Bringing People Together in a Diverse World
The Link Enterprise is designed to break down the social barriers that interfere with effective relationships and to build positive relationships within schools, families, and community organizations, with the goal of fostering success for all.
Members of the Link Enterprise conduct innovative research, train the next generation of scholars, and engage in community impact by developing and disseminating evidence-informed and evidence-based products and programs for use in schools and other institutions.
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Research and Translational Initiatives
The CARE Project consists of a series of research studies with the goals of developing and validating new measures of children's attitudes about their relationships with boys and girls and assessing attitudes and their social and academic correlates at a range of ages from kindergarten through college.
Fostering Adolescent School Transitions (FAST)
The FAST Study examines the interplay between peer relationships, gender identity, and adjustment during the transition to middle school. The social relational context of the middle school transition is given particular consideration in the FAST Study.
The APPLE Project is a federally-funded project (Institute of Education Science) with the goals of exploring the extent of gender segregation versus integration (inclusion) in coeducational 3-5th grade classrooms and the effects of variations in gender integration on social and academic outcomes.
The purpose of The Library Project is to work in collaboration with public libraries and other informal learning settings to support family engagement and children's learning and development. This is done through the development and evaluation of programs and initiatives and the identification and implementation of key strategies for supporting staff and engaging diverse families.
The purpose of Project Connect is to develop, test, and disseminate evidence-informed programs and products that support schools, families, and the community in helping individuals to build positive and effective connections with one another that promote successful learning, development, and well-being.
Project Intersect involved a study of gender and ethnic identity and social networks in adolescents. The goal is to better understand how identity relates to academic and social adjustment.
The main goal of the single-gender schooling initiative was to explore whether and how single-gender schooling impacts social and academic outcomes.
The goal of Project Teach is to explore how classroom teachers from preschool through fifth grade structure and manage gender issues and peer interactions in the classroom. Projects within this initiative use an innovative observational method as well as survey methods.
Many of the Lives projects include a collection of detailed observational and nomination data regarding children's relationships with peers. Using multilevel modeling, social network methods of studying large group dynamics, and novel approaches to mapping dyadic and triadic relationships developed by team members (Q-Connectivity), one goal is to better understand the nature and quality of peer relationships.
The The ASPIRE (Adolescents, Schools, Peers, and Interpersonal Relationships) Study investigates how adolescents relationship dynamics and break-ups relate to adolescents' wellbeing and academic engagement over time. The goal is to better understand why some adolescents are highly vulnerable to their relationship experiences.
Understanding School Success (USS)
The USS project involved a 5-year longitudinal data collection designed to examine how young children's early classroom-based relationships influence school readiness and adjustment.
The Kindergarten Project consists of a series of research studies designed to better understand how children make successful transitions into kindergarten. The studies include explorations of classroom composition, teacher training, and student outcomes.
The following projects are completed and available for use
The Better Together Challenge was developed by the Center for Child and Family Success (CCFS) at Arizona State University (ASU) to work in partnership with Maricopa County public schools to support students' success.
The Diversity and Inclusion Science Initiative (DISI) is a signature initiative of the School of Social and Family Dynamics. The goal of this initiative is to increase participation of undergraduate and graduate students from historically underrepresented or excluded groups in social science research by providing opportunities for them.
Over six years, a team of scientists and educators developed The Sanford Harmony Program (SHP). This program provides teachers with tools to effectively promote social-emotional development among Pre-K-6th-grade students; exercises and activities emphasize communication, empathy, critical thinking, collaboration, and problem solving skills.
The Sanford Program for the Advancement of Compassion and Empathy aims to increase students’ capacity to respond empathically and with care and compassion to others in need. Developing and implementing college and professional courses will improve the human condition and enhance the quality of care, citizenry, and harmony experienced in young adults’ personal and professional relationships, now and into the future.
The Sanford Bullying and Victimization Prevention Curriculum is a comprehensive teacher education program that aims to equip teachers with a thorough understanding of bullying, peer victimization, and prosocial peer relationships. Drawing on research-validated approaches to bullying prevention, specific strategies are discussed that can be implemented to address and discourage bullying and encourage healthy relationships in the classroom, school, and community. Programs have been tailored to the unique needs of preservice and in-service teachers, as well as online and traditional delivery methods.