Justice, Equity, Diversity and Inclusion Scholars Program

Justice, Equity, Diversity and Inclusion Scholars (JEDI-R) RFP

The Justice, Equity, Diversity, and Inclusion Research (JEDI-R) Scholars Fund supports faculty who are furthering research aligned with Portland State University’s commitment to ending racial injustice, racism, and discrimination, while promoting diversity and equity. This tenure-related faculty funding opportunity is a collaboration between Research & Graduate Studies, the PSU Foundation, the Office of Global Diversity and Inclusion, and the Office of Academic Affairs.

Purpose

Portland State University is committed to diversity, equity, and racial justice. Research & Graduate Studies, working in collaboration with the Office of Global Diversity and Inclusion and the Office of Academic Affairs, has created a new program to support research that centers on race, racial justice, equity, and intersectionality. By supporting our faculty, their research, and creative and scholarly innovations, we aim to support PSU’s goal of promoting lasting racial justice.

2022 JEDI Grant Recipients

Kathi Inman Berens, English, College of Liberal Arts & Sciences
Rachel Noorda, English, College of Liberal Arts & Sciences

Project title: "GenZ & Millennials: Immersive Media and Books 2022"

Abstract: The Immersive Media & Books 2022 [IMB22] project will shed new light on the most misunderstood group of book consumers, GenZ and Millennials. Building on data from our widely circulated Immersive Media & Books 2020 study, which revealed that Black and Latinx Millennials/GenZ out-consume the general population, directly inspired 2022’s focus on the reading, buying, and media consumption behaviors of GenZ and Millennials, who are more racially diverse and tech-savvy than the general survey population.

The goal? To provide book industry stakeholders (publishers, libraries, authors, booksellers, distributors, trade orgs) and readers with disinterested demographic and behavioral information to accurately measure and serve BIPOC readers. The book publishing industry’s decades of ignoring or segregating BIPOC readers is well documented in scholarship, trade, and popular press. Change will require systemic intervention. Data is an essential tool in that process. Berens and Noorda are the only researchers in the U.S. qualified to do it.

Berens and Noorda gathered GenZ and Millennial survey data in March 2022. We request summer salary to analyze it and produce scholarly writing, an open access trade report, webinars, podcasts, and media coverage demonstrating the extent to which BIPOC GenZ and Millennial readers are a crucial book industry demographic. We achieved these goals with IMB2020, demonstrating our capacity to accomplish it with the 2022 data and analysis.

Kate Comer, English, College of Liberal Arts & Sciences

Project title: "Just Assessment Across the Curriculum: Faculty Development in Antiracist Writing Pedagogy"

Abstract: The Composition program and Honors College propose a collaborative case study on antiracist faculty development across institutional writing landscapes. Recent years have produced abundant research on inclusive, culturally responsive, and antiracist pedagogy; in scholarship and on campuses, these initiatives tend to prioritize student-centered course designs and classroom dynamics. While such efforts are essential to student belonging and success, they can have only limited impact without equal attention to systemic bias that permeates academic discourse: dominant attitudes toward language difference often perpetuate oppression under the banner of rigor and standards. Educational equity will demand critical reconsideration of conventional methods of evaluating students’ learning and, particularly, their writing. This project works toward systemic change through theory-driven faculty development on antiracist writing assessment across the curriculum.

Thanks to a ReImagine PSU grant, the Composition program is developing a pilot curriculum for its instructors in AY 2022-2023. With this foundation, the JEDI-R Scholars Fund will support collaboration with the Honors College as they prepare to launch a related initiative. Together, we will synthesize scholarship on antiracist faculty development, composition pedagogy, and equity-oriented assessment to design and circulate strategies for Writing Across the Curriculum (WAC) programs. Direct deliverables will include a roundtable conference presentation, peer-reviewed journal article, and an open-access curriculum. These complementary dissemination modes will provide theoretical framing and practical resources for implementing antiracist faculty development across the curriculum.

Bishupal Limbu, English, College of Liberal Arts & Sciences

Project title: "Beyond Humanitarian Scripts: Refugees, Human Rights, and Literary Narrative (two chapters of book manuscript)"

Abstract: This book project examines the representational conventions that surround and shape the figure of the refugee, focusing in particular on literary narratives (novels, short stories, films, and poems) from the Global South. Current scholarship on refugees often situates them in the larger context of human rights and humanitarianism, noting that humanitarian practices transform refugees into citizens of humanity but that humanity itself is a fictive and suspicious identity that humanitarian practices produce in the essentialized form of suffering or victimized other. Building upon this framework, my book investigates how contemporary literature and film can create and disseminate alternative notions about refugees that go beyond the common tropes of wounded victim or undeserving profiteer, both of which are inflected by assumptions involving race, gender, and cultural origin. By highlighting stories from the Global South, the book endeavors to open our understanding of refugees and refugee narratives to fresh meanings and articulations, which also entails expanding our political horizons and ethical intuitions.

