duke university political science phd

• Public Policy PhD (G-PPS-PHD)
• Academic Requirements

Public Policy PhD

Program Code: G-PPS-PHD Degree Designation: Doctor of Philosophy Department: School of Public Policy Website: sanford.duke.edu/academics/doctoral-program

PhD programs follow the policies outlined in The Graduate School Bulletin .

Program Summary

The PhD in public policy is a research-based, interdisciplinary social science degree. Graduates of the program are prepared for academic careers and professional positions in research, consulting firms, or public agencies.

The program requires a two-course sequence in theories of political economy and coursework in three other social science disciplines. Students designate a disciplinary concentration in economics, political science, psychology, or sociology, as well as a policy focus, such as social policy, globalization and development, or health policy.

Financial Aid

Duke University and the Sanford School of Public Policy are committed to supporting public policy PhD students for five years through a combination of scholarships, fellowships, research or teaching assistantships, and stipends, provided that students maintain satisfactory progress in the program.

For more information about financial support for PhD students at Duke, visit gradschool.duke.edu/financial-support .

For more information about Duke University Graduate School Fellowships, visit gradschool.duke.edu/financial-support/find-funding .

In addition to those awards available through the university, applicants are urged to compete for national and foundation awards available for graduate study. A website maintained by Duke’s Office of Research Support lists awards available from a variety of federal and private sources, as well as awards funded by the university. External awards, which are prestigious and a valuable acknowledgement of a student’s intellectual project and promise typically replace departmental or Graduate School awards. Visit the Office of Research Support website for detailed information about external financial awards researchinitiatives.duke.edu/funding-search-tools .

The Sanford School’s Public Policy PhD faculty members represent diverse disciplinary backgrounds and numerous research interests. The Public Policy PhD Program faculty consists of all members of the graduate faculty of Duke University with primary or secondary appointments in the Sanford School of Public Policy as well as members of the graduate faculties in the departments of political science, economics, sociology and other relevant departments, and of the faculties of the Nicholas School of the Environment, The Fuqua School of Business, Duke Law School, and other professional schools.

G-POLI-PHD - Political Science - PhD

Degree designation.

The Department of Political Science offers graduate work leading to the MA and PhD in political science.

Instruction is designed to prepare the student primarily for teaching and research. Instruction is currently offered in the following fields: political economy; behavior and identity; security, peace, and conflict; political methodology; normative political theory and political philosophy; and political institutions.

Further details on the graduate Program in Political Science, the departmental facilities, the staff, and available financial aid may be obtained from the director of graduate studies, Department of Political Science.

Paula D. McClain

James B. Duke Distinguished Professor of Political Science Professor of Public Policy Past Dean of The Graduate School Duke University

• Publications

Paula D. McClain is James B. Duke Distinguished Professor of Political Science and Professor of Public Policy and is the former Dean of The Graduate School and Vice Provost for Graduate Education (2012-2022). She moved to Duke from the University of Virginia in 2000. She also directs the American Political Science Association’s Ralph Bunche Summer Institute hosted by Duke University, and funded by the National Science Foundation and Duke University. A Howard University Ph.D., her primary research interests are in racial minority group politics, particularly inter-minority political and social competition, and urban politics. Her articles have appeared in numerous journals, most recently the Journal of Politics , American Political Science Review , Urban Affairs Review , The Du Bois Review: Social Science Research on Race and Politics , Groups and Identities , among others. Westview Press will publish the eighth edition of her book, “Can We All Get Along?" Racial and Ethnic Minorities in American Politics , with coauthor Jessica D. Johnson Carew in early 2024. Her 1990 book, Race, Place and Risk: Black Homicide in Urban America , co-authored with Harold W. Rose, won the National Conference of Black Political Scientists' 1995 Best Book Award for a previously published book that has made a substantial and continuing contribution. American Government in Black and White: Diversity and Democracy , co-authored with Steven Tauber, won the American Political Science Association’s Race, Ethnicity and Politics Organized Section Best Book Award for a book published in 2010. The 6th edition of the book was published in 2023. She is past president of the American Political Science Association, past president of the Midwest Political Science Association, and past president of the Southern Political Science Association and the National Conference of Black Political Scientists. She is a past vice president of the American Political Science Association, served as Program Co-Chair for the 1993 annual meeting of the American Political Science Association, served as Program Chair for the 1999 annual meeting of Midwest Political Science Association, served as Vice President of the Midwest Political Science Association, served as Vice President and 2002 Program Chair of the Southern Political Science Association, and served as a Vice President and Program Co-Chair of the 2003 International Political Science Association World Congress which was held in Durban, South Africa in July 2003. She is the recipient of numerous awards, including the Duke University Blue Ribbon Diversity Award (2012), the Graduate School Mentoring Award (2010), the Frank J. Goodnow Award for contributions to the profession of political science from the American Political Science Association (2007), a Meta Mentoring Award from the Women’s Caucus for Political Science of the American Political Science Association (2007), the Manning Dauer Award from the Southern Political Science Association (2015), and 2017 Midwest Women’s Caucus of Political Science (MWCPS) Outstanding Professional Achievement award. In 2014, she was elected to the American Academy of Arts and Sciences. Publications include:

American Government in Black and White . 6th edition. Co-authored with Steven C. Tauber. (New York: Oxford University Press, 2023).

“Can We All Get Along?” Racial and Ethnic Minorities in American Politics , 8th edition. Co-authored with Jessica Johnson Carew. (forthcoming Boulder: Westview Press, 2024).

What's New About the New South? Race, Latino Immigration, and Inter-group Relations

As a result of the Durham Pilot Project: St. Benedict the Black meets the Virgin of Guadalupe, we now have site-specific answers to some of the questions raised earlier, but in order to see whether attitudes identified in Durham manifest themselves in other Southern cities that have been the recipients of substantial Latino immigration. Thus, I submitted a proposal to the Russell Sage Foundation to resurvey Durham and expand the project into four additional cities—Memphis, TN, Little Rock, AR, Greensboro, NC, and Dalton, GA. The Russell Sage Foundation awarded a grant to fund three of the cities, e.g., Durham, Memphis and Little Rock. I will be searching for additional funds to include the other two. The grant is for $157,000 and runs from July 1, 2006 to June 30, 2008.

The Durham Pilot Project: St. Benedict the Black meets the Virgin of Guadalupe

The past 10 to 15 years has seen a tremendous increase in the Latino population in the South. What is different about the South, especially the states of the Old Confederacy, from the other cities that I have studied over the years, is that Latinos, for the most part, are an entirely new population introduced into the region. Historically, the racial dynamic, rooted in slavery and solidified during Jim Crow, has been wholly black and white. The increasing presence of this third group, Latinos, has created and is creating conflicts and tensions among blacks, Latinos and whites. This project is aimed at identifying the sources of the conflict among blacks, whites and Latinos, and the effect Latinos are having on the politics and socioeconomic status of blacks and whites in a Southern context. It is a pilot study using Durham as the research site. The project, begun in 2001, has several data sources--historical, elite interviews and a survey. We developed a questionnaire and are in the process of interviewing black, Latino, and white elites. Our goal is to complete fifty interviews. The Ford Foundation has funded the city-wide survey which was conducted by the Center for Survey Research at the University of Virginia and completed in July 2003. The sample consists of 500 black, white, Latino and other residents of Durham, NC.

PS316.01: Racial and Ethnic Minorities in American Politics

This course in a graduate-level introduction to the politics of the United States’ four principal racial minority groups. The importance of race and ethnicity in American politics, and the politics (historical, legal, attitudinal and behavioral) of blacks, Latinos, American Indians and Asian Americans are explored. The course will describe and analyze how the structures of the American political system and its present operation seriously disadvantage blacks, Latinos, Asian Americans and American Indians as they attempt to gain the full benefits of American society. Other aspects of the black, Latino, Asian and Indian peoples experience will be discussed to give a more balanced perspective of black, Latino, Asian and Indian peoples participation in the American political arena.

• PS316.01 Syllabus

PS505S: Race in Comparative Perspective

This course explores the comparative way race is socially constructed in the United States, several European, Latin American, and selected other countries in the world. At times, we will also examine the concept of ethnicity within race and within these countries. In addition, we will examine the historical context in which the notion of race developed, and the very real effects of this social construction on the social and political lives of communities of color in these countries. Race as a defining characteristic is present in many countries; unfortunately, we are only able to explore a few. Nevertheless, you should think about and explore notions of race in countries that we do not cover. The material in the course falls under the emerging subfield of race and politics known as comparative race.

• PS505S Syllabus

PS141D: Introduction to Racial and Ethnic Minorities in American Politics

This course is about the continuing importance of race and ethnicity in American politics, and the politics (historical, legal, attitudinal, and behavioral) of four of the United States' principal racial minority groups--blacks (African Americans), Latinos, Asians and to a lesser extent, American Indians. The course will describe and analyze how the structures of the American political system and its present operation seriously disadvantage blacks, Latinos, Asian Americans and Indian peoples as they attempt to gain the full benefits of American society. Other aspects of the black, Latino, Asian and Indian peoples experience will be discussed to give a more balanced perspective of black, Latino, Asian and Indian peoples participation in the American political arena. For example, the course will describe and analyze how and in what ways the structures and functions of the Presidency, Congress, and the bureaucracy affect the aspirations of these four groups.

• PS141D Syllabus

PS278S: Race and American Politics

The definition and meaning of race have been, and continue to be, shaped by U.S. political and legal institutions. Hence, politics and race in the United States have been inextricably intertwined. The course focuses on the continued salience of race in American politics, and its influence on white and black political attitudes and behavior, and on the behavior and attitudes, where information is available, on Latinos. Attention is paid to the historical context in which the concept of race and race relations developed, and addresses the current context in which racial dynamics are played out. The course will provide a broad overview of the salience of race in the American political fabric and how it structures racial attitudes on a number of political and policy dimensions. Spring 2010.

