University of Massachusetts Amherst

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CRF supports faculty in obtaining grant funding for family research primarily through the Family Research Scholars Program. In addition, CRF offers funding opportunities through the Student Grants and Awards Program, which provides funding to students so they can work with and be mentored by UMass faculty on research projects, and which provides recognition for outstanding student research on family issues.

Collaborative Research: GABA A Receptor Control of Hyperactivity in Developing Zebrafish

Amount: $757 757
Award Period:
September 1, 2015 to August 31, 2018

ABSTRACT: Walking and swimming are produced by the coordinated activity of brain cells called neurons that communicate with each other using chemical signals known as neurotransmitters. The chemical signals are passed from one neuron to another across a network of neurons in the brain, then on to neurons in the spinal cord, and finally, the signal is passed to muscles. Some neurotransmitters increase neuron activity, whereas others decrease neuron activity.

Principal Investigator(s):

Sex Differences in Cognitive and Brain Aging: A Primate Model

Amount: $2 008 466
Award Period:
September 1, 2014 to May 31, 2019

ABSTRACT: Sex differences in human brain and cognition are well documented, but it remains unclear whether men and women follow different trajectories of age-related cognitive decline. Identifying predictors of differential cognitive aging between men and women could lead to the development of sex-specific interventions to promote successful cognitive aging in both sexes.

Principal Investigator(s):

Peer influences on adolescents' self-concept, achievement, and future aspirations in science and mathematics: Does student gender and race matter?

Amount: $1 487 007
Award Period:
June 1, 2014 to May 31, 2019

ABSTRACT: In the past thirty years a national debate has been brewing about the scarcity of women and racial/ethnic minorities in science, technology, engineering, and mathematics (STEM), and its grave implications for the American workforce in the 21st century. From middle school through college, girls and women have performed less well on standardized tests in science and mathematics than their male peers and express less confidence and aspirations in these fields. Similar findings emerge for Black and Latino students in terms of STEM self-concept and aspirations.

Principal Investigator(s):