جست‌وجوی استاد و پژوهشگر

Julie Gerlingerمشاهده پروفایل

دانشیار

• Criminology
• School Discipline
• Policy Analysis
• +۳ مورد دیگر

Julie Gerlinger is an Associate Professor in the Department of Sociology at The University of Oklahoma, part of the Dodge Family College of Arts and Sciences. She holds a Ph.D. from the University of California, Irvine (2017). Her research focuses on policies and institutions that marginalize populations and perpetuate inequality, with an emphasis on criminology, school discipline, juvenile delinquency, and structural inequality. Dr. Gerlinger’s work bridges policy analysis and social mechanisms, examining how regulations intended for public safety often exacerbate disparities. Her recent studies investigate school discipline practices, neighborhood crime dynamics, and the impacts of adverse childhood experiences on delinquency. Her publications span topics such as mass shootings, active shooter drills, and the intersection of gender and incarceration. She employs mixed-methods approaches, including meta-analyses and randomized controlled trials, to evaluate policy efficacy. While her work critiques systemic inequities, it also proposes evidence-based solutions for educational and criminal justice reforms. Notably, Dr. Gerlinger has explored how exclusionary school discipline disproportionately affects marginalized groups and its link to neighborhood crime. Her research also addresses California’s public safety realignment policies and their implications for correctional systems. Despite her prolific output, no specific awards or grants are highlighted in the provided text. Her advising and grant activities remain unspecified in the current data. She is affiliated with the OU Sociology Department and contributes to interdisciplinary programs in criminology and social policy.

• Health Law
• Regulation of Reproduction
• Assisted Reproductive Technologies
• +۳ مورد دیگر

Professor Amel Alghrani holds dual roles as a Visiting Professor of Law at the University of Oxford (2024-2027) and a full-time Professor of Law at the University of Liverpool's School of Law and Social Justice. Her research focuses on health law, particularly the regulation of reproduction and assisted reproductive technologies (e.g., uterus transplantation, ectogenesis), criminal law's role in healthcare governance, and education rights for children with Special Educational Needs and Disabilities (SEND). She co-led an NIHR-funded project on SEND during the pandemic, earning multiple awards for its impact. Alghrani is also a dedicated educator, recognized with teaching awards, and a leader in academic governance, serving as Associate Dean for Education and Equality, Diversity, and Inclusion Lead. Her research spans over two decades, with landmark publications on surrogacy reform, medical manslaughter, and SEND policy. She has shaped teaching policies at Liverpool and mentored junior academics. Beyond academia, she advises healthcare institutions and sits on disciplinary committees. Alghrani’s work bridges law, ethics, and policy, aiming to protect vulnerable populations and improve systemic practices.

Priscilla Gibsonمشاهده پروفایل

استاد

• Cultural Competence
• Intellectual and Developmental Disabilities
• Qualitative Research Methods
• +۶ مورد دیگر

Priscilla Gibson is a Professor at the University of Minnesota's School of Social Work, holding dual roles as a Licensed Independent Clinical Social Worker (LICSW) and scholar. She specializes in culturally sensitive social work practices, particularly focusing on African American grandmothers in kinship care, qualitative research methods, and social justice pedagogy. Her work spans international collaborations, including a 2020 Fulbright Scholarship in Namibia, and domestic advocacy addressing systemic racism in education and child welfare systems. Dr. Gibson earned her PhD from the University of Denver, MSW from Tulane University, and BS from Southern University. Her research explores strategies to combat racial inequities, including anti-racist community engagement and interventions for marginalized families. She has secured grants from the National Institute of Child Health and Human Development and the Minnesota Kinship Caregivers Association. Teaching: Advanced Social Work Practice with Diverse Populations, Study Abroad Programs in Ghana Key Contributions: Over 25 years of clinical practice, 60+ publications, and leadership in interdisciplinary healing spaces for women of color Her awards include the University of Minnesota's AES and President's Multicultural Awards. Current initiatives emphasize culturally responsive child welfare policies and reducing racial disparities in school discipline.