• PS278S Syllabus

American Government in Black and White - Diversity and Democracy

The third edition of American Government in Black and White (co-authored with Steven C. Tauber) was published by Oxford University Press in 2021.

“Can We All Get Along?" Racial and Ethnic Minorities in American Politics

Westview Press published the seventh edition of her book, “Can We All Get Along?" Racial and Ethnic Minorities in American Politics, in 2017. It was coauthored with Jessica D. Johnson Carew. (The first edition in 1995 won the Gustavus Myers Center for the Study of Human Rights in North America Award for Outstanding Scholarship on the Subject of Intolerance, 1996.)

Race, Place and Risk: Black Homicide in Urban America

Her 1990 book, Race, Place and Risk: Black Homicide in Urban America, co-authored with Harold W. Rose, won the National Conference of Black Political Scientists' 1995 Best Book Award for a previously published book that has made a substantial and continuing contribution.

Political science needs a resource that serves as a core reference to the central ideas, concepts, and frameworks underlying the study of politics and that highlights the intersections of politics with other disciplines. The Encyclopedia of Political Science (TEPS) is designed to fill that need. It is the encyclopedia for political science in the twenty-first century.

Dr. McClain's articles have appeared in numerous journals, including:

Journal of Politics

American Political Science Review

Urban Affairs Review

The Du Bois Review: Social Science Research on Race

Educational Background

Ph.D., Political Science, Howard University, 1977

M.A., Political Science, Howard University, 1974

B.A., Political Science, Howard University, 1972

University of Michigan, Inter-University Consortium for Political and Social Research, Summer 1978 and 1979

Postdoctoral Fellowship, Analysis Center, The Wharton School, University of Pennsylvania, 1981-1982

Academic Administration

July 1, 2012 - September 2022: Dean of The Graduate School and Vice Provost for Graduate Education, Duke University

Academic Employment

September 2000 - present: James B. Duke Distinguished Professor of Political Science (with tenure): Professor of Public Policy, Department of Political Science, Duke University, Durham, North Carolina. Joint-appointments with the Sanford Institute of Public Policy. Program Director, Race, Ethnicity and Politics Program. Director, Ralph Bunche Summer Institute. Former Co-Director, Center for the Study of Race, Ethnicity and Gender in the Social Sciences (REGSS). Teaching areas: Racial and Ethnic Minority Politics, Race and Politics, Comparative Race, Public Policy, Urban Politics.

1997-98: Shannon Center for Advanced Studies, University of Virginia.

September 1991 - August 2000: Professor (with tenure) Woodrow Wilson Department of Government and Foreign Affairs, University of Virginia, Charlottesville, Virginia. Department Chair, 1994 -1997. Director, Ralph Bunche Summer Institute, 1996-2000. Director, Master of Arts in Public Administration and Public Policy Program, 1992-1994. Director, Mid-Career Executive Program, 1993-1994. Teaching Areas. Urban Politics, Public Policy, and Racial and Ethnic Minority Politics.

The Graduate School Website

REGSS Website

Department of Political Science Website

140 Science Drive, 208 Gross Hall, Box 90204 Durham, NC 27708 Tel (919) 660-4303 Fax (919 660-4366 [email protected]

Secondary Menu

There are no upcoming events at this time.

Undergraduate Program

With an undergraduate major in political science, you will acquire a sophisticated understanding of political processes. More importantly, our major is designed to develop critical and independent thinking, to hone your writing and communication skills, and to provide you with analytical tools. Upon graduation, our majors are highly successful and pursue careers in diverse fields, including non-governmental and public interest organizations, think tanks, consulting, journalism, communications, local, state, and federal government, polling firms, finance, and business management. Many also go on to pursue graduate study in law, political science, public administration, or business administration.

Learn More about our undergraduate program

Featured Courses

Study of egalitarian and inegalitarian theories in the history of Western Political Thought. Distinction between forms of inequality (political, economic, social, racial, gender, etc.). Analysis of… read more about Inequality in Western Political Thought  »

Graduate Programs

We place graduate research and training at the core of our mission. Three features define our approach to graduate education: ambition, innovation, and rigor. You will explore questions ranging from the micro-political economy of development, to the origins of state capacity, the relationship between ethnicity and conflict, the interplay between religion, money, and politics, or the ability of voters to articulate preferences in complex issue spaces. Our graduates begin working with faculty from the very first day, to gain an appreciation of the challenges involved in producing innovative research. This paves the way to your own intellectual development, the first milestone of which is a solo-authored research paper to be presented to the department during your third year in the program. From that point on, until the completion of the dissertation in year five, the focus is primarily on independent research.

Graduate Degrees: Ph.D. | M.A. | Joint J.D./M.A.

Hire a Duke Ph.D.

• Comparative Politics
• International Development

• Political Economy
• Global Environmental Politics
• Quantitative Methods

• International Relations

Our Research

Our department is recognized as one of the premier political science departments in the world, and our faculty are leaders in their fields. The intellectual life of the department is organized around six subfields that broadly reflect the conceptual and theoretical range of questions addressed in political science. Of course, there are significant areas of overlap between these fields, and as a result, many faculty work in multiple fields.

Learn More about our research

Research Specializations

• Normative Political Theory & Philosophy
• Political Behavior & Identities
• Political Institutions
• Political Methodology
• Security, Peace & Conflict

Selected Faculty Books

Identifying policy solutions to environmental challenges requires a command of social sciences, alongside topical knowledge and understanding of relevant policy processes. Duke's University Program in Environmental Policy (UPEP) PhD is a 5-year program for intense research training, combining disciplinary specialization − in economics or political science − with an emphasis on understanding policy settings and the precise nature of the problem we hope to solve with policy. That requires integrating multiple perspectives to frame useful applications of disciplinary rigor.

Our students and faculty conduct world-class research, in domestic and international contexts, on a wide array of topics in environmental economics, policy, and politics. Graduate placements have included academic positions in disciplinary departments, interdisciplinary units, and professional schools and professional positions in domestic and international public agencies, environmental organizations, research institutes, and consulting firms.

The UPEP PhD program is jointly administered by the Nicholas School of the Environment and the Sanford School of Public Policy. It draws on the extensive resources of both schools, as well as numerous departments and research institutes across Duke University. UPEP students work in close proximity to PhD students in other disciplines, within each School as well as across Duke. We have close affiliations with the Nicholas Institute for Energy, Environment & Sustainability and the Duke Global Health Institute .

UPEP builds on a long history of Duke University engagement with environmental policy issues. The predecessors of the Nicholas School—the School of Forestry, the Marine Lab, and the Department of Geology—were founded in the 1930s. The Sanford School of Public Policy traces its history to the formation of Duke’s Institute of Policy Sciences and Public Affairs in 1971. Both schools have offered environment-focused PhD training for many years. In 2010, UPEP was created to bring together groups engaged in social science research and training for environmental policy.

Applying to UPEP

UPEP applicants should apply directly to the  Duke Graduate School . All doctoral students must enter the program in the fall.

We welcome applicants from diverse academic, cultural, socioeconomic, and professional backgrounds. Approximately 3-5 students are projected to enter the program each fall, for a total of 20-25 students enrolled at any given time.

Admissions Requirements

Admission to the program is extremely competitive, with less than 10 percent of applicants typically offered admission. Applicants should have a record of high academic achievement and the potential to become leading researchers on environmental policy issues. Although the program’s admissions committee evaluates applicants from a comprehensive standpoint, successful applicants will likely have:

• High GPA scores.
• Personalized letters of recommendation that attest to the applicant’s scholarly ability.
• Research interests that overlap those of one or more UPEP faculty members.
• Applicants should clearly specify the preferred concentration in the personal statement. Adequate preparation for PhD-level training in either economics or political science is an important consideration in admissions. 

Matching with Faculty

UPEP conducts program-level admissions review to evaluate applicants’ backgrounds and interests and find matches with potential advisors. Applicants may contact faculty members individually, but it is not necessary to secure an advising commitment in advance in order to be accepted into the program.

To identify faculty members with research interests similar to yours, consult the active UPEP advisor list in the UPEP Handbook and explore the  Nicholas School Faculty Database  and the  Sanford School Faculty Directory .

Other Areas of Study

Candidates should have a strong interest in either the economic or political aspects of environmental studies . If you are primarily interested in other areas, consider the following doctoral programs instead:

• If you are interested primarily in natural science aspects of the environment, consider applying to the Nicholas School’s  PhD program in Environment ,  PhD program in Earth and Ocean Sciences , or  PhD program in Ecology . 
• If you are interested in studying marine resource issues from social science perspectives other than economics or political science, consider applying to the Nicholas School’s  PhD program in Marine Science and Conservation .
• If you are interested in an applied social science degree without a specific focus on the environment, consider applying to the Sanford School’s PhD program in Public Policy Studies .

Faculty Who Advise UPEP Students

Nicholas faculty.

• Elizabeth Albright
• Lori Bennear
• Brian Murray
• Marty Smith
• Jeff Vincent 
• Erika Weinthal

Sanford Faculty

• Sarah Bermeo
• Sara Sutherland
• Marc Jeuland
• Robyn Meeks
• Subhrendu Pattanayak
• Alexander Pfaff

PhD Students in UPEP

Current students.

Savannah Carr-Wilson

Maya Chandrasekaran

Xingchen Chen

Alex Diaz Herrera

Ryan McCord

Dylan Munson

Gabriela Nagle Alverio

Chrissie Pantoja Vallejos

Matthew Reale-Hatem

Paula Sarmiento

Zhenxuan Wang

Ben Weintraut

Updated 10/2023

UPEP fosters interaction among students, Duke faculty, faculty at neighboring universities (in particular North Carolina State University and the University of North Carolina at Chapel Hill), and visiting researchers by co-sponsoring two seminar series that meet regularly during the academic year: 

• Environmental Institutions Seminar Series (held at Duke). 
• Triangle Resource and Environmental Economics Seminar Series  (held at Research Triangle Institute). 

