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Inequality

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Equity-Focused Policy Research Funding Opportunity

The purpose of this funding opportunity is to support action-oriented research that advances health equity, builds the knowledge base, and informs policymaking on income supports for low-income families. Income supports may reduce poverty in households with young children; provide critical resources to help families support children’s development; diminish families’ stress levels; and thereby advance health equity.

Deadline: 

Tuesday, May 21, 2019

Social, Political and Economic Inequality

The Russell Sage Foundation’s program on Social, Political, and Economic Inequality supports innovative research on the factors that contribute to social, political and economic inequalities in the U.S., and the extent to which those inequalities affect social, psychological, political, and economic outcomes, including educational access, job opportunities, social mobility, civic participation and representation, and the transmission of advantage and disadvantage within and across generations.

Deadline: 

Wednesday, November 10, 2021

Interdisciplinary Research Projects

The Center for the Study of Social Difference at Columbia University (CSSD) is an interdisciplinary research center supporting collaborative projects that address gender, race, sexuality, and other forms of inequality to foster ethical and progressive social change. The Center’s work has two overarching research streams: “Women Creating Change” and “Imagining Justice.”

Deadline: 

Monday, March 22, 2021

The Boston Reentry Study: Analysis and Preparation of Public Use Data

In an era of historically high US incarceration rates, the transition from prison to the community of released prisoners has had far-reaching effects on the population and poverty dynamics of neighborhoods of concentrated disadvantage. Despite a large body of research studying the effects of incarceration, relatively few studies have analyzed in detail the process of leaving prison and entering a community.

Leveraging Population-based Cancer Registry Data to Study Health Disparities Research Grant (R01)

The goal of this Funding Opportunity Announcement (FOA) is to efficiently use the existing cancer registry infrastructure by augmenting data already collected with additional information needed to understand health disparities among people diagnosed with cancer. Specifically, this FOA will support the study of factors influencing observed health disparities within the framework of population-based cancer registries by the inclusion of data not routinely collected by or linked to the registries.

Deadline: 

Friday, June 5, 2020

Leveraging Population-based Cancer Registry Data to Study Health Disparities exploratory/developmental grant (R21)

The goal of this Funding Opportunity Announcement (FOA) is to efficiently use the existing cancer registry infrastructure by augmenting data already collected with additional information needed to understand health disparities among people diagnosed with cancer. Specifically, this FOA will support the study of factors influencing observed health disparities within the framework of population-based cancer registries by the inclusion of data not routinely collected by or linked to the registries. The studies should be hypothesis-driven and multidisciplinary approaches are encouraged.

Deadline: 

Tuesday, June 16, 2020

Socioeconomic Disparities in Health and Mortality at Older Ages (R01)

The purpose of this funding opportunity announcement (FOA) is to support studies that identify mechanisms, explanations, and modifiable risk factors underlying recent trends of growing inequalities in morbidity and mortality by income, education, and geographic location at older ages in the United States.

Deadline: 

Friday, October 20, 2017

Doctoral Dissertation Research: Race, Achievement and Trust in Student-Teacher Relationships

Racial inequality in education has a long history in the United States. The most persistent manifestation of this history is the racial achievement gap. This project will address the racial achievement gap from the vantage point of black students in racially segregated, high-poverty schools. More specifically, this study examines how trust shapes the quality of their relationships with teachers and their educational outcomes. This research is guided by the premise that trust can be a lever for improving the schooling experiences and academic performance of disadvantaged students.

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