ending school racial segregation and in the policies that followed to integrate schools. In the 1960s, race and equity were given significant attention in James Coleman’s report highlighting the significance of parents, communities, and resources in the education of low-income Black and White children. Other studies evolved to include gender (men and women) differences in educational opportunities, and full participation in schooling. This research helped to inform implementation of Title IX policies granting women equal access to schooling and postsecondary education.

For over a generation, education researchers have developed and contributed to a body of research and scholarship that examines students’ school experiences across race, gender, and social class. Race-focused research has expanded beyond Black and White students to include Asian, Hispanic, Native American, and other racial and ethnic groups. Elements of race, gender, and class are studied individually as well as at their intersections. Theoretical perspectives such as critical race theory, culturally relevant pedagogy, queer theory, feminist theory, and diverse epistemologies frame how we think about issues of diversity, equity, and inclusion in education research.

More recently, there is a developing cross-sector perspective on diversity, equity, and inclusion research that addresses low-income students, women students, LGBTQ students, immigrant students, students with disabilities/disabled students, and English language learners, among others as well as their teachers, mentors, counselors, and administrators. Gender-based research is evolving beyond the male-female binary to include multiple categories and perspectives. Scholars are using theories and epistemologies of race, culture, gender, class, and other areas to frame research questions about diversity, equity, and inclusion. Research examines these topics from the perspectives of students, teachers, faculty, administrators, families, schools, and others involved in educational processes. Student achievement, students’ educational experiences and relationships, standardized test performance, student graduation, educational attainment, and other issues can similarly be framed and discussed from the perspectives of multiple diversities and intersectionalities.

Research on diversity, equity, and inclusion has been applied to practices and policies such as school closures, bullying in schools, and immigration and college access at the macro level. Studies have addressed these widespread concerns and other issues of social justice for many generations. The evidence from education research can help us understand key issues affecting students and schools at the PK–12 and postsecondary levels. This workshop aims to advance research and the development of a knowledge base of relevance to policy and practice.  

Workshop Objectives: The workshop activities and sessions will focus on the theme of diversity, equity, and inclusion in education research, centered around four primary objectives:

  1. To examine the current state of the knowledge and its evolving strengths and limitations.
  2. To understand diversity, equity, and inclusion as conceptual and theoretical frameworks in education research across contexts, conditions, and groups.
  3. To discuss multiple research methods and modes of inquiry that capture diversity, equity, and inclusion in all of its intersectionalities.
  4. To consider and discuss elements of a research agenda that foster the next generation of research on diversity, equity, and inclusion.

Workshop Format: Workshop faculty will discuss key research on students’ experiences, schools as institutions, and educational and learning processes. In multiple sessions, participants will interact with faculty to discuss the concepts, research, and data related to diversity, equity, and inclusion. Attention with be paid to the breadth of scholarship that constitutes education research. Also, research from such fields as anthropology, demography, public policy, sociology, and psychology will be included in this integrative and interdisciplinary workshop. Prior to the workshop, readings will be required to help frame the workshop discussions.

Workshop Faculty: The workshop will be led by senior scholars in education research who will address pertinent issues in diversity, equity, and inclusion, share how their own work has examined these issues, speak to the current knowledge base and related gaps and opportunities, and discuss promising conceptual and methodological directions. Faculty will give brief mini-talks and engage participants in activities to generate discussion.

Eligibility Requirements for Participants: This workshop seeks to attract advanced graduate students (at the dissertation-writing stage), as well as early career faculty and other researchers who received the doctoral degree no earlier than 2011. Participants should have an interest in developing new research studies, or have research studies in progress that draw upon diversity, equity, and inclusion in their conceptual framework, research design or methods, or findings and implications. Underrepresented racial and ethnic minority researchers are strongly encouraged to apply. 

Support: All participants will be reimbursed a maximum of $300 for lodging expenses associated with participation in the workshop on April 3 and/or April 4. Lodging receipts must be submitted. Meals during the workshop are included.

Application Procedure: Applicants must submit their application materials in the form of one combined PDF document via AERA’s application portal: This competition is closed.

  1. Complete the contact and background information in the online application.

Please combine the following documents as one PDF: Use this format to name your PDF document: “Last Name, First Name_DEI” (e.g., “Smith, Marissa_DEI”).

2. Statement of interest (maximum 500 words). Describe your background, career goals, and how you would benefit from participating in the workshop. The statement should include your research interests and experiences related to diversity, equity, and inclusion issues.

3. Your curriculum vitae (maximum 2 pages). Include your education and year of doctoral degrees, research and academic employment history, relevant publications and presentations, relevant accomplishments, and specialized training.

4. Reference. Identify one senior scholar who could be contacted as a reference.

Deadline: The application deadline is Wednesday, March 6, 2019, 11:59 p.m. PST.

Award Notification: AERA will notify all applicants of the outcome no later than Wednesday, March 13, 2019. All decisions and communication will be through e-mail.

Questions: Please address any questions to

Dates: This pre–Annual Meeting workshop will be held at the Convention Center in Toronto, Canada. It will start at 1:30 p.m. EST on Thursday, April 4, and conclude at 12:00 p.m. on Friday, April 5.

View this call as a PDF

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