Christopher J. Frey

Christopher J. Frey serves as Associate Professor at Bowling Green State University's School of Counseling, Higher Education, Leadership and Foundations, where he coordinates the Master's in Cross-Cultural and International Education program. He holds dual affiliations with the Asian Studies Program and Higher Education and Student Affairs initiatives, contributing to interdisciplinary academic leadership through roles including Faculty Senate Chair (2020-2022) and University Graduate Council membership.

His educational background includes:

• Ph.D. in History, Philosophy and Policy Studies (Indiana University-Bloomington, 2007)
• M.A. in East Asian Studies (Indiana University-Bloomington, 2006)
• M.S. in Comparative Education (Indiana University-Bloomington, 2003)

Frey's research examines colonial education systems with particular focus on Ainu schooling in Imperial Japan, comparative indigenous education frameworks, and adolescent ethnic identity development. His work bridges historical analysis with contemporary multicultural education challenges, emphasizing decolonizing methodologies and cross-cultural pedagogical approaches. Key themes include the intersection of geography and educational access, minority language preservation, and policy transfer dynamics in international contexts.

His 14 recent publications reveal consistent engagement with comparative education policy, indigenous knowledge systems, and identity formation. The body of work demonstrates methodological diversity spanning longitudinal quantitative studies of adolescent development, historical archival research on Japanese colonialism, and critical analysis of global citizenship frameworks. Recurring geographical foci include Japan's northern territories, Navajo Nation communities, and international student mobility patterns.

Scientific recognition includes:

• Japan Ministry of Education (Monbukagakusho) Graduate Research Fellowship

Frey directs significant externally funded projects including a $150,000 U.S. Department of State Mandela-Washington Fellowship and Spencer Foundation-supported longitudinal studies of adolescent achievement. His grant portfolio reflects expertise in international program development, with emphasis on civic leadership training and cross-cultural research methodology. As thesis advisor for EDFI 6990, he mentors graduate students in qualitative and comparative research design while leading the Navajo Nation Immersion Trip to contextualize classroom learning within indigenous communities.

His scholarly leadership extends to Faculty Senate governance, Peace Corps Coverdell Fellows programming, and the Inclusive and Culturally Responsive Educators student group, demonstrating commitment to translating research into community-engaged practice.