معرفی
María Rivera Maulucci is the Ann Whitney Olin Professor of Education and serves as the Education Program Director/Chair at Barnard College, Columbia University. She is a proud alumna of Barnard (Class of 1988) and has been a faculty member since 2004. Her work centers on urban education, science pedagogy, and teacher development with a strong commitment to equity and social justice.
Education:
- BS, Barnard College, Columbia University
- MFS, Yale School of Forestry & Environmental Studies
- M.Phil, Teachers College, Columbia University
- Ph.D., Teachers College, Columbia University
Her research focuses on how teachers learn to teach for social justice, emphasizing the role of language, identity, and emotions in teacher development. She employs qualitative research and evaluation methods to explore transformative pedagogical practices in urban science education. Her scholarship bridges formal and informal learning contexts and investigates the interplay between teacher agency and structural constraints.
Her recent publications and presentations highlight a sustained focus on equity, critical science inquiry, teacher identity, and professional development. She has contributed extensively to journals such as Journal of Research in Science Teaching and Cultural Studies of Science Education, and has authored chapters on social justice, identity, and assessment in science education.
Scientific Awards:
- Barnard College Emily Gregory Teaching Award (2018)
- National Association for Research in Science Teaching Equity and Ethics Scholar (2007)
She is the Principal Investigator of the NSF-funded Barnard College Robert Noyce Teacher Education Scholars Program, which supports future science teachers in urban schools. She advises students and collaborates with national organizations, including the National Association for Research in Science Teaching, Association for Science Teacher Education, and American Educational Research Association. Her teaching includes courses such as Science in the City, Urban School Practicum, and Performance Assessment of Teaching.
She is actively engaged in professional development initiatives and has led workshops on family engineering nights, multicultural pedagogy, and social justice in science education. Her lab and programmatic work centers on the Noyce Scholars Program, which functions as a living laboratory for preparing socially conscious science educators.
