Interdisciplinary Training Program in Education Sciences
Training researchers whose evidence-based results will help inform education policy and practice.

Mission
The Interdisciplinary Training Program in Education Sciences (ITP) at the University of Wisconsin-Madison is one of a network of pre-doctoral training programs funded by the U.S. Department of Education’s Institute of Education Sciences. ITP is preparing a new generation of outstanding education science scholars by training them in methods of causal inference in the social sciences, engaging them in a weekly seminar, and supporting their translational research through a variety of internship opportunities. The community of faculty and Ph.D.-level researchers that work with ITP Fellows come from academic departments in education, social work and across the social sciences. Fellows join an interdisciplinary research community including doctoral students in Economics, Political Science, Psychology, Social Welfare, Sociology, Educational Leadership & Policy Analysis, Educational Policy Studies, and Educational Psychology.
Upcoming Events
- September 3, 2025
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- September 5, 2025
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ITP Seminar - Bonnie Siegler: Race-Conscious Refinement: Rejecting Race-Evasiveness as a Form of Cultural Capital in High-Income, Predominantly White School Districts
September 5, 2025 12:00 pm - 1:30 pm
WCER, Room 259ABSTRACT
How did school districts serving high-income communities describetheir commitments to address racism after the 2020 Black Lives Matter protestsand police officers' murder of George Floyd? Leaders of these districtsdescribed talking about racism as key to their organizations’ racial equityefforts, but how district leaders portrayed the importance of talking aboutracism varies by district racial composition. In predominantly White districts,leaders expressed shock at evidence of racial violence and framed race-talk asnecessary for both addressing the discomfort learning about racism caused andpreparing students for leadership roles in diverse, global settings, rejectinglongstanding White norms of race-evasiveness and racial ignorance. Statementsfrom similarly high-income districts with fewer White students also promotetalking about race but describe these conversations as supporting raciallymarginalized students’ immediate socioemotional needs, not preparing studentsfor future success. The findings illuminate an emergent form of culturalcapital for affluent White students called race-conscious refinement: easediscussing racism as a mark of distinction that serves students’ futureadvancement. This article contributes to research on Whiteness, organizationalDEI efforts, and racial socialization in schools, and suggests how the “racialcontract” may shift to accommodate new, sophisticated mechanisms that upholdelite White dominance in the social media age as well as the era of backlashagainst efforts to disrupt racial inequality in organizations.
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Coursework: ITP Seminar
This project is supported by the Institute of Education Sciences (IES) in the U.S. Department of Education through award #R305B200026 (2020-2025) to the University of Wisconsin-Madison.