Erica Frankenbergمشاهده پروفایل

استاد

• Racial desegregation in K-12 schools
• Educational inequality
• School choice policy
• +۳ مورد دیگر

Erica Frankenberg is Professor of Education and Demography in the College of Education at Pennsylvania State University, where she also holds an affiliate appointment at Penn State Law. She serves as Associate Director of Penn State’s Social Science Research Institute and as founding director of the Center for Education and Civil Rights. Education: Ed.D. in Administration, Planning, and Social Policy-Research, Harvard University M.Ed. in Administration, Planning, and Social Policy, Harvard University A.B. in Education Policy, Dartmouth College Her scholarship centers on K-12 racial desegregation and the links between school segregation and metropolitan policies such as housing, transportation, and health. Recent projects examine how attendance-zone boundaries, charter-school choice, and suburban demographic change shape patterns of segregation and inequality. She brings mixed-methods approaches to policy design and implementation, with an emphasis on sustaining equitable outcomes in diverse contexts. Across more than 50 peer-reviewed articles and five co-edited books, her work has traced persistent segregation trends, evaluated voluntary integration initiatives, and informed landmark Supreme Court cases. Funding sources include the National Science Foundation, Spencer Foundation, and W.T. Grant Foundation. Scientific Awards & Honors: Fellow, National Education Policy Center Research cited in U.S. Supreme Court decisions on voluntary integration Co-authored social-science statement on benefits of integrated schools signed by 500+ scholars Grants & Advising: Principal investigator on NSF, Spencer, and WT Grant grants examining segregation, choice policy, and suburban change Expert witness in >12 federal desegregation cases for U.S. DOJ and NAACP Legal Defense Fund Advisor to Pennsylvania Educational Equity Project student research group She teaches doctoral courses on education policy and politics, civil rights and education, and federal education policy, and has convened stakeholders at Congressional briefings and U.S. Department of Education convenings to translate research into actionable integration policy.

Margaret Daltonمشاهده پروفایل

استاد

• Education Law
• Special Education Law
• Disability Law
• +۴ مورد دیگر

Professor Margaret Dalton serves at the University of San Diego School of Law as a full-time Professor of Law, teaching Education Law, Special Education and Disability Law, Family Law, Health Law, and Child Advocacy/Children's Rights. She returned to full-time teaching in July 2024 after serving in the Dean's Office as Associate Dean, Interim Dean, and Vice Dean from 2016-2024, and previously directed the Legal Clinics for 12 years where she doubled clinic offerings and established key partnerships. Her educational background includes a JD from the University of San Diego and a BA from Immaculate Heart College, Los Angeles. Dalton has held significant professional roles including faculty director for Clinical and Placement Education, supervising attorney for the Education & Disability Clinic she founded in 2003, and consultant for entities like the California Judicial Council’s Committee on Access and Fairness. Professor Dalton's research focuses on the intersection of education systems and legal protections for vulnerable populations, particularly children with disabilities. Her work examines procedural safeguards in special education, racial disparities in disciplinary practices, pandemic impacts on child welfare, and systemic barriers in educational equity. She employs interdisciplinary methodologies combining legal analysis with policy evaluation and empirical behavioral studies to develop practical frameworks for schools and legal practitioners. Her publication trends reveal sustained focus on special education law evolution since the 1990s, with increasing attention to racial disproportionality, crisis response protocols, and pandemic adaptations. The scholarship consistently bridges theoretical legal concepts with actionable guidance for educators and attorneys, featuring in law reviews, practitioner materials, and policy reports. Bernard E. Witkin Award for Excellence in Legal Education (2018) Top Attorney by San Diego Daily Transcript (2015) STAR Award from COMPASS Family Center (2010) Pro Bono Attorney of the Year by San Diego Volunteer Lawyer Program (2007) Dalton has supervised the Education Law Externship and directed USD's Legal Clinics, establishing partnerships with the California Board of Equalization and Legal Aid Employment Law Center. Her Education & Disability Clinic was founded through a California Endowment discretionary award. She serves on the California Special Education Advisory Committee and has consulted for national organizations including the National Association of Child Advocates. She founded and supervises the Education & Disability Clinic, which provides direct representation for families navigating special education systems, and previously directed USD's comprehensive clinical program encompassing multiple legal practice areas focused on underserved populations.