UPEP runs its own internal biweekly seminar in which mostly students present to the other students and faculty.

Students also participate in numerous other seminars sponsored by the Nicholas School, the Sanford School, the Departments of Economics and Political Science, and other schools, departments, institutes, and centers at Duke and area universities.

Institutes & Centers

Students in the program interact with researchers at several institutes and centers at Duke, including: 

• Nicholas Institute for Energy, Environment & Sustainability
• Duke Global Health Institute
• Social Science Research Institute
• Duke Center for International Development

FAQ: Frequently Asked Questions

Below you will find our responses to the most common questions asked by prospective applicants.  

General Questions

What is the difference between UPEP and other PhD programs in the Nicholas and Sanford schools at Duke?

UPEP is intended for individuals who are interested in conducting PhD studies in environmental policy with an emphasis on economics or political science, under the supervision of Duke University faculty members who have primary appointments in the Nicholas or Sanford schools. 

Other PhD programs at Duke are probably more appropriate for you if you are interested in natural science aspects of the environment, purely disciplinary programs in economics or political science, fields of public policy other than environmental policy, or studying marine resource issues from perspectives other than economics or political science. 

If you are still not sure which program to apply to, please contact the faculty members whose research interests you and ask them which programs admit students that they can supervise.

What kinds of careers does UPEP prepare students for?

A variety of organizations hire individuals with PhDs in environmental policy, including universities, research institutes, government agencies, private-sector consulting firms, and NGOs.  

Is UPEP an interdisciplinary program?

UPEP is interdisciplinary in the sense of requiring students to learn about two important dimensions of environmental policy—economics and politics—and encouraging them to develop a basic understanding of natural science aspects of the issues that interest them.  It emphasizes, however, the development of disciplinary expertise in either economics or political science as applied to environmental policy issues.

What kind of financial aid will I receive if I am admitted?

Details will be provided in your offer letter.

Can you send me a brochure on UPEP?

All information on UPEP is web-based.  Please contact the UPEP Director of Graduate Studies Assistant (DGSA,  [email protected] ) if you are unable to find the information you are seeking on this website.

Does Duke have a Master’s program in Environmental Policy?

Duke has a Master of Environmental Management (MEM) program, which is administered by the Nicholas School and includes an Environmental Economics and Policy concentration , and a Master of Public Policy (MPP) program, which is administered by the Sanford School.

Does Duke have a joint JD/PhD program in environmental policy?

You can earn both a JD and an Environmental Policy PhD from Duke in the following way.  Begin by applying to the three-year JD/MA program, with the MA in either Environmental Science and Policy (through the Nicholas School) or Public Policy Studies (through the Sanford School).  Please contact the Duke Law School for more information on the JD/MA program.  In the final year of the JD/MA program, apply to UPEP like any other applicant.  Depending on the courses taken during the JD/MA program, the number of additional years required to complete the UPEP PhD might be reduced from 5 years to 4 years, but probably not by more. 

Program Requirements

How long does the program take to complete?

Typically 5 years.  You can see illustrative timelines for the environmental economics and environmental politics concentrations in the UPEP Student Handbook .

Are economics and political science the only concentrations under UPEP?

Currently, yes.  

Do I need to decide on my concentration (economics or concentration) when I apply?

Yes.  You should state your intended concentration in your application.  Applicants who are unsure about their concentration will not be admitted.

What are the requirements of each concentration?

Please see the UPEP Student Handbook for program and curriculum details.

Do I need to identify a prospective advisor before I apply?

No, but your chances of admission will increase if your application indicates that you have identified one or more faculty members in the Nicholas or Sanford schools whose research interests are similar to yours.  You are welcome to communicate with faculty members before you apply, but please note that they cannot tell you whether you will be admitted.  Admission decisions are made by the Duke Graduate School, as advised by the UPEP admissions committee, not by individual faculty members.

How do I identify faculty members who might be interested in advising me if I am admitted?

Please see the “UPEP Faculty” listed above.

Will I be assigned an advisor if I am admitted?

Yes.  You will be assigned an advisor when you are admitted.  Your advisor will likely be a faculty member that you have mentioned in your application.  Another faculty member will be assigned, however, if none of the faculty members that you mention is available or if another faculty member is deemed to be a more suitable advisor for you.  Assigning an advisor at this early point in the program ensures that you will have a faculty member who will take responsibility for advising you on course selection, discussing your research interests, assisting you in obtaining grants and fellowships, and in other ways helping you complete the program successfully.

Can I change my advisor?

Yes.  Students interested in changing advisors should contact the UPEP Director of Graduate Studies.

Can I work with only my advisor as a teaching assistant (TA), a research assistant (RA), or on my dissertation research?

No.  TA assignments are made independently of advisor assignments, although you will likely serve as a TA for your advisor at least once.  RAships depend on funding availability.  You can serve as an RA for either your advisor or another faculty member.  UPEP students form dissertation committees consistent with Duke Graduate School rules, and members of the committee other than your advisor often play a large role in supervising aspects of the research.

Admissions Process

How do I apply to UPEP?

You apply through the Duke Graduate School. 

When is my application due?

The application deadline is posted on the Duke Graduate School website .  Late applications are generally not considered.

Can I enter the program during the spring semester instead of the fall semester?

No.  All students must enter during the fall semester.

Do I need to visit Duke before I apply?

No.  If you are interested in visiting, please contact the faculty members whose research most interests you and arrange a time to visit when they are available.  You will be responsible for making and paying for your own travel arrangements.  If you are admitted to UPEP, then you and other admitted students will be invited to visit Duke in mid-March, with the costs of that visit being covered by Duke up to a budgeted amount.

How are admission decisions made?

UPEP has an admissions committee, which meets in early January to review all of the complete applications submitted to Duke Graduate School.  Incomplete applications are not reviewed.  Based on the admission committee’s findings, the UPEP Director of Graduate Studies (DGS) provides recommendations to the Duke Graduate School as to which students should be admitted.  The Graduate School makes the official admission decisions.

When will I find out if I have been admitted?

Typically by the middle of February.

When must I decide whether to accept Duke’s offer of admission?

This information will be in your offer letter.  The date is typically in mid-April.

If I am admitted to the program, can I defer admission?

Ordinarily no, but deferrals may sometimes be granted for medical reasons.

Will I automatically be considered for other PhD programs at Duke or for a Master’s program if I am not admitted to UPEP?

No. Your application to UPEP is only for UPEP.

If I am not admitted to UPEP, should I enter another program and then apply for a transfer to UPEP?

You are welcome to do this, but there is no guarantee that it will increase your chances of admission.  You will be required to reapply through the normal process, and your application will be reviewed with along with those from first-time applicants.

I applied to the program last year but was not admitted. I would like to reapply. Can Duke transfer my scores, transcripts, and other materials to this year’s application?

No. You must submit a new application.

Related News

Studying the role of desalination in water scarcity and management, new project aims to combat toxic power dynamics and enhance equity in phd education.

Kerry L. Haynie

Kerry L. Haynie is Professor and Chair of Political Science, Professor of African and African American Studies, and a former Chair of Duke’s Academic Council (Faculty Senate), 2019-21. He earned B.A. and Ph.D. degrees from the University of North Carolina at Chapel Hill, and a Master’s degree from the Graduate School of Public and International Affairs at the University of Pittsburgh. Before coming to Duke in 2003, Haynie was a member of the faculty at Rutgers, The State University of New Jersey, and the University of Pennsylvania.    

Haynie’s research examines how the underlying theory, structures, and practices of American political institutions affect African Americans’ and women’s efforts to organize and exert influence on the political system. In 2012, he and his co-author Beth Reingold were the co-winners of the American Political Science Association’s Women and Politics Research Section’s Best Paper Award. In addition to articles in various academic journals, his publications include,  Race, Gender, and Legislative Representation: Toward a More Intersectional Approach  (with Beth Reingold and Kirsten Widner, Oxford University Press) winner of the 2021 Richard F. Fenno, Jr. Prize from the American Political Science Association for the best book in legislative studies.

Current Appointments & Affiliations

Education, training & certifications.

Political Science

Welcome to political science.

Our major combines (1) a classical liberal arts education with (2) advanced analytical techniques and (3) an understanding of the basic operating systems of human societies. In a world beset by problems that stubbornly ignore the narrow boundaries of academic disciplines, Political Science is the perfect bridge to leadership in a wide variety of fields. In addition to careers in government and political careers, our graduates work as leaders in non-profits, management consulting, new media, law, Silicon Valley start-ups and other fields that are central to the world of tomorrow. It's a mistake to think your undergraduate courses "lead" directly to the career you expect to enter. The whole reason to study at Duke - and to major in Political Science in particular! - is that a liberal arts background teaches you how to learn . In your job, or your graduate training, you'll learn narrow technical skills. The reason to major in Political Science is that you will have context, and a depth of knowledge about the ethical and engineering problems of working in groups.

Departmental website : https://polisci.duke.edu/

First and second majors select their faculty advisor after declaration of the political science major. The faculty advisor is your resource for course selection, research opportunities, graduate or professional school information and such.

Once you have officially declared the major, please fill out the Advisor Selection Form to select your advisor, and email the completed form to Tosha Marshall , the Undergraduate Program Coordinator. You should receive confirmation of your advisor with 48 hours of your submission. We highly recommend that you select a faculty member within your planned field. If you have any questions about selecting an advisor, contact Tosha Marshall, or talk to any faculty member.