Marie Lo, English, College of Liberal Arts & Sciences

Project title: "Book Manuscript: Settler Securities and the Cultural Work of Permanent War"

Abstract: Settler Securities and the Cultural Work of Permanent War is a comparative ethnic studies project that examines the 19th and early 20th-century emergence of the plenary power doctrine and its cultural afterlife in our contemporary discourse on race, security, and war. Part legal history, part literary and cultural studies, I focus on the intersections of “The Indian Question,” “The Chinese Question,” and “The Imperial Question” in the Supreme Court cases that codified plenary power through Indian removal, Asian exclusion, and imperial expansion in the Pacific. I argue for the importance of examining the cultural work of plenary power by examining its representation from the perspective of contemporary Asian American, Pacific Islander, and Native American writers and artists living in its wake. My analysis of the cultural work of plenary power not only illuminates how plenary power is used to target Indigenous peoples and communities of color in the name of national security but functions as a vehicle to contest it.

Anoop Mirpuri, English, College of Liberal Arts & Sciences

Project title: "Race, Literary Canonicity, and the Problem of Reading"

Abstract: In recent years, literary education, scholarship, and publishing have all been challenged by racial justice movements and the broader racial reckoning in American culture. Like other fields of study across the modern university, literary studies have been forced to critically reflect on how the discipline has been shaped by a racialized framework that has privileged the experiences of dominant groups while marginalizing the perspectives of subordinate groups. This reckoning over which texts we choose to canonize has been a key feature of struggles for diversity, equity, and inclusion, helping to make visible the experiences and cultural expressions of different groups and traditions. At the same time, within the anti-racist challenge to literary studies, far less attention has been paid to the question of how we read. This research project examines how the idea of race has shaped canonical reading practices in literary studies. It offers a critical genealogy of the prevailing assumption that works of literature are expressions of distinct racial perspectives. It argues that this assumption originates in nineteenth-century efforts to define racial “blackness” in the ongoing debate over slavery and abolition. Despite their divergent political aims, abolitionists were complicit with pro-slavery advocates in their view that racial “blackness” was the reason why slavery existed. By revisiting and critically engaging with this complicated, disturbing, and often hidden history, this project aims to re-envision new possibilities for a social and racial justice-oriented form of literary education in the twenty-first century.

Kali Simmons, School of Gender, Race, & Nations, College of Liberal Arts & Sciences

Project title: "The Savage Screen: Indigeneity in the Modern American Horror Film"

Abstract: My manuscript in progress, The Savage Screen: Indigeneity in the Modern American Horror Film, examines how Indigenous peoples have been depicted within American horror cinema from 1970 onwards. I focus on three primary ‘modes' of representing Indigenous peoples within the horror genre: as ghosts, as killers, and as creatures. Alongside the films, the book proposes a genealogy of how these three modes of representation took shape by analyzing American literary texts published between 1680-1850. In this way, the research reads both American film and literature in a new light by exposing the ways that modern American horror films explicitly and implicitly deploy similar colonial and anti-Indigenous conventions. Representations of Indigenous peoples as anachronistic, inherently violent, and inhuman perpetuate anti-Indigenous racism and justify ongoing discriminatory anti-Indigenous policies. So this research works to intervene into and interrupt these conventional methods of representation which shape not only the artistic but also the social and political realms. This interdisciplinary monograph expands upon my previous published research on Indigeneity in modern horror and contributes to broader debates surrounding depictions of Indigenous peoples in media, showing how the conventions which structure fictional representation also shape and ingrain lived settler-colonial ideological norms.

Shirley Jackson, Sociology, College of Liberal Arts & Sciences

Project title: "Black Perceptions of Portland's Protests, People, and Progressive Politics"

Abstract: This study examines Black experiences and perceptions during the Black Lives Matter protests in Portland, Oregon in 2020. It seeks to understand how Blacks in Portland perceived the protests in "one of the whitest cities of its size" in the nation. Furthermore, it explores the factors impeded or encouraged Black people's participation in the protests. Drawing upon a purposive sample, this mixed methods study includes a survey and semi-structured interview of 50-75 Black individuals living in the Portland metropolitan area designed to capture demographic information, respondents’ social and cultural environment, networks, community involvement, and perceptions of the city of Portland and the local police and city government. The open-ended questions will also be used to explore respondents’ opinions and perceptions of the Black Live Matter protests, protest participation and tactics, defunding the police,
and white progressives.

