Alumni and Faculty Research

Disproportionate Discipline

Saving the Lost Boys: Narratives of Discipline Disproportionality This article uses critical ethnography, critical discourse analysis and Critical Race Theory (CRT) to provide a race-centered analysis of decision-making in student discipline. Dr. Mari Gray, DEL Faculty
Blocking the Bathroom: Latino Students and the Spatial Arrangements of Student Discipline In this ethnographic study of student discipline in California, I examine the spatial arrangements of the disproportionate discipline, surveillance, and banishment of Latino boys who were constructed as gang members from school and community spaces. Dr. Mari Gray, DEL Faculty

mariag

Confronting Islamaphobia in Higher Ed; Policy brief; Dr. Maha Jacob, Alumni
White paper: Changing the Narrative of Black Males; Rotonda Chapman, Alumni
The relationship of implicit bias to perceptions of teaching ability In this study of 1,751 U.S. participants, we examine perceptions of teaching ability based solely on a person’s appearance and how this initial perception of teaching ability relates to the person’s attractiveness rating, as well as race, age, gender, and some identifiable markers of religious devotion. Dr. Eric Haas; Dr. Mari Gray, DEL Faculty

What supports teacher instructional change for environmental education? This study provides evidence that integrating NGSS Science and Engineering Practices with stewardship may help infuse EE into classrooms. Teacher instructional change came about through the expectations and supportive resources provided by the professional development, teacher observation of student engagement, and the justification NGSS integration provided for stewardship. Kathryn Hayes
What happens to teachers' preservice learning once they get into the classroom? This multiple case study uses a critical, complex perpective to look at how three first-year science teachers translated their pre-service learning into their new classrooms. The study shows that teacher development is non-linear and shaped by many factors--not just the teacher herself, but her students, her context, and much more. And, the understandings teachers form in their preservice programs continue to morph as they come into composition with new students, new school contexts, other actors in the environment, and so on. Together, all these factors form a "teaching assemblage" that collectively co-constructs teaching and learning. Katie Strom

From Preparation to the Principalship: Towards a Framework for Social Justice in Leadership This article is a response to the clarion call for leadership preparation programs to ground their work in social justice pedagogies and policies in light of the current sociopolitical context of multiple pandemics. Dr. Mari Gray, DEL Faculty
CAPEA’s Continuing Commitment to Equity: Collective Action on CCTC Initiatives This article chronicles the advocacy of CSUEB faculty working with others in CAPEA to center leadership practices for equity and social justice in the preparation of California administrators. Dr. Peg Winkelman, DEL Faculty with Noni Mendoza-Reis, San Jose State

Community Based Action Research Lifescaping Project: Action Research and Appreciative Inquiry This book includes appreciative inquiry projects conducted by leaders, counselors and in schools and districts throughout the Bay Area. Dr.Ardella Dailey& Dr. Peg Winkelman, DEL faculty with Dr. Rolla Lewis and Dr. Greg Jennings EPSY Faculty at CSUEB.

Translating Resources into Science Professional Development; This study explores how a district builds capacity for equitable science education. Dr. Kathryn Hayes, DEL Faculty, and colleagues
How accountability reduces equitable opportunities for science education. This study demonstrates the ways standardized testing and associated pressures reduce exposure to inquiry-based science education for already marginalized students. Dr. Kathryn Hayes, DEL Faculty, and colleagues
The inequitable distribution of opportunities to participate in science education. This study demonstrates the relationship between student socioeconomic status and science education in middle school, demonstrating how already marginalized students have less access to inquiry-based science education than wealthier peers. Dr. Kathryn Hayes, DEL Faculty
Changing the thinking that shapes the ways we teach science: this chapter 1) shows how the ways we teach science are shaped by outdated, Eurocentric thinking--and how that translates into deficit-based views of Black and Brown students; and 2) offers an alternative worldview that is based on relationality and affirming views of difference. Kathryn Strom, DEL faculty