The mission of Project MALES Graduate Scholars Program (PM-GSP) is to support the academic and career advancement of emerging scholars whose research is focused on improving the educational outcomes of boys and men of color. Up to four scholars are selected for the Graduate Scholars Program, and they will receive a $500 stipend to support their individual research, are assigned a mentor from the Project MALES Faculty/Research Affiliates network, and receive professional development.
To be eligible to apply for the PM-GSP, applicants must meet the following criteria:
- Individuals must be enrolled in a doctoral degree program (e.g., Ph.D. or Ed.D.) within any field.
- Individuals who have advanced to candidacy and are at the dissertation stage.
- Individuals whose research and/or dissertation topic focuses on Men of Color in education (e.g., K-12 students, college students, teachers, faculty, administrators).
- Preference will be given to applicants who can demonstrate their need for mentorship and who can articulate how they would benefit from a mentoring relationship with a Project MALES Faculty or Research Affiliate.
- All U.S. citizens, U.S. nationals, and U.S. permanent residents (holders of a Permanent Resident Card), as well as individuals granted deferred action status under the Deferred Action for Childhood Arrivals Program, political asylees, and refugees, regardless of race, national origin, religion, gender, age, disability, or sexual orientation.
The application cycle for the 2022-2023 cohort is now closed. Please check back in Summer 2023 for the 2023-2024 application cycle.
Johnnie Campbell, M.Ed (He/Him/His) is a PhD student at Loyola University Chicago’s Higher Education PhD Program with an emphasis in Education Policy Studies. Johnnies predominant research interest centers ways Black men resist against forms of oppression that manifest in college environments. Broadly, Johnnie is interested in how this phenomenon might be employed to dismantle pervasive deficit thinking and praxis within higher education. Johnnie’s work purposely infuses methods which illuminate the humanity, brilliance and dignity of Black men.
Joseph Romero-Reyes is a doctoral student in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. His research centers on students’ assets and strengths, primarily focusing on the experiences of first-generation, low-income, men of color in community college with transfer aspirations to four-year universities.
Stephanie Tilley is a PhD Candidate in the Educational Leadership program at Prairie View A & M University. Her research agenda explores internationalization at HBCUs, the impact of global travel and intercultural learning on Black American students and the contemporary circumstances of global African Diaspora communities. Her dissertation seeks to explore the impact of study abroad on Black American male students and how it allows them to experience themselves outside of a U.S. American context.
Josh Wallace is a Ph.D. student in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. His research uses qualitative methodologies and critical theoretical frameworks to (1) examine the ways in which Black men in engineering develop their identities (e.g., race, gender, academic discipline) and (2) investigate their transition to and through higher education. His current work explores how Black men make sense of their manhood and masculinities within engineering disciplines.
- Jonathan Ibarra, University of California, Santa Barbara
- Jarett D. Haley, University of Michigan
- JC Lugo, University of California, Los Angeles
- Trevor D. McCray, University of Texas at Arlington
- Ángel Gonzalez, San Diego State University
- Jesse Enriquez, University of California, San Diego
- Shawn S. Savage, Boston College
- Breauna M. Spencer, University of California, Irvine
- Lazaro Camacho, Florida Atlantic University
- Enrique Espinoza, University of California, Riverside
- Roberto Montoya, University of Colorado, Denver
- Guillermo Ortega, University of Houston
- William Ramos Ochoa, Mills College
- Kenny Lopez, University of Hawai’i
- Carlos Martinez-Cano, University of Pennsylvania
- Uriel Serrano, University of California, Santa Cruz
- Michael Singh, University of California, Berkeley