Prior to the course registration period each semester, each faculty advisor will contact his or her advisees to set up an appointment to discuss course selection. Students are required to meet with the Undergraduate Program Coordinator Tosha Marshall each advising period prior to course registration. It is during these meetings that the major requirements will be reviewed in detail to make sure that students are on the right track for completion of the major. More detailed information is sent to students prior to the advising period. If you have questions, fee free to contact Prof. Alexander Kirshner , the Director of Undergraduate Studies.

Requirements and General Information

Learn more about major and minor requirements , and general information for new majors.

Rebecca Dudley

Assistant professor.

Political Science

Brigham Young University  

PhD, Duke University (2023)

Security, Peace & Conflict

Pre-Doctoral Fellow (2021-2023)

America in the W orld Consortium at Duke University

Graduate Fellow (2022-2023)

Triangle Institute for Security Studies

Hans J. Morgenthau Fe llow (2021-2022)

Notre Dame International Security Center

Graduate Fellow (2019-2022)

Duke Program in American Grand Strategy

I am an Assistant Professor of Political Science at Brigham Young University, teaching courses in American Foreign Policy and Civil Wars. I received my PhD in Political Science at Duke University, with specializations in Security, Peace & Conflict and Political Methodology (applied statistics). I was a Pre-Doctoral Fellow with the America in the World Consortium at Duke University and a Graduate Fellow with the Triangle Institute for Security Studies. I was previously the Graduate Fellow for the Duke Program in American Grand Strategy (2019-2022), and a Hans J. Morgenthau Fellow at the Notre Dame International Security Center (2021-2022). My research focuses on conflict resolution and foreign policy, emphasizing the role of third parties in the dynamics of conflict and conflict resolution. My dissertation examined the decision of third-party states to become diplomatically involved in a resolution process, with an emphasis on U.S. diplomatic foreign policy.

A World-Class University

A leading teaching and research institution accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), Duke is home to more than 17,000 undergraduate, graduate and professional students.

Recent rankings:

• #26 Times Higher Education World University Rankings 2024
• #57 QS World University Rankings 2024

Learn more about Duke.

Visiting Campus

The Duke MIDP admissions staff would be happy to meet you should you be visiting Durham, North Carolina. We are located on the first floor of Rubenstein Hall, located on West Campus. While you’re here, you can also check out Duke's Karsh Alumni and Visitors Center , which offers campus tours throughout the year.

Duke Sanford

Launched in 1971, the Sanford School of Public Policy is among the nation's leading public policy schools, working to improve lives and communities by researching the most pressing public policy issues and preparing students for lives of leadership, civic engagement and public service.

Learn more about the Sanford School.

A Vibrant Hometown

Durham, North Carolina, offers a perfect blend of charm, culture and convenience. With family-friendly parks, a thriving nightlife and a diverse culinary scene, Durham is consistently recognized as one of the top places to live in the U.S.

It is one of three municipalities – along with Raleigh (the state capital) and Chapel Hill – that form the Research Triangle Park , known worldwide for its outstanding research universities, innovative technologies and entrepreneurial spirit.

Learn more about Durham.

M.A. in Political Science

General info.

• Faculty working with students: 33
• Students: 32
• Students receiving Financial Aid: No financial aid available for M.A. students
• Part time study available: No
• Application terms: Spring, Fall
• Application deadlines: Spring: October 2; Fall: February 15

Kyle Beardsley Director of Graduate Studies Department of Political Science Duke University Box 90204 Durham, NC  27708-0719 Phone: (919) 660-4300

Email:  [email protected]

Website:  http://polisci.duke.edu

Program Description

The graduate program in Political Science is designed primarily to prepare students for research and teaching. Major fields of specialization are:  Political Institutions; Political Economy; Security, Peace and Conflict; Political Behavior and Identities; Political Methodology; and Normative Political Theory and Political Philosophy.  Students can also integrate courses of study around a common theme, such as Race, Ethnicity and Politics; Religion and Politics; or Law and Politics. Students can supplement their training with coursework in other departments including Anthropology, Computer Science, Economics, History, Mathematics, Philosophy, Psychology, Public Policy, Sociology, and Statistics.

Our department goals are served by close and supportive relations with the faculty and with other students.  Typically, about 10-13 new graduate students enter each year.  The ratio of students in residence to faculty is approximately 2:1.

Resources for study include the Social Science Research Institute (SSRI); Duke Initiative on Survey Methodology; Political Institutions and Public Choice (PIPC); Program in Asia Security Studies; Social Science Workshop for Chinese Scholars; Triangle Institute for Security Studies (TISS); and Empirical Implications of Theoretical Models (EITM), among others.

• Political Science: Master's Admissions and Enrollment Statistics
• Political Science: Master's Career Outcomes Statistics

Application Information

Application Terms Available:  Spring, Fall

Application Deadlines:  Spring: October 2; Fall: M.A.: February 15

Graduate School Application Requirements See the Application Instructions page for important details about each Graduate School requirement.

• Transcripts: Unofficial transcripts required with application submission; official transcripts required upon admission
• Letters of Recommendation: 3 Required
• Statement of Purpose: Required (See department guidance below)
• Résumé: Required
• GRE Scores: GRE General Required
• English Language Exam: TOEFL, IELTS, or Duolingo English Test required* for applicants whose first language is not English *test waiver may apply for some applicants
• GPA: Undergraduate GPA calculated on 4.0 scale required
• Writing Sample (see departmental guidance below)

Writing Sample The submission of a writing sample (limited to fewer than 15 pages) is required. Writing samples should be uploaded to the Departmental Requirements section of the application.

Additional Component Applicants to the joint Ph.D. program in Public Policy and Allied Disciplines must submit an additional essay for admission to the program. Regardless of your selection of primary department, please respond to the following prompt:

In 500 words or less, please explain your interest in the joint Ph.D. program offered between Public Policy and an Allied Discipline. Highlight how your research interests and past experiences lie at the intersection between Public Policy and the Allied Discipline and how participation in the joint program will facilitate your professional goals after receiving your degree.

We strongly encourage you to review additional department-specific application guidance from the program to which you are applying:  Departmental Application Guidance

List of Graduate School Programs and Degrees

Secondary Menu

Preparing Undergraduates for Today’s World

July 12, 2024.

Elizabeth Thompson, Trinity Communications

Values come first.

That was the mantra when the Arts & Sciences Curriculum Development Committee convened to draft a new curriculum that lays the foundation for the next generation of Trinity College students’ undergraduate experience at Duke.

“We began the process with a blank slate,” said Scott Huettel , chair of the Development Committee and professor of Psychology and Neuroscience . “We listened to our faculty and students about what is important for them in a world class liberal arts education.” These conversations revealed common themes, which the committee codified into the three values that underpin the new curriculum: building connections , cultivating curiosity and encouraging humility .

“Our core idea was coming up with our values first and then building the nuts and bolts of the curriculum around them,” said Mine Cetinkaya-Rundel , professor of the practice of Statistical Science . Cetinkaya-Rundel served on the Development Committee before moving on to lead the Curriculum Implementation Committee. Over the next two years, her team of faculty and staff will determine how best to put the exciting — and ambitious — new curriculum into action for students entering Trinity College of Arts & Sciences in Fall 2025 and beyond.

“Curricula are products of a university and its time,” said Huettel. “Curriculum 2000 had a great impact on Duke, but the world and our students have changed so much that we really needed a different, updated curriculum to best serve today’s undergraduates.”

The main values underpinning the new curriculum — building connections, cultivating curiosity and encouraging humility — will come into play as soon as students arrive at Duke and encounter the first-year “Constellations” experience.

Constellations welcome students to a community of scholars

Named for the human-conceived patterns between stars that give order and meaning to the night sky, Constellations are comprised of a set of three interconnected classes examining a single topic from a variety of perspectives.

“The first-year experience is the biggest change in our new curriculum,” said Andrea Marritt-Pabalate, associate dean of Undergraduate Education for Trinity College. Building on the success of the Focus Program , Constellations will support students in building relationships with faculty and peers during their first semester at Duke.

Marritt-Pabalate is quick to stress that the popular Focus Program will still be an available option for students. “There are two ways you can complete the required first-year experience with the new curriculum,” she said. “You can go through the Focus Program, or you can participate in First Year Constellations.”

Building Connections

“A central feature of Constellations is that students make personal and intellectual connections with faculty throughout the first-year experience. They become part of a cohort that examines a big idea for an entire year,” said Deborah Reisinger , dean of Undergraduate Education for Trinity College and professor of the practice in Romance Studies . Because each Constellation will have experiential learning components, she pointed out that students will be exploring outside of the classroom, whether through sharing meals, engaging with an expert guest speaker, participating in a workshop or making a site visit off campus.

In conversations with faculty and students, Huettel heard repeatedly about challenges to well-being that undergraduates today are experiencing more acutely than a generation ago. “Students who build connections with each other and with faculty — those connections are powerfully protective,” he said. “They reduce the chance of mental health problems, help students feel like they belong in a community and provide a sense of purpose through academics.”

The first-year experience will also foster connections between faculty. Because of its interdisciplinary nature, professors across academic departments will come together to design and teach a Constellation. Some of these might be long-time collaborators, but others might be working together for the first time.

“We already have over 60 faculty who have expressed interest in teaching within a Constellation,” said Professor of Psychology and Neuroscience Greg Samanez-Larkin , who is charged with heading up the committee that will help faculty develop their Constellation courses.

“There are quite a few major themes we’ve seen proposed, like climate change, mind & body, and immigration,” said Marritt-Pabalate. As the ideas keep rolling in, the committee is impressed by the range and breadth of subjects, as well as the faculty’s openness to considering new teaching methods.

