Sarah Rapp

Sarah Rapp is an Assistant Professor in the Educational Leadership Department at Sonoma State University (SSU), where she also serves as the EDEL Program Coordinator and MA in Educational Leadership Coordinator & Advisor. She joined SSU in 2022 and is actively engaged in teaching, advising, and research focused on transformative educational practices.

Education:

• PhD: UC Santa Cruz, 2023
• MA (Education): UC Santa Cruz, 2017
• MA (Educational Leadership): Sonoma State University, 2013
• Single Subject Credential (CLAD), English: Sonoma State University, 2001
• BA (Psychology): UC Santa Cruz, 1998

Her research centers on justice-oriented and student-centered pedagogy, with a strong emphasis on critical literacy, dialogic theory, transliteracies, and youth participatory action research. She investigates how students communicate beyond the classroom and how their identities are shaped through multimodal and public-facing literacy practices. Her work often explores the experiences of linguistically diverse youth and the potential of creative, real-world communication to transform learning.

The analysis of her recent publications reveals a consistent focus on youth voice, identity construction, and innovative forms of literacy across both K–12 and higher education contexts. She frequently employs qualitative and narrative methods to examine how students use skateboarding, music, digital media, clothing, and public writing to express themselves and engage with social issues. Her scholarship bridges theory and practice, advocating for pedagogies that validate student agency and cultural knowledge.

Scientific Awards and Recognitions:

• Divergent Award for Excellence in Literacy in a Digital Age (2023)
• Milam-McGinty-Kaun Award for Excellence in Teaching (2017–2018)
• Emerging Scholar Award (2017)
• Elliott Fellowship for Professional Renewal Award (2007)
• Santa Rosa Chamber of Commerce Excellence in Education Nominee (2005)

Sarah Rapp advises graduate students in the MA in Educational Leadership program and supports their academic and professional development. While specific grant funding is not mentioned in the provided text, her research is supported through fellowships and institutional awards. She brings extensive practical experience from her years as a high school teacher, instructional coach, and assistant principal, enriching her academic work with real-world insights.

She is also involved in collaborative initiatives, such as co-founding a project-based elementary school in partnership with local districts and families, reflecting her commitment to community-engaged education. Her interdisciplinary approach integrates curriculum studies, secondary education, and leadership development to foster equitable and innovative learning environments.