Erik Girvanمشاهده پروفایل

استاد

• Intergroup Conflict
• Legal Psychology
• School Discipline
• +۴ مورد دیگر

Erik Girvan is the Bernard B. Kliks Professor of Law, Associate Dean for Academic Affairs, and Executive Director of Law and Conflict Studies at the University of Oregon School of Law. He holds a J.D. from Harvard Law School and a Ph.D. in Social and Political Psychology from the University of Minnesota. His research focuses on intergroup conflict, bias in legal systems and school discipline, and developing interventions to reduce disparities. Girvan collaborates with legal and educational professionals to create practical solutions for addressing systemic biases. In administrative roles, he oversees curriculum development, academic policies, and instruction across the School of Law's JD, LLM, Legal Studies, and CRES programs. Key research interests include the psychological underpinnings of discrimination, restorative justice in schools, and equity-focused educational interventions. Recent work emphasizes reducing racial inequities in school discipline through randomized controlled trials and policy reforms. His studies also explore implicit biases in sentencing and the impact of perception on legal outcomes. Girvan teaches courses on civil litigation, psychology of conflict, and discrimination law. His work integrates social science methodologies to address real-world legal challenges, such as the school-to-prison pipeline and racial disparities in disciplinary practices. As Executive Director of Law and Conflict Studies, he leads initiatives to advance constructive conflict resolution strategies. He actively publishes on topics like bias mitigation, restorative practices, and the intersection of law and social psychology.

• Special Education
• Educator Pedagogy
• Cultural Intelligence
• +۴ مورد دیگر

Colleen Tapley, Ed.D., is an Assistant Professor and Program Coordinator in the Department of Curriculum and Instruction at the University of Massachusetts Lowell's School of Education. Her work focuses on special education, culturally responsive pedagogy, and equity in education. She holds a Ed.D. from Rivier University (2016), an M.Ed. (2007), and a B.A. (2002), all in education-related fields. Ed.D.: Leadership and Learning, Rivier University (2016) M.Ed.: Educational Administration, Rivier University (2007) B.A.: Education (Elementary & Special Ed), Rivier University (2002) Her research addresses disproportionate discipline rates, teacher attitudes toward students, and the impact of international exchange programs on preservice teachers' cultural intelligence. She advocates for competency-based education and supports education systems in developing countries. Recent presentations include topics like project-based learning for neurodiverse learners, liberatory design thinking, and virtual international partnerships to disrupt educational inequities. She has contributed to the Encyclopedia of Social and Solidarity Economy (2023). Received Excellence in Advising Award (2019) Nominated for Teaching Excellence multiple times (2016, 2018, 2022) Grants include a 2018 Learning Fellows Initiative funded by the Davis Educational Foundation. She collaborates internationally, with partnerships in Spain and Belize.