Mark Leymon, Criminology & Criminal Justice, College of Urban & Public Affairs

Project title: "Exploring the Impacts of Oregon’s Public Defense Shortage on People of Color"

Abstract: In early 2022, the American Bar Association released a study that found Oregon met only 30% of the roughly 1,300 attorneys needed to meet its public defense obligations fully. For decades, public defenders have raised concerns that their caseloads do not permit them to give appropriate time and attention to each client. The Oregon Supreme Court believes that the lack of public defense has risen to crisis levels in Oregon. There is particular concern that the crisis is exacerbating disparities in justice outcomes. The project aims to explore the impacts of this crisis through a mixed-methods study in partnership with public defense agencies, an NYU legal Scholar, and a local non-profit. The study will involve both secondary data analysis and interviews to explore racial disparities along multiple steps in the legal system.

Hal T. Nelson, Urban Studies, College of Urban & Public Affairs

Project title: "Stakeholder Surveys for an Equity-Focused Residential Building Retrofit"

Abstract: Global warming is a "code-red" event. Covid-19 has again revealed the profound structural barriers to racial equity in the US. Residential building retrofits that reduce residents' energy bills are a proven means to improve racial equity. The Portland Clean Energy Fund can provide budget for a residential retrofit program. The Principal Investigator (PI) is a member of the City's Building Working Group that is developing building policies. However, there is a documented lack of information regarding BIPOC residents' needs and preferences in terms of home energy retrofits.1 This seed funding is incredibly timely and can help inform the City's efforts.

To investigate Black, Indigenous, and People of Color (BIPOC) households' preferences, this seed project will adapt a previous survey instrument to research BIPOC home building quality, types of possible efficiency measures that they would use, perceptions on engaging their landlord, and other relevant program design elements. Once needs have been assessed, they will be analyzed to develop program design recommendations for consideration by the City. This research is likely to successfully impact the future of residential retrofits and will advance social justice in the Portland region by giving BIPOC residents a voice in what matters to them and designing programs based on their voices. The research is replicable and scalable for other agencies and regions that are developing equity-focused retrofit programs.

Eric Manuel Rodriguez, Honors College

Project title: "Non-Specialized Faculty Development in Antiracist Writing Pedagogy to Address Linguistic and Discursive Bias"

Abstract: The proposed research is a collaborative case study on anti-racist faculty development across institutional writing landscapes. There has been a growing interest among writing studies scholars in how the study of literacy can aid in efforts toward social justice and in promoting linguistic and discursive justice outcomes interdisciplinary, interinstitutional interventions. Current efforts by universities focus on holistic pedagogical approaches that include inclusive, culturally responsive, and antiracist pedagogy; in scholarship as well on campuses, these initiatives prioritize student-centered course designs and classroom dynamics. However, there is little research into the dynamics of linguistic bias, its role in perpetuating bias, and what role, if any, role non-specialized faculty who teach writing play in this. This research comprises two parts: the first is a case study in which a developed anti-racist writing curriculum will be tested among non-specialized writing faculty in the Honors College; and the second includes scholarship that will theorize and demonstrate the importance of anti-racist writing instruction for non-specialized faculty. The outcomes of this research will provide a more complete picture of Portland State University’s commitment to ending racial injustice, racism and discrimination, while promoting diversity and equity through a close examination of anti-racist professional development.

Roberta Hunte, School of Social Work

Project title: "Towards a holistic Black wellness framework of perinatal healthcare for pregnant people A participatory research study of Portland State University, Healthy Birth Initiative, All Ready Network, and Providence Health System"

Abstract: Healthy Birth Initiative (HBI) is a Multnomah County home visiting program that supports Black maternal health clients from pregnancy through the first 18 months of the child’s life. This study will map an HBI participants’ experience from pre- to 18 months postpartum within the health system, identify gaps in culturally sustaining services and resources in the perinatal system of care that negatively impact Black pregnant people and work with participants to develop Afrocentric solutions in an effort to improve the health care system and strengthen support networks around Black families to improve their healthcare experiences. This JEDI proposal is submitted in conjunction with a CERA proposal to fund this project through 2024.

*

Proposals Due April 25, 2022

The JEDI-R Fund will launch in June 2022 with the goal of providing financial support to help PSU faculty apply their skills and expertise to address racial injustice, racism and discrimination. In so doing, Portland State aims to promote real and lasting equity and justice.

This special research program is made possible through a generous gift from a donor to the PSU Foundation. We anticipate a range of awards between $5,000 and $15,000 to support activities including, but not limited to:

Developing new, innovative research or scholarly projects to deepen understanding of the ways race, racism, racial prejudice, and intersectionality function in society, with the goal of generating substantive advancements for racial equity or racial justice
Taking existing research on racial equity and justice in a new direction (e.g., proposing new applications for existing research or re-analyzing existing data through a JEDI lens)

To facilitate broad dissemination of findings the JEDI-R Scholars will present the results of their research, creative and scholarly works during Research Week 2023 and 2024.

