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An established academic institution is seeking a Post-Doctoral Associate to engage in impactful research and teaching focused on race and politics. This two-year position offers the opportunity to mentor undergraduate students while developing essential skills in policy writing and communication. The role emphasizes the importance of innovative research and teaching, allowing the successful candidate to contribute significantly to the academic community. Ideal for scholars passionate about social justice, this position provides a supportive environment for advancing research agendas and enhancing undergraduate education. Join a vibrant academic community dedicated to addressing crucial societal issues.
Post-Doctoral Associate in Race & Politics
Application Deadline: Open Until Filled; Application review begins March 15th
Start Date: September 1, 2025
The Sheila Y. Oliver Center for Race & Politics at Rutgers University-Newark invites applications for a two-year Post-Doctoral Associate position to support bold research into race and politics in the United States. Responsibilities include an opportunity to teach one 3-credit course every semester designed to help undergraduate students develop policy writing and communication skills. This position is designed for scholars whose research addresses key issues in race, politics, social justice, and related fields (broadly defined), focusing on expanding scholarship in race and politics through innovative teaching and research.
This two-year Post-Doctoral Associate position provides an ideal environment for scholars to further their research into race and politics while contributing to the academic development of undergraduate students. The Post-Doctoral Associate is expected to advance their research agenda during the two-year appointment through publications, attending academic conferences, and sharing their research with the Rutgers-Newark community. The Post-Doctoral Associate will also prepare and teach a course focused on social justice and public policy, strengthening students’ skills in researching, writing, and presenting policy recommendations. This teaching experience will allow fellows to mentor students in essential academic and professional skills while integrating their scholarly work into the classroom.