• Multicultural Education
• Urban Education
• STEM Education Equity
• +۷ مورد دیگر

Dr. Jemimah Young is an Associate Professor in the Department of Teaching, Learning & Culture at Texas A&M University. She specializes in multicultural and urban education, focusing on academic outcomes for historically marginalized populations, particularly Black women and girls. Her work bridges research with practice through teaching undergraduate and graduate courses on culture, identity, diversity, social justice, educational foundations, and research methodology. Additionally, she has extensive experience in K-12 education as a teacher and consultant in urban school systems across the U.S. Dr. Young serves as program chair for the AERA Critical Examinations of Race, Class, and Gender SIG and co-founder/co-editor of the Journal of African American Women and Girls in Education. She also chairs the Multicultural Education program in her department. Her research emphasizes equity in STEM, gifted education, and curriculum design, often employing critical race theory and QuantCrit methodologies to analyze systemic disparities. Her scholarly contributions span topics such as Black girls’ STEM identity formation, the impact of teacher diversity on student belonging, and reimagining multicultural education. She critiques policies like school tracking and advocates for culturally informed pedagogical practices through frameworks like the Urban Education Typology and the equity paradox typology. Dr. Young’s advisory and editorial roles reflect her commitment to amplifying marginalized voices in education. She has co-edited influential works like Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK-12 Settings (2017). Her work frequently intersects with policy analysis, content analysis, and mixed-methods research to address racial and gender inequities in educational systems.

Vincent Basileمشاهده پروفایل

دانشیار

• Equity in STEM Education
• School-to-Prison Pipeline
• Decriminalizing Practices in Education
• +۳ مورد دیگر

Dr. Vincent Basile is an Associate Professor in the School of Education at Colorado State University, serving as Co-Coordinator for the Education Equity and Transformation Doctoral Program. He holds a Ph.D. in science and mathematics curriculum and instruction from the University of Colorado, with a graduate certificate in ethnic studies. His research critically examines federal STEM policy, racial dynamics in education, and criminalization practices affecting boys of color in STEM settings. Dr. Basile’s career spans eight years teaching in Denver-area schools and designing teacher training programs, including work with the University of Denver’s Denver Teacher Residency Program. He co-founded the Graduate Students of Color Collective at CU and is a founding member of the Denver New Millennium Initiative through the Center for Teaching Quality. His research focuses on equity in STEM education, including: 1) racial commodification in policy briefs, 2) decriminalizing practices in schools, 3) diversifying the STEM teacher workforce, and 4) applying Critical Race Theory to educational contexts. Recent work explores how disciplinary practices in after-school STEM programs disproportionately target boys of color. Awards: Miramontes Fellowship (2019), Tenure Track Faculty Scholarly Excellence Award (2019-20) Lab/Initiatives: Denver New Millennium Initiative, Center for Teaching Quality collaborations Grants: Not explicitly listed in text but implied through research activities Dr. Basile’s work bridges policy critique and classroom practice, advocating for systemic changes to address racial inequities in STEM education pathways. His publications (2015-2019) demonstrate a consistent focus on racial justice in both educational policy and pedagogical practices.

Habiba Ibrahimمشاهده پروفایل

استادیار

• Social Work
• Public Policy Analysis
• Immigration and Refugee Studies
• +۳ مورد دیگر

Habiba Ibrahim is an Assistant Professor in the Department of Social Work at St. Catherine University. She holds a Master of Social Work from Washington University in St. Louis and a PhD in Public Policy Analysis from Saint Louis University. Her research focuses on immigrant and refugee integration, economic mobility, health disparities, and racial justice in K-12 education systems. Dr. Ibrahim examines how institutions and policies impact marginalized communities, particularly low-income households and Black immigrant youth. Her teaching portfolio includes courses on social work theory, research methods, policy analysis, and immigrant/refugee issues. She has conducted interdisciplinary research on school discipline disparities, STEM equity for minority girls, and the socio-economic impacts of pandemics on vulnerable populations. Her work has been presented at national and international conferences. Key research themes include: Immigrant health practices and healthcare access Racialized disciplinary practices in schools Economic resilience strategies among African immigrants COVID-19's disproportionate effects on marginalized communities Habiba's publications analyze topics like rotating savings associations among immigrants, college savings impacts on math achievement, and the intersection of policing and immigrant communities. Her research bridges policy analysis with grassroots community needs, emphasizing structural solutions to systemic inequities.