Request for Proposals

Purpose

Portland State University is committed to diversity, equity, and racial justice. Research & Graduate Studies, working in collaboration with the office of Global Diversity and Inclusion and the Office of Academic Affairs, has created a new program to support research that centers on race, racial justice, equity, and intersectionality. By supporting our faculty and their research, creative and scholarly innovations, we aim to support PSU’s goal of promoting lasting racial justice.

Eligibility and Funding

All tenure-related faculty at Portland State University are eligible to apply for this funding. Those with a demonstrated background doing research on equity or racial justice and/or lived experience in this area are strongly encouraged to apply. Principal Investigators may only submit one proposal for consideration in response to this call for proposals. We anticipate funding 5-8 JEDI-R Scholars. We will be announcing awards in May, 2022 allowing those with funded projects support during the summer of 2022.

Research should represent promising directions for deepening or expanding understandings of the ways racial injustice, racism and discrimination can be understood and interrupted in our communities. Projects may be focused on local, regional, and/or national research. Proposals from single investigators will be considered; however, collaborative, multi-unit projects are strongly encouraged.

Typical awards will be in the range of $5,000 - $15,000. We anticipate awarding up to 3 projects with a maximum budget of $15,000 and 3 to 5 awards with a budget ranging between $5,000 and $10,000.

Here are some ways you might consider leveraging these limited funds:

Submitting a proposal for a portion of the overall project while working with a colleague who also submits their own proposal for a related but distinctly different portion of the project creating an inter-related, collaborative project
Using these funds to expand the scope of work for a project in conjunction with existing sources of funding
Using these funds as seed funds to launch work that can garner additional external support
Proposed projects from the College of Urban & Public Affairs are eligible for matching funding
Researchers with proposed projects that have a relationship to the research priorities of the Homelessness Research & Action Collaborative (HRAC) may be eligible for matching funds. To be considered for these funds your proposal must respond to the HRAC Membership Application

Proposal Preparation

COVER PAGE

Component	Description
Research Title
Abstract	150-250 word description of your proposed research
PI’s Name
Email contact
Body of the Proposal	Include the following (max two pages): Overall research design and theoretical and methodological background. Significance and innovation. Applied benefits that might be realized from the project. Articulate how the research project addresses beliefs, norms, discourses, practices, policies and/or structures, and promotes racial justice, and/or, diversity and equity. Identify ways that this funding may advance your research and/or your career.
Deliverables	List the potential scholarly outcomes of this proposed work.
Timeline & Scope	Provide a timeline to identify the proposal’s stages, parts, or milestones, along with an explanation of how the research will be completed within the two-year award period.
Budget	Provide a budget of $5,000 - $15,000. JEDI-R funds are designated to support faculty and their scholarly research agenda. Work with your departmental fiscal personnel as needed to prepare the budget. Allowable expenses include: Faculty salary + OPE (including summer) Travel Faculty professional development Provide a brief budget justification that describes how funds will be used. Unallowable expenses: because funds are specifically designated for faculty support, they cannot be used to pay undergraduate or graduate students involved in the research. CUPA proposals should develop a budget that includes 1:1 JEDI-R/matching funds. HRAC related proposals should develop a budget that includes 1:1 JEDI-R/matching funds.
Partnered Research	If you are conducting research that is linked to that of a colleague who is also submitting a proposal, describe the ways in which each individual’s research will mutually support and is distinctly different from the other.
Dean’s Approval Signature
Department Chair’s Approval Signature

Proposal Submission: All of the required proposal elements (Cover Page and all proposal components described above) must be included in a single PDF document and emailed to research@pdx.edu no later than April 25, 2022. The PDF file name and email subject line must be labeled with the Principal Investigator's last name, first initial and JEDI-R. (e.g., Spring,AJEDI-R)

Technical Assistance: Questions can be sent to research@pdx.edu.

Responsibilities of Awardees:

Recipients of JEDI-R awards will be expected to:

Participate in a brief presentation of their research during PSU’s Research Week, the first full week of May in 2023 and 2024.
Use awarded funds to support the specific research efforts specified in the proposal.
Ensure compliance with all applicable federal and state regulations for the responsible and ethical conduct of research.
Acknowledge JEDI-R funds, as appropriate, in publications, reports and other products of the work.
At the end of the project, submit copies of research findings as reported in articles, reports and/or other appropriate documents to the Office of Research and Graduate Studies, and deposit their work in PDXScholar.
Submit a final report. Report guidelines will be forthcoming. Grantees can expect to submit an overview of accomplishments, artifacts that illustrate the work that was associated with the funding, and an accounting of the scholarly works and additional funding that were generated from these seed funds.