“The cohort-based, experiential elements of Constellations encourage creativity and pedagogical innovation,” Reisinger said. “We’ve asked faculty to explore low stakes assessments, to reduce grade pressure so students aren’t focused on having to make the ‘A.’ It’s about both curiosity and humility, teaching them that it's okay to take chances and make mistakes.”

Samanez-Larkin is hopeful that the benefits of the new curriculum development will spill across campus and into classes outside of the Constellations. “Once faculty start experimenting with different approaches in the classroom and more collaboration across disciplines, and spend more time in classrooms where students are learning for the sake of learning, why wouldn't they apply these approaches to their other courses?”

Cultivating Curiosity

In addition to the robust first-year experience, another change in the new curriculum is a re-evaluation of the requirements at Trinity’s core.

In the current curriculum, the Trinity requirements (T-reqs) are divided into five Areas of Knowledge and six Modes of Inquiry , which form a matrix that each student must fulfill. The new curriculum simplifies this system through the creation of six categories across the  Arts & Humanities ,  Natural Sciences  and  Social Sciences : Creating and Engaging with Art; Humanistic Inquiry; Interpreting Institutions, Justice and Power; Investigating the Natural World; Quantitative and Computational Reasoning; and Social and Behavioral Analysis.

Students will take two classes in each of the six categories, but they may also take up to two “Century Courses,” designed by departments to introduce students to disciplinary thinking in their field. Century courses will be introduced in 2026 and will carry two course codes, allowing students to take fewer requirements.

“The names chosen for these areas reflect our appreciation of what Curriculum 2000 achieved over the years, but also highlight how things have changed,” said Cetinkaya-Rundel.

“For example, ‘Quantitative Studies’ was an Area of Knowledge under Curriculum 2000. In the new curriculum, that area translates to ‘Quantitative and Computational Reasoning.’ Calling out ‘computational reasoning’ in the name signals what students are interested in learning — and really should be learning — as part of their quantitative studies to graduate from any university.

“The goal is to prepare Duke graduates for today’s world, as opposed to the world of 2000.”

Encouraging Humility

One of the most important ways in which the new curriculum will prepare students for life after graduation is an emphasis on epistemic humility. As they navigate the first-year Constellations and engage with the liberal arts-grounded curriculum, students will be encouraged to recognize the limitations of their own knowledge, stretch beyond their comfort levels and develop skills to engage with different viewpoints in a constructive, respectful manner.

“Being able to have difficult conversations with people from diverse perspectives is the cardinal challenge of our times. It feeds into issues of climate change, political polarization, dealing with intergroup conflict — all these other problems,” said Huettel. “I can't think of a better goal for our students than to develop their ability to appreciate different perspectives.”

Huettel stresses that students can have strong opinions but should be able to interact constructively with others who hold differing views. “We tried to embed this in a few places in the new curriculum,” he said. “For example, the first-year Constellations will often be oriented around a large societal issue and students will take classes that come from different disciplines as part of their Constellation. Starting off the first year by grappling with issues from multiple perspectives will be fundamental to a Duke education.”

Looking Forward

“Our new undergraduate curriculum, the first major revision since 2000, is designed to unlock the intellectual strengths of a new generation,” said Gary G. Bennett , dean of Trinity College of Arts & Sciences. “It centers humanistic inquiry, offers new first-year opportunities for thematic, interdisciplinary learning and minimizes complexity. It also promotes teaching excellence and provides opportunities for experiential learning, intellectual exploration and skill-building in civil discourse.”

“Curriculum 2000 was the right curriculum for that time, just as this one is right for Trinity now,” said Huettel. “I hope we treat the new curriculum as a living template that can be changed and updated and tweaked based on the developing needs of our students and faculty.”

A Century of Excellence

A key component of Duke’s strong undergraduate experience is — and always has been — an unswerving commitment to a broad and deep liberal arts education. Although the specifics of the undergraduate curriculum have changed over the past 100 years, what has remained constant is the university’s mission to prepare students to meet the challenges of their times.

1924: Duke University adopts Trinity College’s curriculum, which required 70 semester hours of “minimum uniform requirements” to graduate. These included 12 hours of English, 18 hours of foreign language, 16 hours of science, six hours each of math, history and economics (which included the relatively new field of political science), as well as six hours of religion classes, reflecting Duke’s Methodist roots. Only Bachelor of Arts (BA) degrees were conferred.

Bachelor of Science (BS) degrees were introduced for engineering students in 1928 and for students majoring in science or math in 1932. 1930: Duke Women’s College opens on East Campus. Degree requirements for students in the Women’s College, from its founding until it merged with Trinity College of Arts & Sciences in 1972, were the same as for male Duke University students. 1932: The first major curriculum reform reduced the number of hours allotted to the minimum uniform requirements. English and science requirements were reduced by half,  and the social sciences to six hours. This allowed an increase in the number of hours required for major and minor coursework.

By 1965 , both BA and BS students were expected to take classes in the Humanities, with 12 hours required for a BA degree and six hours for a BS degree. Six hours of religion classes were still required.

By the mid-1970s , the requirements for the BA and BS degrees had become more flexible with the introduction of Program I and Program II. Program I, the pathway most students followed, required a certain number of semester hours in each of the three divisions of Arts & Sciences: Arts & Humanities ,  Natural Sciences  and  Social Sciences , as well as a demonstrated proficiency in English composition (the forerunner of the writing requirements in Curriculum 2000 and the new curriculum) and several small-group learning experiences which could include seminars, independent studies or thesis/research projects. Program II allowed students to design their own individualized degree program.

The 1986 Curriculum, which was implemented in Fall 1988, was the last major revision of the Arts & Sciences curriculum before Curriculum 2000. It introduced six Areas of Knowledge (Arts and Literatures, Civilizations, Foreign Languages, Natural Sciences, Quantitative Reasoning and Social Sciences), with students required to take classes in five of them. It also continued to place emphasis on writing classes and small-group learning experiences, which have remained important features of Curriculum 2000 and the new curriculum.

Information in this timeline comes from Professor Emeritus Robert F. Durden’s excellent history, The Launching of Duke University 1924-1949 , and bulletins of Trinity College available in digital format from Duke University Archives.

• Dean Gary G. Bennett
• Senior Leadership Team
• National Academy Fellows and Members
• Distinguished Professorships
• Award Winning Teachers
• Bass Fellows
• STEAM @ Duke
• Statement on Diversity & Inclusion
• Department/Program Leadership
• Academic Deans
• Archives Alive Courses
• Cultures & Languages Across the Curriculum
• House Courses
• Languages at Duke
• Transformative Ideas
• Student Career Paths
• Tuition & Financial Aid
• 4 Things to Know about Majors
• Interdepartmental Major
• Certificate Programs
• Fall 2024 First-Year Seminars
• Spring 2024 First-Year Seminars
• Fall 2023 First-Year Seminars
• Spring 2023 First-Year Seminars
• Faculty Guidelines
• Undergraduate Research
• Study Pathways
• Advice for New Students
• The Robert E. Pristo Filmmaking Awards
• Trinity Ambassadors
• How Advising Works
• Policies & Procedures (“T-Reqs”)
• Graduate Programs
• Summer Session
• Arts & Humanities
• Natural Sciences
• Social Sciences
• Annual Fund
• Scholarships, Fellowships & Summer Support
• Endowed Professorships
• Gift Planning
• Alumni Association
• Brodhead Service Award
• 2022-2023 Dean's Emeriti Circle
• 2023-2024 Dean's Emeriti Circle
• Trinity Parents
• Volunteering

• Current Employees
• Duke & Durham
• Human Resources
• Connect With Us
• External Applicants
• Current Duke Employees
• Duke Health Careers

Associate Director for Applied Research and Evaluation, DCA - Operations, Research, & Advancement

Durham, NC, US, 27710

Working Title: Associate Director for Applied Research and Evaluation, DCA – Operations, Research, & Advancement

Duke Job Title:  Administrative Manager

Occupational Summary:

The Associate Director for Applied Research and Evaluation is responsible for the development and implementation of the applied research agenda around five focus areas, which undergirds a digital data platform. This position will require the successful candidate to work closely with all units within the Duke Office of Durham and Community Affairs (DCA), and the DCA senior team and engage with a cadre of university, health system, and community partners. This position will assist in providing direction, supervision, and coordination of Duke’s Strategic Community Impact Plan’s (SCIP) five focus areas for targeted dissemination: Housing – housing affordability and infrastructure; Education – early childhood and school readiness; Employment – college and career readiness; Health – food security and nutrition; and Community – nonprofit capacity.

The Associate Director will be expected to manage and supervise DCA’s major quantitative and qualitative applied research and evaluation grants and projects from inception to publication and dissemination. The ideal candidate will have expertise in at least one of the SCIP areas of focus and have a background in designing applied research programs and conducting evaluation studies using mixed methods approaches, leading or coordinating complex research projects, and working in a collaborative setting. In addition to managing the office’s applied research endeavors, this position may also participate in select research projects. The ideal candidate will also have experience conceptualizing and preparing briefs, reports, articles, and grant proposals and responding to requests for research-based information. The Associate Director of Research will supervise and mentor a team, inclusive of undergraduate- and graduate-level community applied research assistants.

Work Performed:

• Develop and implement an overarching vision for an applied research and evaluation agenda for the team aligning with the SCIP and mission of the office.
• Supervise and coordinate major quantitative and qualitative applied research and evaluation of grants and projects, from inception to dissemination of knowledge on the digital data platform.
• Supervise and mentor the research team consisting of full-time and bi-weekly staff and student interns.
• Design, manage, and execute large multi-phase research projects across the SCIP focus areas and relevant to DCA’s mission in collaboration with DCA units, and campus and community partners.
• Complete and interpret quantitative and statistical analyses on archival data sets.
• Collaborate with the Program Director for Partnerships and Technical Operations to develop evaluation frameworks, methodologies, and data collection tools, especially for the digital data platform.
• Collaborate with the Associate Director for Advancement to develop evaluation metrics and reporting processes for community grants and sponsorships.
• Build trusted relationships with campus and community partners and stakeholders by providing high-quality research support.
• Prepare research and evaluation reports summarizing key findings, conclusions, recommendations, and best practices.
• Share knowledge and understandings of community assets and community-identified needs.
• Provide training and technical assistance to internal staff, campus partners, and community partners.
• File and manage IRB applications.
• Present and publish research findings on the digital data platform and to other internal and external audiences/
• Perform other duties as may be deemed necessary.

