This year the program will award approximately 65 predoctoral fellowships. These fellowships provide three years of support for individuals engaged in graduate study leading to a Doctor of Philosophy (Ph.D.) or Doctor of Science (Sc.D.) degree.
Predoctoral fellowships will be awarded in a national competition administered by the National Academies of Sciences, Engineering, and Medicine on behalf of the Ford Foundation. The awards will be made to individuals who, in the judgment of the review panels, have demonstrated superior academic achievement, are committed to a career in teaching and research at the college or university level, show promise of future achievement as scholars and teachers, and are well prepared to use diversity as a resource for enriching the education of all students.
Click on the links below to learn more about each aspect of the Ford Foundation Predoctoral Fellowship
Eligibility to apply for a predoctoral fellowship is limited to:
- All U.S. citizens, U.S. nationals, and U.S. permanent residents (holders of a Permanent Resident Card), as well as individuals granted deferred action status under the Deferred Action for Childhood Arrivals Program, political asylees, and refugees, regardless of race, national origin, religion, gender, age, disability, or sexual orientation,
- Individuals with evidence of superior academic achievement (such as grade point average, class rank, honors, or other designations),
- Individuals committed to a career in teaching and research at the college or university level,
- Individuals enrolled in or planning to enroll in an eligible research-based (dissertation-required), program leading to a Ph.D. or Sc.D. degree at a non-proprietary (not for profit) U.S. institution of higher education,
- Individuals who as of the 2018 fall semester require a minimum of three years of study to complete their Ph.D./Sc.D. degree, and
- Individuals who have not earned a doctoral degree at any time, in any field.
Criteria for Selection
The following will be considered as positive factors in choosing successful candidates:
- Evidence of superior academic achievement
- Degree of promise of continuing achievement as scholars and teachers
- Capacity to respond in pedagogically productive ways to the learning needs of students from diverse backgrounds
- Sustained personal engagement with communities that are underrepresented in the academy and an ability to bring this asset to learning, teaching, and scholarship at the college and university level
- Likelihood of using the diversity of human experience as an educational resource in teaching and scholarship
- Membership in one or more of the following groups whose underrepresentation in the American professoriate has been severe and longstanding:
- Alaska Natives (Aleut, Eskimo, or other Indigenous People of Alaska)
- Black/African Americans
- Mexican Americans/Chicanas/Chicanos
- Native American Indians
- Native Pacific Islanders (Hawaiian/Polynesian/Micronesian)
- Puerto Ricans
To the Top
Eligible Fields of Study
Awards will be made for study in research-based Ph.D. or Sc.D. programs that include the following major disciplines and related interdisciplinary fields: American studies, anthropology, archaeology, art and theater history, astronomy, chemistry, communications, computer science, cultural studies, earth sciences, economics, engineering, ethnic studies, ethnomusicology, geography, history, international relations, language, life sciences, linguistics, literature, mathematics, performance study, philosophy, physics, political science, psychology, religious studies, sociology, urban planning, and women’s studies. Also eligible are interdisciplinary ethnic studies programs, such as African American studies and Native American studies, and other interdisciplinary programs, such as area studies, peace studies, and social justice. Research-based fields of education are eligible if the major field of study is listed above and is used to describe the Ph.D. or Sc.D. program of the applicant (e.g., sociology of education, anthropology and education).
The complete list of eligible fields of study supported at the predoctoral level of the fellowship program is available here: Eligible Fields of Study List
Fellowships are tenable at any fully accredited, non-proprietary (not for profit) U.S. institution of higher education offering a Ph.D. or Sc.D. degree in the eligible fields of study. All arrangements for acceptance into a doctoral program at the chosen institution are the responsibility of the applicant. An applicant need not be accepted by the chosen institution at the time of application.
To the Top
Previous Graduate Study
- Undergraduates in their senior year,
- Individuals who have completed undergraduate study,
- Individuals who have completed some graduate study, and
- Individuals already enrolled in a Ph.D. or Sc.D. program who provide evidence that they can fully utilize a three-year fellowship award. A valid Academies Verification of Doctoral Degree Status Form, signed by the adviser or other authorized official, must be uploaded to the online fellowship application before 5:00 PM ET on January 9, 2018 to affirm this for those in a graduate program for which Ford Foundation support is sought.
Stipend and Benefits
Fellowship recipients must begin the first year’s tenure on September 1, 2018, and must remain on tenure full-time for the academic year. After the first year of fellowship tenure, fellows may choose to defer funding for up to two years. All three years of support must be used within a five-year period.
Conditions of the Fellowship
To the Top
COLLEGE PARK, MD (May, 2017) – Nina Daoud, a doctoral student in the UMD College of Education’s Department of Counseling, Higher Education, and Special Education, has been awarded the Ford Foundation 2017 Dissertation Fellowship.
As a winner of the fellowship, Daoud, who is in the Higher Education, Student Affairs, and International Education Policy program, will be receiving a one-year stipend of $25,000, expenses for at least one Conference of Ford Fellows and access to Ford Fellow Regional Liaisons, a network of former Ford Fellows who have volunteered to provide mentoring and support to current fellows.
Each year, the foundation awards approximately 36 dissertation fellowships nationwide to individuals who “have demonstrated superior academic achievement, are committed to a career in teaching and research at the college or university level, show promise of future achievement as scholars and teachers, and are well prepared to use diversity as a resource for enriching the education for all students.”
Daoud’s dissertation is a qualitative study examining the college experiences of black Muslim women at the intersections of their racial, religious and gender identities, with attention to how these women navigate their multiple identities, centering on today’s sociopolitical context and how increased levels of anti-black racism and Islamophobia shapes their decisions to perform their various identities.
Data for her research was collected on three East Coast campuses over several months, which spanned from just before the 2016 presidential election, through and after Pres. Donald Trump’s inauguration. The time period of her research on Muslim women’s experiences included the passage of Executive Order 13769, commonly referred to as the Muslim ban, prohibiting travelers from seven Muslim-majority countries from entering the U.S.
“[The] findings illuminate issues of power and privilege in different spaces, including the Muslim community, the black community, college campuses, and the U.S., thereby disrupting narratives of universality among those who identify as black or Muslim, within institutions of higher education, as well as the U.S. at large,” she said. “Additionally, this study offers a deeper understanding of the college experience of this population, thereby providing educators with information necessary to better support students from diverse racial and religious backgrounds.”
In addition to the Ford Foundation Dissertation Fellowship, Daoud is also receiving support for her dissertation from the University of Maryland’s Consortium on Race, Gender, and Ethnicity (CRGE) Qualitative Research Interest Group Dissertation Seed Grant ($2,500), University of Maryland’s College of Education Support Program for Advancing Research and Collaboration (SPARC) Grant ($1,000), College Student Educators International (ACPA) Commission on Admissions, Orientation, and First-Year Experience and the National Resource Center for the First-Year Experience and Students in Transition Research Grant ($500), and the Student Affairs Professionals in Higher Education (NASPA) Center for Scholarship, Research, and Professional Development for Women Ruth Strang Research Award ($500, award received for manuscript based on pilot study of dissertation.)
For more information on the College of Education, visit: www.education.umd.edu
Audrey Hill, Associate Director of Communications, at: firstname.lastname@example.org