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Very few research has been done on the connection between Black students’ performance, their family history of stress (and its genetic impact on generations!), and their academic performance.
The cycle is such that less research means less data, which in turn leads to less funding and less appropriate support programs. We want to change that trend and contribute to the small body of knowledge that exists to help Black students succeed and fulfill their true potential.
We propose a large inter-universities/states study that will involve the testing of our theory that Black students respond differently to stress, and that we should also see that difference at the genetic level. We know already that a change of environment deeply affects gene expression. So, as we know more biologically on this group, we can tailor concrete programs that can revert the stress response trend and academic performance for Black families in future generations.
This research aims at opening the discourse on the role of epigenetics in African American history and to incite the implementation of research linking African American specific epigenetics to academic performance. No link has been discovered between inheriting the genetic markings of centuries of oppression or cortisol responses to stressors on African Americans’ academic performance. This study will provide further evidences to policy makers and educators that this community does need their help to fix systemic problem.
The pledges collected will help fund research studies on cortisol dysregulation in African American populations and study intergenerational effects of social injustice on educational experience. This project led by The Institute of Effective Thinking which provides ongoing research on these projects and resources for minority students by providing academic and financial support to tackle college, and research experience to be competitive and thriving in new academic environments.
It’s a tall order, but great progress always starts by simple ideas.
Please help us accomplish the project this year! Any contribution will help.
The cycle is such that less research means less data, which in turn leads to less funding and less appropriate support programs. We want to change that trend and contribute to the small body of knowledge that exists to help Black students succeed and fulfill their true potential.
We propose a large inter-universities/states study that will involve the testing of our theory that Black students respond differently to stress, and that we should also see that difference at the genetic level. We know already that a change of environment deeply affects gene expression. So, as we know more biologically on this group, we can tailor concrete programs that can revert the stress response trend and academic performance for Black families in future generations.
This research aims at opening the discourse on the role of epigenetics in African American history and to incite the implementation of research linking African American specific epigenetics to academic performance. No link has been discovered between inheriting the genetic markings of centuries of oppression or cortisol responses to stressors on African Americans’ academic performance. This study will provide further evidences to policy makers and educators that this community does need their help to fix systemic problem.
The pledges collected will help fund research studies on cortisol dysregulation in African American populations and study intergenerational effects of social injustice on educational experience. This project led by The Institute of Effective Thinking which provides ongoing research on these projects and resources for minority students by providing academic and financial support to tackle college, and research experience to be competitive and thriving in new academic environments.
It’s a tall order, but great progress always starts by simple ideas.
Please help us accomplish the project this year! Any contribution will help.
Organizer
I
Institute of Effective Thinking
Beneficiary