Minimum Required Qualifications:  

Education/Training

Work requires analytical, communications and organizational skills generally acquired through completion of a master’s degree program.  

Work requires knowledge of both statistical analysis and interpretation generally acquired through at least four years of relevant experience or an equivalent combination of education and relevant experience.

Preferred Qualifications:

Seeking a PhD or equivalent doctoral degree in computer science, economics, public health, neuroscience, political science, psychology, statistics, sociology, criminal justice, public policy, or another relevant field. At least three years of experience in research/data analysis or related position, post-graduation from a PhD program. In addition:

• Deep knowledge of, and experience with quantitative research methods and statistical methods including R or equivalent program/ language (like Stata, SAS, ArcGIS, or Python) to analyze complex datasets.
• Experience documenting and organizing code to facilitate reproducibility.
• Strong knowledge of, and experience with, social science research methods, including survey methods, and other quantitative research methods.
• Self-starter, able to define and initiate new projects and manage multiple projects with competing deadlines.
• Proven record of primary responsibility for managing and authoring major quantitative research reports and publications.
• The desire to work with a diverse team and a commitment to racial and social justice, as well as to principles of diversity, equity, and inclusion.
• Advanced proficiency with Excel, Outlook, and PowerPoint.
• Excellent written and oral communication skills, strong presentation skills, and a strong desire to work in a collaborative, team-oriented environment.
• Ability to travel occasionally.
• Experience supervising and mentoring a research team.
• Familiarity with more than one statistical method.
• Familiarity with University IRB procedures.
• Knowledge of, and experience with, qualitative research and/or legal research methods.
• Experience with graphic/visualization programs.  

Skills and Abilities

• Strong experience within communities, community-based and grassroots organizations, volunteer/committee work, neighborhood or faith groups/councils/committees. (Can be a professional or volunteer role).
• Experience in community-engaged research and participatory methods.
• Knowledge of ethical considerations in community-engaged research.
• Cultural competency and respect for diverse communities.
• Written and presentation skills communicating data and statistical concepts to audiences comprised of campus partners, community partners and stakeholders with varying data-and statistical fluency.
• Strong familiarity with social science research methods and analyses.
• Excellent customer service and diplomacy skills.
• Willingness to address issues and take ownership, knowing when and how to escalate issues and concerns.
• Ability to work both collaboratively and independently on data cleaning and basic analysis.
• Strong attention to detail.
• Skill with highly organized data storage and documentation techniques that promote transparent documentation, collaboration, access, and reproducibility.

Application Documents:

• Thoughtful Cover Letter (required)
• Resume (required)
• Professional References (3) (required)

Duke is an Affirmative Action/Equal Opportunity Employer committed to providing employment opportunity without regard to an individual's age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status.

Duke aspires to create a community built on collaboration, innovation, creativity, and belonging. Our collective success depends on the robust exchange of ideas—an exchange that is best when the rich diversity of our perspectives, backgrounds, and experiences flourishes. To achieve this exchange, it is essential that all members of the community feel secure and welcome, that the contributions of all individuals are respected, and that all voices are heard. All members of our community have a responsibility to uphold these values.

Essential Physical Job Functions: Certain jobs at Duke University and Duke University Health System may include essential job functions that require specific physical and/or mental abilities. Additional information and provision for requests for reasonable accommodation will be provided by each hiring department.

Minimum Qualifications

Work requires a general business background generally equivalent to a bachelor's degree in a business-related field.

Work requires 4 years related business or administrative experience functions. acquire competence in applying general personnel practices, accounting and budgeting principles and coordination of major administrative A master's degree in a business-related field may be substituted for 2 years experience or an equivalent combination of education and relevant experience.

Essential Physical Job Functions: Certain jobs at Duke University and Duke University Health System may include essentialjob functions that require specific physical and/or mental abilities. Additional information and provision for requests for reasonable accommodation will be provided by each hiring department.

Nearest Major Market: Durham Nearest Secondary Market: Raleigh

Duke is an Affirmative Action / Equal Opportunity Employer committed to providing employment opportunity without regard to an individual’s age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status. Read more about Duke’s commitment to affirmative action and nondiscrimination at hr.duke.edu/eeo.

NDWorks Campus news for faculty and staff

• Home ›
• Latest ›

August 2024 Service Anniversaries

by Office of Internal Communications

July 15, 2024

The University congratulates the following employees who celebrate a significant service anniversary in August:

James H. Seckinger, Law School

George L. Frison, South Dining Hall

Mark J. McCready, Chemical and Biomolecular Engineering

Alex Himonas Alexandrou, Matthew J. Dyer and Juan C. Migliore, Mathematics

Ani Aprahamian, Physics and Astronomy

Kevin C. Dreyer, Film, Television and Theatre

Karmen M. Duke, Center for University Advising

Jimmy Gurulé, Daniel P. Manier and Jay H. Tidmarsh, Law School

Eric J. Jumper and Joseph M. Powers, Aerospace and Mechanical Engineering

Reginald R. Kalili, Campus Dining

Gary A. Lamberti, Biological Sciences

Shannen M. McKaskle, St. Michael’s Laundry

Peter A. Cholak and Qing Han, Mathematics

James L. Duncan, Saint Mary’s Dining

Robert F. Easley, IT, Analytics and Operations

Bradley S. Gibson and Dawn M. Gondoli, Psychology

Mark L. Gunty, Institutional Research, Innovation and Strategy

Noriko Hanabusa, East Asian Languages and Cultures

Thomas A. Hanstra, Hesburgh Libraries

Gregory V. Hartland, Chemistry and Biochemistry

Peter M. Kogge, Computer Science and Engineering

Peter T. McQuillan, Irish Language and Literature

Wendy M. Mott, Treasury Services

Paula S. Muhlherr, Center for Social Concerns

Darnell Murray, South Dining Hall

Gretchen J. Reydams-Schils, Program of Liberal Studies

Steve E. Roberts, Rockne Memorial Building

Gregory L. Snider, Electrical Engineering

Maria C. Tomasula, Art, Art History and Design

Ted A. Warfield, Philosophy

Sandra A. Young, Athletics

Patrick L. Brennan, Development

Anne M. Cahill Kelly, Civil and Environmental Engineering and Earth Sciences

Thomas C. Corke, Aerospace and Mechanical Engineering

Samuel R. Evens, Brian C. Hall and Anne B. Pilkington, Mathematics

Nicole S. Garnett and Richard Garnett, Law School

J. Daniel Gezelter, Chemistry and Biochemistry

Li Guo, Classics

Maureen R. Hogue, OIT

William A. Krusniak, Campus Dining

Jesse M. Lander, English

Daniel A. Lindley, Political Science

Gregory N. Luttrell and Cortney Swift, Notre Dame Research

Belinda M. Obren, Hesburgh Libraries

La Kisha N. Rodgers, South Dining Hall

Adam M. Sargent, Academic Services for Student-Athletes

Siiri S. Scott, Film, Television and Theatre

Alan C. Seabaugh, Electrical Engineering

David H. Sikkink, Sociology

Brian E. Zbrzezny Ragland, Three Leaf Catering

Sean Carroll and Kenneth D. Leamon, Athletics

Nitesh V. Chawla and Douglas L. Thain, Computer Science and Engineering

Jon T. Coleman, History

Christopher A. Corrente and Martin L. Klubeck, OIT

Debra M. de St. Jean, University Relations

Victoria T. Hui and Debra Javeline, Political Science

Kelli R. Kalisik, Development

Christine M. Maziar, Provost’s Office

Brett J. Perkins, Campus Ministry

Gerard F. Powers, Kroc Institute for International Peace Studies

Karen J. Rife, Custodial Services

John Stiver, Finance

Daewon Sun, IT, Analytics and Operations

Mary P. Andersen and Robert J. Rischard, Office of Associate VP for Career/Professional Development

Elizabeth A. Archie, Patricia A. Champion, Shaun W. Lee, Michael Pfrender and Zachary T. Schafer, Biological Sciences

Catherine E. Bolten, Anthropology

Kim Tuyen Bui, South Dining Hall

Matthew Capdevielle, University Writing Program

Joseph V. Corpora, Transformational Leaders Program

John Deak, History

Alejandro D. Duany, School of Architecture

Lisa Ellam, ND International Security Center

David R. Hernandez, Classics

Peter G. Jeffery and Stephen J. Lancaster, Music

Lynn E. Kalamaros, Human Resources

Sean Kelsey, Philosophy

Stephannie Larocque, Accountancy

Kristian Y. Lax-Walker, Preprofessional Studies

Geoffrey Layman and Vincent P. Mu ñ oz, Political Science

Guanglei Luan and Moses J. Torres, North Dining Hall

Roger P. Mahoney, Audit and Advisory Services

Kate E. Marshall, English

Amanda McKendree, Management and Organization

Kiran P. Mistry, Alumni Association

Olivier Morel, Film, Television and Theatre

Suhayl J. Nasr, University Counseling Center

Brendan P. O’Shaughnessy, Brand Content

Jessica Payne and Kristin Valentino, Psychology

Anne B. Pillai, Sustainable Energy Initiative

Eric R. Sims, Economics

Kirk R. Smith, Performing Arts Administration

Mim T. Thomas, Sociology

Dominic O. Vachon, Preprofessional Studies

Patrick L. Vivirito, Romance Languages and Literatures

Leonor L. Wangensteen, College of Engineering

Paul E. Weikel, Hesburgh Libraries

Tan Ahn, Timothy C. Beers, Anna M. Simon-Robertson and Dervis C. Vural, Physics and Astronomy