Pallavi Chhabraمشاهده پروفایل

پژوهشگر ارشد

• Educational Equity
• Teacher Education
• Racial Literacy
• +۳ مورد دیگر

Pallavi Chhabra is a Postdoctoral Research Associate at Washington University in St. Louis. Her research focuses on educational equity, teacher training, and the intersection of technology with social justice in education. She investigates systemic inequities in school discipline, racial literacy among educators, and the design of equitable mentorship programs. Her work emphasizes the role of technology in fostering informed citizenship and addressing disparities in special education and disciplinary practices. Key areas include scenario-based training for mentors, pandemic-era literacy education, and the application of latent variable models to detect gaming of educational systems. Chhabra’s publications analyze racial disproportionalities in Missouri schools, community college pedagogy, and early childhood mathematics practices. Though no formal awards are listed, her research consistently addresses critical issues in educational policy and practice.

Francis Pearmanمشاهده پروفایل

استادیار

• Early Childhood
• Educational Policy
• Poverty and Inequality
• +۳ مورد دیگر

Francis Pearman is an Assistant Professor of Education in the Graduate School of Education at Stanford University. He is also a Member of the Maternal & Child Health Research Institute (MCHRI) and affiliated with several programs including Race, Inequality, and Language in Education (RILE), Educational Policy, and Sociology of Education. His educational background includes a Ph.D. and M.Ed. from Vanderbilt University (2017 and 2012 respectively) and a B.S. from the University of Virginia (2005). Pearman's research focuses on how poverty and inequality shape the life chances of children, especially in rapidly changing cities. His work spans several key areas: Early Childhood education and development Educational Policy formation and implementation Poverty and Inequality effects on academic achievement Race and Ethnicity dynamics in educational settings Advanced Research Methods for educational analysis Sociological perspectives on education systems His recent publications demonstrate a strong focus on the intersection of gentrification, school closures, and educational equity, particularly examining how these forces disproportionately affect Black communities and students of color. Pearman's work combines quantitative policy analysis with sociological insight to address critical issues in urban education. Among his notable media appearances, Pearman has been featured in The Oaklandside discussing school closures in Black neighborhoods, in the Seattle Times on how closures affect school demographics, and in various outlets analyzing the racial dimensions of school closure decisions. Pearman actively mentors doctoral students including Antonio Lopez, Tyler McDaniel, Sarah Novicoff, Derric Heck, Kendall Cole, Mike O'Key, and Jeremy Walters. He has led research projects examining urban education, school closures, and educational equity, often collaborating with institutions like the New York State education department. His research team investigates the connections between neighborhood change, school policy, and student outcomes, with a particular focus on how gentrification processes impact educational opportunities for marginalized communities.

