** Attention 3rd year Comparative Human Development majors**
SUMMER RESEARCH SUPPORT
Earl R. Franklin Research Fellowship Summer 2020
The Franklin Research Fellowships are awarded to students in the Departments of Comparative Human Development and Psychology. Based strictly on merit, the fellowship provides each Franklin Fellow with up to $3,000 to pursue research that will lead to a senior honors project during their fourth year. The stipend is intended to cover summer expenses so that the student can work on research in anticipation of continuing this research as a senior honors B.A. thesis project in the fourth year.
Eligible students (CHD majors in their third year) can apply by submitting a 3-4 double-spaced page research proposal that explains the background for the research project, the specific aims of the research project, the proposed methods that will be used, and the significance and implications of the research. The application can be found here. Supporting materials to accompany the proposal should include:
• A brief (1 page) personal statement covering career goals and interests that would be pursued after graduation, how the applicant’s course work has served in preparation of these goals, and a description of any relevant research, professional or personal experience related to the research proposed.
• A detailed budget.
• A copy of your curriculum vitae.
• A letter of recommendation from your honors thesis adviser.
Selection of Earl Franklin Fellows will be based on: (1) an evaluation of the research proposal and personal statement, (2) the strength of the letter of recommendation, (3) overall GPA, and (4) grades and completed coursework in CHD. All application materials (excluding letter of recommendation) should be combined into one PDF and emailed to Ms. Janice Pavel (email@example.com) by 11:59 pm May 28, 2021. The letter of recommendation should be emailed directly to firstname.lastname@example.org.
Note: Fellowship recipients cannot receive simultaneous support from other grants or sources unless such payment is approved by the Comparative Human Development’s Director of Undergraduate Studies.
As a senior in The College, Earl R. Franklin (AB, ’65) deliberated between law school and a graduate degree in psychology. He chose the former, but often looked back on his decision. “I always regretted not having a chance to dig deeper in psychology, and leave my mark at the University of Chicago in that field", he said. Established in 2006, the Earl R. Franklin Research Fellowship is Franklin’s way of leaving his mark. Franklin Fellowship recipients report that the support they receive from the Earl R. Franklin Research Fellowships has played an important role in shaping their interests and career plans. We thank Mr. Franklin for his generosity through the years.
From Dependence to Independence: How the Transition to Becoming College Students Affects Parent-Child Relationships in Black Households
Rethinking the Label of Noncompliant in Type 2 Diabetes: Applying the Framework of Biological Citizenship and the Role of Views of Self
"They checked me in as if I was an average white person": Racism and Other Detrimental Factors in Black American Women's Utilization of Prenatal Care
40 Shades of Foundation: Colorism, Social Media, and the Cosmetics Industry
Repurposed or Unpurposed? The Evolution of Chicago Public School Buildings Closed in 2013
Diabetes is not a poor person's ailment": How Individuals on the South Side of Chicago Negotiate the Diabetes Care Experience
The Disembodied Self: Conceptions of Body and Self among Americans with Multiple Sclerosis
No Space to Breathe: Depression as a language of collective anxiety among Hong Kong young adults
Embodying Ubuntu: Managing Substance Abuse in the Western Cape
Exploring How Peer Interactions Shape Mental Health Experience and Help-Seeking at the University of Chicago
Children of the Corn: Examining the meaning of adolescent employment in the American Midwest
Dietary Acculturation in Hispanic Immigrants: Is Latinx Progress being Stunted by Food Choices?
The Morality of Heterosexual Nonviolent Pornography as Perceived by Undergraduate Women
Learning and Remembering in Dachau: Exploring the Paradoxes of Holocaust Education in Modern-day Germany
Negotiating Belonging Within Berlin's African Diaspora
Language, Literacy, and Liaisons: The Effects of an Intermediary Interpreter on Health Literacy and Outcomes
Discrimination, Ethnic Identity, and National Identity in Turbaned Sikh-Americans: A post-9/11 Analysis
Children Use the "Spirit of the Law" in Making Moral Judgments
21st Century Skills for Social Mobility: An Analysis of the Genesys Works Program
Defying Integration: Nigerian Immigrant Parents’ Use of Cultural Repertoires to Transmit Nigerian Values to their Children
Parental explanatory models of Autism Spectrum Disorder and the choice of Alternative and Complementary Medicine
Accommodating Stress: How students with psychological disabilities are shaped by their college cultures
The Role of Multilingual Environments on the Development of Pragmatic Competence
Trait and State Math Anxiety in American Fifth Graders
When Diagrams Fail: The Impact of Modality Affordances on Science Learning
In It for the Long Haul: An Exploration of the Framing of Commitment in Cohabiting Unions
Let's Do It Together: Spontaneous Negotiation with Children with own Syndrome in Moments of Misunderstanding
Liberation, (Pro)creation, Transformation: Discourses of HIV infection, abjection, and reproductive futurism among bugchasers in an online forum
Slowing Down Medicine: The Plural Worlds of Hospice Care
Discipline and Perfection: Pro-Anorexia and Dieting as Discourses of Biomedicalization
Cross-Cultural Differences in the Directedness of Action Towards Infants: A Comparison Between U.S. and Mayan Communities
Writing Culture in the Reading Room: The Cultural Politics of Place and Space in a “Hispanic” Branch of the Chicago Public Library