Yadira Anguiano De Pantoja, Campus Dining Administration

Ruediger Bachmann, Christopher J. Cronin, Eva Dziadula and Chloe R. Gibbs, Economics

Stephan L. Banet, Planning, Design and Construction

Mark J. Behrens and Claudiu Raicu, Mathematics

Heidi A. Beidinger, Eck Institute for Global Health

Kathleen M. Brannock, Student Affairs

Catherine L. Bronson, Classics

Liang Cai and Elisabeth Koll, History

Jon P. Camden, Chemistry and Biochemistry

Shelby N. Carroll, Leah Corachea and Brian P. Diss, Development

David Chiang and Chaoli Wang, Computer Science and Engineering

Amber M. Cole, Saint Mary’s Dining

Therese C. Cory, Philosophy

Kyle W. Doudrick, Civil and Environmental Engineering and Earth Sciences

Lucas Eggers, Mendoza Graduate Business Programs

John P. Grieco and Troy A. Perkins, Biological Sciences

Danice B. Guzman, Pulte Institute for Global Development

Alexandra J. Hardy, ND Environmental Change Initiative

Thomas Juliano and Pinar Zorlutuna, Aerospace and Mechanical Engineering

Hana Kang and Weibing Ye, East Asian Languages and Cultures

Catherine M. Kustner, Law School

Alison L. Lanski, IT, Analytics and Operations

Bridget G. Lautaru, Lab for Economic Opportunities

Blanca L. Lopez, Cristina D. Molina and Beth D. Roher, Custodial Services

Maureen McGrail, Institute for Educational Initiatives

Rose M. Middleton, North Dining Hall

Ebrahim Moosa, Keough School of Global Affairs

Sandria F. Morten and Geoffrey K. Smitham, Alliance for Catholic Education

Andrew J. Radde-Gallwitz, Program of Liberal Studies

Nicholas M. Ratkay, Risk Management and Safety

Martina Rosenbaum and Robert J. Rosenbaum, Applied and Computational Mathematics and Statistics

Mariflor N. Royeca, University Health Services

Rachel L. Rump, Human Resources

Jennifer L. Schaefer and Jonathan Whitmer, Chemical and Biomolecular Engineering

Tony C. Sheppard, Andy M. Smeltzer and Alyshia Sy, Morris Inn

Matt Sparks, Track and Cross Country

Ethan E. Wallace, Holy Cross College Siegfried Dining Hall

Stephen Weaver, Campus Card Office

Lu Ella Webster, Robinson Community Learning Center

John A. Whiting, Parking Services

Executive Branch

Keanu Valibia (he/him/his)

Bio: Keanu is a 3rd-year dual Master’s student in Public Policy and Environmental Management. Originally from California, he graduated from UC Riverside with a B.S. in Business Administration and a concentration in Information Systems. After completing his undergraduate studies, he worked in both the private and public sectors over 5 years across tech consulting, advertising, nonprofit management, and disaster relief. His work with the Filipino diaspora on disaster relief inspired his decision to pursue his graduate studies at Duke University, where he’s interested in climate finance, impact investments, and general ESG & sustainability consulting. Outside of work, Keanu is usually found in the gym, playing video games, cooking, watching Formula 1 racing, or chasing new hobbies. For concerns regarding graduate and professional student life, inquiries about how to get involved in GPSG, or proposals for campus wide initiatives, email [email protected] .

Responsibilities : The President is the chief spokesperson of the Council and is the official liaison between the Council and all outside bodies, both inside the University community and outside.

Contact the President : For ideas, thoughts, or concerns regarding Graduate Student Life that you would like GPSG to focus on or discuss, if you are interested in serving in any capacity with GPSG, or if you would like to propose a co-sponsorship with a campus-wide initiative.

Vice President

Aarushi tripathi.

Bio : Aarushi is a 2nd year Master of Public Policy student at the Sanford School. During her first year at Duke, Aarushi was actively involved in campus activities and student clubs which helped her better understand the challenges faced by graduate students, especially those from outside the US. In her role as Vice President, she hopes to support the graduate student body in navigating the various challenges of student life, address financial and food security issues, and foster a stronger sense of belonging and safety. Aarushi hails from Ahmedabad, India and graduated with a Bachelor’s in Computer Science and Engineering. Before Duke, she worked as a data and machine learning engineer. As a woman in STEM, her experiences with strict gender roles and homogeneity in science and technology steered her towards the field of public policy. Her interests lie in labor, gender, caste, climate and technology. Outside the policy world, Aarushi enjoys football (YNWA), is a LOTR nerd, and loves trying out new food and learning new languages. You can reach out to her at [email protected] .

Responsibilities : The Vice President is responsible for supporting the Directors and works closely with the President. The Vice President shall assist with coordinating the effective operation of the Executive Branch.

Contact the Vice President : For ideas, thoughts, or concerns regarding Graduate Student Life that you would like GPSG to focus on or discuss, if you are interested in serving in any capacity with GPSG, or if you would like to propose a co-sponsorship with a campus-wide initiative.

Director of External Advocacy

Gabriel kennedy (he/him/his).

Bio : Gabriel is a 3rd year PhD student in the University Program in Genetics and Genomics. He is a born and bred North Carolinian, though he has lived across the country and across the world. He earned his BS in Psychology from Tufts University working in spatial cognition. After his undergraduate career, he worked for the Stanford Alzheimer’s Disease Research Center as a data analyst with a focus on the cross-section between genetic data and MRI scans. He has spent time working at the US Capitol and is passionate about ensuring that as students, our voice is heard just as loudly as any other constituent within our democracy. Being governmentally active and aware is of particular interest to Gabriel and he hopes to help any student get more active in the various communities external to Duke. As scholars, we have an important perspective to share, and he is committed to that goal. He is an active board gamer and theatre nerd. He is always down to chat about musicals and plays. If you have any interest in advocacy from local to state to federal or are interested in getting involved with external institutions, please reach out. The 2024-2025 school year will likely be politically active with the General Election, so please reach out to Gabriel to learn more about various groups at Duke or to get involved with voting advocacy! The External Advocacy Committee is open to students at Duke to get involved, so reach out if you are interested. Feel free to email him at [email protected] .

Responsibilities : The Director of External Advocacy focuses on broad issues affecting graduate and professional students at the local, state, and national levels. The Director keeps the General Assembly members aware of what’s happening, how GPSG is involved, and what the Government can do to help. They also manage annual GPSG voter registration efforts.

Contact the Director of External Advocacy : For questions about what types of advocacy GPSG is involved in, suggestions for how we can do more to ensure we are representing everyone and taking action on the relevant issues for our community or if you’d like to volunteer with the External Advocacy Committee.

Director of Durham Relations

Emily magen (she/her/hers).

Bio : Emily is in her third year of the dual MDiv/MPP program, pursuing both a Master of Divinity at Duke Divinity School and a Master of Public Policy at the Sanford School of Public Policy. Before coming to Duke, she earned her Bachelor of Arts in Educational Studies at Davidson College and worked as a high school Spanish teacher in Charlotte. Last year, Emily served on GPSG as a Senator for the Divinity School and a member of the Academic Affairs Committee. This year, she is excited to serve as Director of Durham Relations. Her priorities include affordable housing and community organizing. Though North Carolina has been home since 2016, Emily grew up in New Hampshire and is a fan of all things fall. An introvert at heart, she enjoys drinking tea, baking, gardening, and completing jigsaw puzzles. Feel free to shoot her an email at [email protected] .

Responsibilities : The Director of Durham Relations is responsible for developing programming to connect Duke Graduate and Professional students with the broader Durham community and for promoting engagement with local community organizations.

Contact the Director of Durham Relations : For getting involved with community outreach or knowing about Durham-based organizations.

Director of Academic Affairs

Julian liber (he/him/his).

Bio : Julian Liber is currently a fourth-year PhD student in the Department of Biology, and in the lab of Sheng Yang He. Julian is in his second term as Director of Academic Affairs, and has previously served as the Secretariat Representative for Trinity students in the knowledge domain of Natural Sciences, as General Assembly representative for his department, and as GPSG’s representative to the University’s Campus Sustainability Committee. Julian studies the diversity and biotechnological potential of microbes, especially fungi, that live on plant leaves. He hopes to use these organisms to help plants survive impacts of climate change, notably disease, heat waves, and drought. Outside of his research, Julian enjoys looking for birds and fungi on hikes, cooking and baking, photography, and playing with his two cats, Attie and Belle. Feel free to email him at [email protected] .

Responsibilities : The Director of Academic Affairs acts as a resource with regard to University policies and academic affairs, including the broader issues of diversity, harassment, discrimination, and due process. The Director of Academic Affairs also manages the GPSG Lawyer Assistance Program.

Contact the Director of Academic Affairs : For questions about University resources and policies, Alumni events and resources, career services, and the Lawyer Assistance Program.

Director of Diversity, Equity, and Inclusion

Jonathan jean-pierre (he/him/his).