María Purificacion López Igualمشاهده پروفایل

دانشیار

• Gender Economics
• Digital Economy
• Feminist Economics
• +۶ مورد دیگر

María Purificacion López Igual serves as an Associate Professor in the Department of Economics, Quantitative Methods and Economic History at Pablo de Olavide University (UPO), a position she has held since 2005 while maintaining concurrent professional engagements. She additionally serves as a Teacher-Tutor at the National University of Distance Education (UNED) since February 2019, reflecting her dual academic appointments across Spanish institutions. Her educational foundation includes a degree in Economics and Business Administration from the University of Seville and a 2021 PhD from Pablo de Olavide University. Her doctoral thesis, supervised by Dr. Paula Rodríguez-Modroño, investigated gender disparities in European telework arrangements within the digital economy, defended on November 18, 2021. López Igual's research centers on feminist economic analyses of digital labor transformations, with particular emphasis on how telework and platform-based care work reproduce gender inequalities. She employs quantitative methodologies including logistic regression and MANOVA on European Working Conditions Survey data to examine work quality, job insecurity, and work-life balance impacts, especially for migrant women in precarious digital labor markets. Analysis of her publication record reveals consistent focus on gendered consequences of digital work arrangements across two decades. Her work documents how telework legislation and digital care platforms frequently reinforce traditional gender roles, with women disproportionately experiencing deteriorated work conditions despite purported flexibility benefits. This research trajectory bridges academic scholarship and policy advocacy in Spanish and European labor contexts. She actively participates in externally funded research initiatives including the Spanish Ministry of Science project "The future of work from a gender perspective: women in the 4th Industrial Revolution" (2020-2023) and the Andalusian Studies Center project "Conciliation in the era of digital work" (2020-2022), both examining digital labor's impact on gender equality and work-life integration. López Igual contributes to multiple research collectives including the ECOECOFEM group (Ecological, Feminist and Development Economics), the Gender Observatory on Economics, Politics and Development (GEP & DO), and the Interdisciplinary Center for Feminist, Women's, and Gender Studies (CINEF), facilitating cross-disciplinary collaboration on gender-sensitive economic policies.

Heather Allanمشاهده پروفایل

استادیار

• Child Welfare
• Social Work
• Family Group Conferencing
• +۵ مورد دیگر

Heather Allan, MSW, is an Assistant Professor at the University of Colorado School of Medicine, affiliated with the Pediatrics-Child Abuse and Neglect/Kempe Department. Her work focuses on child welfare, family group decision-making, and equity in prevention programs. Academic Rank: Assistant Professor University: University of Colorado School: School of Medicine Department: Pediatrics-Child Abuse and Neglect/Kempe Her research interests include child maltreatment prevention, cultural responsiveness in parenting interventions, and the application of decision-making ecology to child welfare systems. She explores systemic disparities, community-based interventions, and the role of lived expertise in improving outcomes for vulnerable families. Allan’s recent publications span empirical studies on family group conferencing, equity assessments in parenting programs, and ecological factors influencing child welfare decisions. Her work appears in journals like Clinical Child and Family Psychology Review and Child Abuse & Neglect , with presentations at international conferences on child welfare reform. She collaborates extensively with the Kempe Center for the Prevention and Treatment of Child Abuse and Neglect, contributing to policy evaluations and program development. Her outreach emphasizes public health perspectives and community partnerships to address family needs.

Sarah Falconمشاهده پروفایل

مدرس ارشد

• Multi-tiered Systems of Support
• Equity in Education
• Positive Behavior Support
• +۴ مورد دیگر

Sarah Falcon is a Senior Lecturer in the School Psychology program at the University of Oregon’s College of Education. Her expertise focuses on equity-centered approaches to school discipline, multi-tiered systems of support (MTSS), and culturally responsive practices. She teaches courses in assessment and consultation, and has held roles such as Behavior Specialist and Program Coordinator. Dr. Falcon collaborates with national/state organizations and school districts to advance preventative systems addressing chronic absenteeism and reducing exclusionary discipline disparities. Education: PhD in Special Education, University of Connecticut (2007) Master of Science in School Psychology, University of Oregon (2008) Bachelor of Science in Speech and Hearing Science, University of Washington (2000) Research interests include equity in school resources, alternatives to punitive discipline, and classroom management strategies. Her work emphasizes systemic solutions to address disproportionate disciplinary practices and promote inclusive school environments. Dr. Falcon has authored/co-authored over 15 peer-reviewed articles and guides on topics like PBIS implementation, racial equity in education, and chronic absenteeism interventions. Scientific Awards: Wallace S. Moreland Memorial Fund (2007) Carnegie Foundation Teachers for a New Era Research Award (2007) University of Connecticut Dissertation Award (2007) Lisa Pappanikou Gliden Scholarship (2006) Collaborative efforts include developing state-level chronic absenteeism plans and creating equity-focused PBIS frameworks. While no formal advising roles are listed, her technical assistance work supports educators implementing evidence-based practices across diverse school settings.