Area:
Developmental Psychology, Early Childhood Education
We are testing a new system for linking grants to scientists.
The funding information displayed below comes from the
NIH Research Portfolio Online Reporting Tools and the
NSF Award Database.
The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
You can help! If you notice any innacuracies, please
sign in and mark grants as correct or incorrect matches.
Sign in to see low-probability grants and correct any errors in linkage between grants and researchers.
High-probability grants
According to our matching algorithm, Brandy A. Randall is the likely recipient of the following grants.
| Years |
Recipients |
Code |
Title / Keywords |
Matching
score |
| 2003 |
Randall, Brandy A |
R03Activity Code Description:
To provide research support specifically limited in time and amount for studies in categorical program areas. Small grants provide flexibility for initiating studies which are generally for preliminary short-term projects and are non-renewable. |
Ethnicity, Gender, and Measuring Adolescent Depression @ North Dakota State University
DESCRIPTION (provided by applicant): In recent years, there has been increasing recognition that it is inappropriate to make cross-racial/ethnic group comparisons without empirically establishing the equivalence of the measure being used. It has been suggested that some racial/ethnic groups and subgroups have higher rates of depression. However, whether these differences are, in part, an artifact of the measures used is unclear. In the proposed 1-year project, data from the National Longitudinal Study of Adolescent Health (Add Health) will be used to examine the cross-racial/ethnic measurement equivalence (ME) of the Center for Epidemiologic Studies Depression Scale (CES-D) among adolescents. The following aspects of ME will be examined: (1) equivalence of the factor structure and factor Ioadings for boys and girls within each of four ethnic/racial groups (Anglo Americans, African Americans, Hispanic Americans, and Asian Americans) and within the following Hispanic American subgroups (Mexican Americans, Cuban Americans, and Puerto Rican Americans) and Asian American subgroups (Chinese Americans and Filipino Americans); (2) equivalence of the factor structure and factor Ioadings between whites and each racial ethnic group and subgroup listed in Aim 1 separately for boys and for girls (3) impact of level of acculturation on the ME of the CES-D for boys and girls in each ethnic/racial group and subgroup; (4) compare the mean levels of depression for groups that show ME of the CES-D (5) examine the relation between depression and suicide risk within and across groups. Confirmatory factor analytic and structural equation models will be utilized to examine the dimensions of ME.
|
0.94 |