Research Scientist in Education, Literacy, and Multilingual Learners (Postdoc/Research Faculty) at Duke University

Duke University’s Sanford School of Public Policy, through its Center for Child & Family Policy, is seeking a Research Scientist for a full-time, non-tenure-track, grant-funded position. The role is focused on two major research initiatives: the Critical In-Depth Reading and Wellbeing (CIDR) project and the Building Bridges Through Stories project. The CIDR project aims to strengthen adolescent wellbeing and literacy engagement in secondary ESL classrooms through culturally responsive, critical literacy–focused instruction. The Building Bridges Through Stories project centers on digital storytelling and the co-creation of bilingual stories to enhance literacy development and family-school relationships among multilingual learners. The Research Scientist will design teacher-facing professional development materials, coordinate mixed-methods research activities across multiple schools, manage and analyze qualitative and quantitative data, and contribute to both scholarly and practitioner-facing dissemination. The position emphasizes ethical, relationship-centered research practices and the translation of research into scalable, equity-oriented educational models. The successful candidate will work closely with project leaders Jennifer C. Mann, PhD, and Leslie Babinski, PhD, and will report to Research Professor Leslie Babinski. Applicants must have a doctoral degree (PhD or EdD) in Teacher Education, Curriculum and Instruction, Education, or a closely related field, and at least five years of teaching experience in secondary education. Experience with mixed-methods research, multilingual learners, ESL programs, and culturally and linguistically diverse student populations is required. Strong qualitative and some quantitative research skills, knowledge of literacy education, social-emotional learning, and culturally responsive pedagogy are essential. Preferred qualifications include proficiency in a language other than English, strong scholarly writing, and prior experience as an ESL or English Language Arts teacher in US public schools. This is a three-year, grant-funded position based in Durham, North Carolina, with possible hybrid work arrangements. The application deadline is March 15, 2026. Application materials include a cover letter, CV, teaching statement, and contact information for two references. For more information, visit the Sanford School of Public Policy website.