Education Projects

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.





  • APT Validation Study II: Improving rater reliability

    Ongoing since 2013
    Afterschool programs

    The goal of this study is to enhance rater accuracy of the Afterschool Program Practices Tool (APT).



  • Open Circle Boston Public School Research Study

    Ongoing since 2013
    Social and Emotional Learning

    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. 



  • Growth and Scaling Grants Program for Social and Emotional Learning Program Providers

    Ongoing since 2013
    Social and Emotional Learning

    Funding will support refining plans for growing and scaling Open Circle to serve large school districts across the U.S. 



  • Media and Identity Study

    Ongoing since 2011
    Studies

    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.



  • Womanist Studies and Applied Womanism

    Ongoing since 2012
    Womanist Studies and Applied Womanism

    This work revolves around helping to build and define the burgeoning field of womanist studies.



  • Undergraduate Science Education Grant Evaluation

    Ongoing since 2012
    An evaluation of student outcomes 

    workfamilieschildren_small20The 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.



  • Promoting Public Awareness of the Road to Educational Equity for Girls of Color: A Multi-Level Media Strategy

    Ongoing since 2011
    Educational Equity

    The goal of this collaborative project is to invite public discourse about overcoming barriers to educational equity for girls of color in order to affect educational policy and practice. The specific goal of the project was to create a multi-media strategy in two phases in order to stimulate conversation almongst multiple constituencies.



  • Physical Activity Study in the Natick Public Schools: Focus on BOKS

    Ongoing since 2011
    Health Benefits of Physical Activity

    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.



  • Professional Development Module

    Ongoing since 2009
    Professional development

    This project will analyze and prepare a report on credentialing and certification models related to professional development learning in afterschool staff and administration.



  • Improving Teacher Quality through the National SEED Project on Inclusive Curriculum

    Ongoing since 2011
    A three-year initiative to expand the influence of the National SEED Project on Inclusive Curriculum (Seeking Educational Equity and Diversity)

    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.



  • Women's Review of Books

    Ongoing since 1983
    A Bi-monthly Literary Review Publication

    Since 1983 the Women's Review of Books has provided a forum for serious, informed discussion of new writing by and about women. Women’s Review of Books provides a unique perspective on today’s literary landscape and feature essays and in-depth reviews of new books by and about women. Women's Review of Books is published by the Wellesley Centers for Women in collaboration with Old City Publishing in Philadelphia, PA.



  • Community Dialogue and Needs Assessment for Addressing Traumatic Stress among African Resettled Refugee Youth in New Hampshire

    2007 - 2011
    Assessing Refugee Youth Mental Health in NH

    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.



  • Collaborative Language and Literacy Instruction Project (CLLIP) Research and Evaluation-Year 4

    2007 - 2012
    Studying the Effectiveness of Literacy Intervention

    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.



  • Middle School Bullying & Sexual Violence: Measurement Issues & Etiological Models

    Completed
    Informing Sexual Violence Prevention

    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.



  • Gender, Race, and Inclusive Education

    Ongoing
    Inclusive Education: K-12/Higher Ed

    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.



  • Success in Science, Technology, Engineering, and Mathematics (SISTEM)

    2006-2010
    Girls' Ongoing Success in Science, Technology, Engineering, and Mathematics (SISTEM)

    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.



  • Influence of Early Care and Education on Children's Outcomes and Family Functioning: An Ecological Model

    2004-2006
    An Ecological Model: ECE, Children's Outcomes and Family Functioning

    workfamilieschildren_small20This study examines the varying quality of child care in Massachusetts and across the nation, and its effect on children's performance and family functioning.



  • Gender Equity in Model Sites (GEMS)

    2004-2005
    Gender Equity in Schools

    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?



  • Fairer Science

    2005-2008
    Gender and Science

    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.



  • Zero Tolerance

    2000-2003
    Sexual Harassment Policies: Zero Tolerance

    Through this project, researchers examined experiences of sexual harassment in schools even when zero-tolerance policies may exist.



  • Women in Engineering: Evaluation Project

    Evaluating Women in Engineering

    This was an evaluation of a program that aimed to increase the number of middle school girls interested in science, technology, engineering, and mathematics.



  • WEEA: Review Project

    Completed
    Gender Equity in Educational Materials

    This long-term project was designed to assess gender equity educational materials which were created in relation to the development of Title IX.



  • Open Circle Assessment Project

    Ongoing

    This assessment was designed to measure the impact of Open Circle which works with school communities to help children become ethic people, contributing citizens and successful learners.



  • SEED Project on Inclusive Curriculum

    Ongoing
    Seeking Educational Equity and Diversity (SEED)

    international work 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.



  • Open Circle Offers "Courage to Teach" Retreat Series for Elementary Classroom Teachers

    2001-2003

    This program of quarterly retreats is designed to encourage and empower elementary school educators through various activities.



  • National Institute on Out-of-School Time (NIOST)

    Ongoing since 1978
    NIOST

    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.



  • Oral Storytelling in Math: Evaluation Project

    1998-2001
    Learning Math through Storytelling

    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.



  • Hear Our Voices: Evaluation Project

    Completed in 2005
    Girls in Computer Clubhouses

    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.



  • Raising Confident and Competent Girls: How Schools Can Support Girls

    Completed

    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.



  • Sexual Harassment and Gender Violence in Schools: A Research and Development Project Linking Schools

    1995-1999
    Title IX, Sexual Harassment and Gender Violence in Schools

    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.



  • Development and Evaluation of Sexual Violence/Harassment Prevention Programs

    Completed
    Sexual Violence/Harassment Prevention Programs in Middle Schools

    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.



  • Developing Direct Connections on Bullying and Harassment to Curriculum Frameworks and Performance Standards Nationwide Using Bullyproof

    2004-2006
    Linking Bullyproof to Curriculum Frameworks and Performance Standards: Nationwide

    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.



  • Empathy Project

    1998 - 2008
    Teaching Preschoolers Empathy

    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.



  • Massachusetts Early Care and Education Studies

    Ongoing since 1999
    Assessment of Early Care and Education in Massachusetts

    workfamilieschildren_small20This group of inter-related research projects seeks to understand the state of early care and education in Massachusetts and make recommendations for quality outcomes.



  • Massachusetts Early Care and Education and School Readiness Study

    Completed in 2007
    Early Care and Education and School Readiness: Massachusetts

    workfamilieschildren_small20Researchers 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. 



  • Global Issues Teaching Guide

    Completed in 2000
    Teaching Global Issues: Junior & High Schools

    international work  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.