Bio : Jonathan Jean-Pierre is an executive MBA student from Brooklyn, NY, and is the Director of DEI for Duke’s graduate student senate, helping drive DEI initiatives across the university. He has spent the last 10+ years working across the US and internationally in several HR roles at Fortune 50 companies, from JP Morgan to, most recently, at Google. At Google, Jonathan has led several Google-wide initiatives, from helping land some of Google’s racial equity commitments to shaping Google’s first multi-year HR transformation strategy to enable the function to build and grow the world’s most innovative workforce. Before joining Google’s newest platforms and devices business to help lead global HR programs, he worked in Google’s Office of the Chief People Officer for four years, driving several key corporate strategy initiatives across Google. Outside of his professional career, Jonathan sits on the board of directors at the Fiver Children’s Foundation, a leading nonprofit organization that provides a comprehensive approach to youth development through year-round mentorship, leadership training, career development, and transformative experiences that develop youth from under-resourced communities in New York City. Feel free to email him at [email protected] .

Responsibilities : The Director of DEI focuses on promoting diversity and inclusion on campus to create a healthy and vibrant ecosystem for a broad diversity of identity and affinity groups, establishing direct relationships with student leaders for identity and affinity groups, and serving as the liaison to all structural centers dedicated to the historically marginalized or underrepresented students on campus.

Contact the Director of Diversity, Equity, and Inclusion : To ask questions about current Duke DEI policies, suggest GPSG projects, or address concerns related to diversity, equity, and inclusion.

Director of Environment and Sustainability

Lauren ng (she/her/hers).

Bio : Lauren Ng is a 2nd-year Masters student at the Nicholas School of the Environment with a focus on Business and Energy. As an undergraduate at Soka University of America, she developed a passion for sustainability after successfully advocating for initiatives such as an Eco Reps peer educator program, greenhouse gas reporting, and waste diversion at campus events. Post-graduation, Lauren spent four years leading sustainability programs in higher education, developing workforce training programs with environmental nonprofits, and managing grant programs in the food and agriculture space. She is interested in sustainability consulting and furthering climate solutions like renewable energy, nature-based solutions, and public transit. Currently, Lauren serves as a DEI Student Assistant for the Nicholas Institute and a treasurer for Nicholas School Net Impact. Outside of class, Lauren enjoys swing dancing, traveling, and playing with her cat, Mimi. Feel free to email her at [email protected] .

Responsibilities : The Director of Environment and Sustainability focuses on organizing GPSG’s efforts to advocate for increased environmental protection and is responsible for holding Duke accountable for its commitment to environmental justice and sustainable business practices. The Director also coordinates and assists with functions of the Climate Crisis Committee and serves on or liaises with the Advisory Committee on Investment Responsibility.

Contact the Director of Environment and Sustainability : For questions about sustainability initiatives, comments about Duke’s climate policies, and suggestions for environmental justice initiatives and policies in GPSG and in the Duke University community as a whole.

Director of Community Pantry

Dennis owusu (he/him/his).

Bio : Dennis is a second-year Computational Biology Ph.D. student at Duke University’s School of Medicine. Originally from Ghana, he graduated from Kwame Nkrumah University of Science and Technology (KNUST) with a bachelor’s degree in Biochemistry. Throughout his studies, Dennis has consistently engaged in efforts to enhance the welfare of students and marginalized communities. His experience ranges from spearheading welfare initiatives by working as the Welfare Chairperson, to developing programs that aid students navigate the challenges of campus life. At Duke, Dennis has continued this passion by serving as the volunteer coordinator for the Community Pantry, providing essential support to students in maintaining their health and well-being. With a proven track record in leadership and community engagement, he is eager to drive the GPSG mission forward, enhance the quality of students’ lives, and promote seamless involvement across the campus. Outside of work, Dennis enjoys cooking, playing video games, and is currently learning to play the piano. Feel free to email her at [email protected] .

Responsibilities : The Director of the Community Pantry is responsible for the organization and operations of the Durham Pantry and its mission of reducing food insecurity. The Director is the official liaison and chief spokesperson between the Pantry and the broader Duke community.

Contact the Director of Community Pantry : For questions about the Community Pantry hours of operations, volunteer opportunities, and general inventory.

• Calendar of Events
• News and Announcements
• Media Inquiries
• Make a Gift

From the very beginning, the Department of Political Science at the University of Chicago has been a pioneer in the development of social scientific understandings of government and politics. Harold Gosnell, Harold Lasswell, Grant McConnell, Duncan MacRae, Charles Merriam, Hans Morgenthau, Herbert Storing, Leo Strauss, Leonard White, and Quincy Wright all taught at Chicago. Gabriel Almond, V.O. Key, Harold Lasswell, Robert Martin, Herman Pritchett, David Truman, and Herbert Simon—the first political scientist ever awarded a Nobel Prize for his intellectual achievements—all received their doctorates from Chicago. "The Chicago department was the cutting edge of development of the field of political science," Pritchett recalled of his days as a graduate student. "The students who were graduate students when I was became the leaders of the profession."

Much has changed at Chicago since Pritchett studied here, but fortunately the most important things have not. The University of Chicago and its Political Science Department have maintained the unabashed intellectualism, the disregard for disciplinary and subdisciplinary boundaries, the commitment to diversity of approach and method, and the pure appreciation of fine scholarship that have always been the distinguishing features of this institution. David Easton's recollections of the department ring true even today: "Chicago seemed like the Tiber River—violent rapids, churning, exciting, adventurous, and bubbling over with ideas. I felt as though I had come alive intellectually . . . . It was just one great intellectual high."

We the members of the department believe that Chicago is the most exciting and challenging university in the world. We hope you will come see for yourself.

This Website Uses Cookies.

This website uses cookies to improve user experience. By using our website you consent to all cookies in accordance with our Cookie Policy.

When Certain Boys Feel Their Masculinity is Threatened, Aggression Ensues

It’s been long established that certain men become aggressive when they see their manhood as being threatened. When does this behavior emerge during development—and why? A new study by a team of psychology researchers shows that adolescent boys may also respond aggressively when they believe their masculinity is under threat—especially boys growing up in environments with rigid, stereotypical gender norms.

The findings , reported in the journal Developmental Science , underscore the effects of social pressure that many boys face to be stereotypically masculine.

“We know that not all men respond aggressively to manhood threats—in past work, we have found that it is primarily men whose stereotypical masculinity is socially pressured who are the most aggressive under such threats,” says Adam Stanaland, a postdoctoral researcher at New York University and the paper’s lead author. “Now we have evidence that certain adolescent boys respond similarly, pointing to the foundations of these potentially harmful processes.”

“Beyond just aggression, manhood threats are associated with a wide variety of negative, antisocial behaviors, such as sexism, homophobia, political bigotry, and even anti-environmentalism,” adds Stanaland. “Our findings call for actively challenging the restrictive norms and social pressure that boys face to be stereotypically masculine, particularly during puberty and coming from their parents and peers.”

Studies have long shown that perceived threats to men’s “gender typicality”—the alignment of appearance and behaviors with societal expectations for women and men—can cause them to engage in harmful behaviors intended to reassert their typicality. The researchers in the new study sought to understand the development of this phenomenon and the social environments in which it occurs.

Stanaland, as a Duke University doctoral student, led this experiment, which included more than 200 adolescent boys in the US and one of their parents. Boys first reported on the extent to which their motivation to be masculine was internally motivated or instead driven by a desire to gain other people’s approval or avoid their disapproval. The boys then played a game in which they answered five questions stereotypical of masculinity (e.g., “Which of these tools is a Phillips-head screwdriver?”) and five questions stereotypical of femininity (e.g.,  “Which of these flowers is a poppy fairy?”). At random, they were told that their score was either atypical of their gender (i.e., more like girls and a “threat” to their masculinity) or typical of their gender (i.e., more like other boys and nonthreatening).

"Our findings call for actively challenging the restrictive norms and social pressure that boys face to be stereotypically masculine, particularly during puberty and coming from their parents and peers."—NYU postdoctoral researcher Adam Stanaland.

To measure aggression, the study’s authors then asked the study’s participants to partake in a cognitive task: completing a series of word stems (e.g., “GU_”) that could be completed either aggressively (e.g., “GUN”) or not (e.g., “GUY” or “GUT”). In this commonly used task, the key indicator is the proportion of aggressive word completions.

The study also took into account demographic and other variables. In an effort to pinpoint the life stage in which gender typicality could have an effect on aggression, the boys, with parental approval, responded to questions on the Pubertal Development Scale, a standard and validated measure of puberty. They answered questions pertaining to changes in their voice and facial-hair growth, among others, rated on the following scale: 1=not yet started, 2=barely started, 3=definitely started, or 4=seems complete. Given the sensitivity of this scale, participants were allowed to select “I don’t know” or “Prefer not to say” to any item.

Finally, the researchers considered environmental sources that might pressure the boys to be motivated to be gender-typical, including the pressure they said they felt from peers, parents, and themselves. They also asked the participating parents about their beliefs relating to gender.

The questions and data may be found on the Center for Open Science  website .

The experimental results showed the following:

• Similar to young adult men, adolescent boys in mid-to-late puberty (but not before) responded with aggression to perceived threats to their gender typicality.
• Aggression was heightened among boys whose motivation to be gender typical was due to pressure from others (i.e., driven by social expectations) rather than from within themselves.
• The boys most likely to reveal this “pressured motivation” were those whose parents endorsed stereotypical beliefs about men’s status and power (e.g., that men should have more power than people of other genders).

“Men’s aggression presents challenges for societies across the world, ranging from public safety to intimate personal relationships,” observes Andrei Cimpian, a professor in NYU’s Department of Psychology and the paper’s senior author. “By identifying when and why certain boys begin showing aggressive responses to masculinity threats, this research is a first step in preventing the development of ‘fragile’ masculinities—masculinities that need to be constantly proved and reasserted—and their many negative consequences among adult men.”

The paper’s other authors included Sarah Gaither and Anna Gassman-Pines, professors at Duke University, and Daniela Galvez-Cepeda, a research assistant in Cimpian’s Cognitive Development Lab and a recent Williams College graduate.

The research was funded, in part, by the Charles Lafitte Foundation.

Press Contact