Dominique Baker receives NAEd/Spencer Foundation Postdoctoral Fellowship
DALLAS (SMU) – Dominique J. Baker, a nationally recognized expert on education policy in SMU’s Simmons School of Education and Human Development, was one of the recipients of the 2022 National Academy of Education/Spencer Postdoctoral Fellowships.
Baker and 24 other pre-tenure scholars will receive a $70,000 award to further their research in areas addressing critical national and international issues in education. The award provides funding for fellows to focus on research and attend professional development retreats.
With this award, Baker will explore the links between race, racism, and how student loan policies are covered in the media. She will be analyzing more than 90,000 newspaper articles from eight outlets to determine how often, if at all, news media outlets use words or phrases that convey ideas about race and racism when writing about student loans.
She’ll use SMU’s high performance computing cluster to do the research.
Earlier this year, the Russell Sage Foundation, in partnership with the Economic Mobility and Opportunity program at the Bill & Melinda Gates Foundation, also awarded Baker a $30,000 grant to look into the same issue.
Her research focuses on the way that education policy affects and shapes the access and success of minoritized students in higher education. She primarily investigates student financial aid, affirmative action and admissions policies, and policies that influence the ability to create an inclusive and equitable campus climate. Baker is the 2021 recipient of the Association for Education Finance & Policy’s Early Career Award and the Association for the Study of Higher Education’s Excellence in Public Policy Award.
For more on her research, see the following:
- Baker, D. J., & Bastedo, M. (2021). What if we leave it up to chance? Admissions lotteries and equitable access at selective colleges. Educational Researcher, 51(2), 134-145.
- Baker, D. J. (2019). Pathways to racial equity in higher education: Modeling the antecedents of state affirmative action bans. American Educational Research Journal, 56(5), 1861-1895.
- Viano, S. & Baker, D. J. (2020). How administrative data collection and analysis can better reflect racial and ethnic identities. Review of Research in Education, 44(1), 301-331.
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