Scholars at the Wellesley Centers for Women (WCW) have conducted research on a range of educational issues, including quality early education; equitable opportunities in STEM fields and literacy; and bullying prevention and sex-education programming. Scholars and trainers from WCW have also developed curricula and facilitated programs that promote equity and diversity and social-emotional learning in educational settings. Our research has raised public consciousness about serious education issues and has informed public policy.
The goal of this study is to enhance rater accuracy of the Afterschool Program Practices Tool (APT).
This study will test the Afterschool Program Practices Tool's (APT) stability and accuracy as a measure of afterschool program quality.
The CLLIP Research and Evaluation Project is designed to assess the impact of a literacy intervention for low-income poor performing school districts in the state of Ohio. Longitudinal data consisting of standardized literacy assessments, and surveys from students (preschool through 6th grade), parents, and teachers are analyzed and evaluated to demonstrate the effectiveness of the CLLIP intervention.
Peggy McIntosh offers presentations, workshops, and consulting on: white privilege and privilege systems in general, diversifying organizational thinking, gender-fair and multicultural curricula, diversifying teaching methods, and feelings of fraudulence.
Funding will support refining plans for growing and scaling Open Circle to serve large school districts across the U.S.
The aim of this three-year initiative is to expand the influence of the National SEED Project on Inclusive Curriculum (Seeking Educational Equity and Diversity), to make its model of schooling inclusiveness for all children and families, including its innovative professional development practices, more widely known and available to educators in the United States.
This group of inter-related research projects seeks to understand the state of early care and education in Massachusetts and make recommendations for quality outcomes.
This project was a multi-faceted engagement with Planned Parenthood League of Massachusetts to conduct an evaluation of the Get Real middle school sexual education curriculum.
The purpose of this online nationwide survey study is to understand how different types of media (i.e. social, technological, televised) impact young people’s sense of social identities, including racial/ethnic, gender, sexual orientation, socioeconomic status, political attitudes, and civic engagement.
This long-term program has brought national attention to the importance of children's out-of-school time using research, training and advocacy to strengthen children's emotional, physical, and social development.
This research and evaluation study examines process outcomes and program impact for a Kindergarten to Grade 5 implementation project in 23 elementary schools within a large urban school district.
This project will focus on the BOKS program, which aims to improve kids' academic performance and overall health using physical activity to jump start children's brains in the morning.
This project will analyze and prepare a report on credentialing and certification models related to professional development learning in afterschool staff and administration.
The National SEED Project on Inclusive Curriculum engages teachers from all subject areas, grades, and types of schools to create gender fair, multiculturally equitable, and globally informed education.
This study looks at what influence college activities have on recruiters considering people for corporate leadership positions.
This project will evaluate how much high school seniors know about the labor market impacts related to their study choices and how additional information affects their application process and choices among alternative study places. The project combines experimental and interview data from Finland with the extensive register records related to higher education applications and choices. The experimental phase of the project was completed during fall 2011 in almost 60 randomly selected high-schools, and the second phase of the study will be implemented during summer and fall 2012. This project is funded by the Network of Higher Education and Innovation Research (HEINE) at the University of Helsinki.
This work revolves around helping to build and define the burgeoning field of womanist studies.
Women’s Review of Books provides a unique perspective on today’s literary landscape and features essays and in-depth reviews of new books by and about women. Read the latest issue.
The project involves a needs assessment of child and adolescent refugee mental health services in New Hampshire and utilizes community dialogue strategies for integrating youth, family, provider, school and community knowledge and expertise towards addressing refugee mental health needs especially as it relates to trauma and in the context of resettlement.
This project led to the development of a teacher's manual that links curriculum on bullying and harassment directly to national education standards, based on Bullyproof curriculum.
This study is designed to help increase the capacity of programs to prevent sexual violence and harassment. The long-term goal/objective of this study is to help prevent intimate partner violence, sexual violence, and sexual harassment by employing the most rigorous methods to evaluate strategies for altering the violence-supportive attitudes and norms of youth.
One of the major developmental tasks of preschoolers is to develop empathy; this project researches and designs curriculum in order better understand and cultivate empathy at a young and critical age.
This project seeks to help scientific researchers better communicate their findings on gender as it relates to science, technology, engineering and math to key audiences: media, advocates, policy makers, public.
The project combines out-of-school time (OST) professional advisors, the National Institute on Out-of-School Time (NIOST), and NASA experts from across the agency to use research-based strategies to develop afterschool activity guides adapted from NASA Planetary Science formal education curricula.
This project was centered around the question of research, funding, and results: was it possible to implement gender equity in a school over just three years?
This teaching guide was developed after scholars attended the 1995 Fourth World Conference on Women in Beijing, and includes discussion of human rights, ethnic conflict, and biodiversity.
This project prepared a report to describe the prevalent health practices and concerns in early care and education programs in Massachusetts, as part of a larger project of the Schott Fellowship in Early Care and Education.
This project was an evaluation of an all-girls program that provides technology resources, female mentors, and a learning environment to improve girls' attitudes toward and understanding of computers.
This study examines the varying quality of child care in Massachusetts and across the nation, and its effect on children's performance and family functioning.
Researchers focus on aspects of school readiness, including social and language development, along with other data such as hours in care, so as to better understand the ways in which a child's growth is influenced by situational factors.
This research project addresses a critical issue by examining the overlap of bullying perpetration/victimization and sexual violence in order to inform sexual violence prevention in US schools.
This was an evaluation of materials/programs to help educators teach spatial relations and geometry through the use of storytelling, and its benefits for girls and boys.
This project examined the lives of middle-school aged girls from various social, cultural, and ethnic backgrounds. Researchers focused on issues such as self-confidence, bridging the home-school culture gap, and student and teacher resources.
This project created a collaborative intervention model and curriculum for schools and community-based organizations in order to understand and counter rising rates of rape, sexual harassment, and gender discrimination in school environments.
The purpose of this project is to inform the Massachusetts board of Early Education and Care (EEC) of the resources that will best serve families and communities in supporting the holistic development of children, youth, and families.
While girls do well in science and math courses in middle school, they are less likely to enroll in higher-level STEM courses in high school, thus few will choose these subjects for a college major, and even fewer will complete such a major or go on to pursue a STEM career. The increased knowledge generated by this study will inform ways to increase the participation of girls and other under-represented groups (e.g., racial and ethnic minorities, low-income youth) in sustained STEM study and employment.
This project worked to examine and counteract the effects of the culture of bullying on children and youth by raising awareness about bullying and by exploring the links between bullying, other forms of aggression, and violence through a combination of research, action, and advocacy.
The Wellesley Centers for Women will develop appropriate assessments, collaborate with the Office for Institutional Research and team members to collect date, conduct data analyses, prepare reports, and provide feedback from the evaluation to Science Center and College representatives.
This study will investigate the effective practices and support offered in an arts-based afterschool programs to reduce the dropout rate among high school students.
This long-term project was designed to assess gender equity educational materials which were created in relation to the development of Title IX.
Through this project, a review was developed to identify, annotate, and synthesize research studies and projects/interventions addressing primary and secondary school-related gender-based violence in developing countries. The review was conducted in 2002-2003 and again in 2007-2008.
This was an evaluation of a program that aimed to increase the number of middle school girls interested in science, technology, engineering, and mathematics.
Through this project, researchers examined experiences of sexual harassment in schools even when zero-tolerance policies may exist.