Alumni and Faculty Research
Alumni and Faculty Research
Links to the research of our faculty, students and alumni, including published papers, whitepapers, and policy briefs.
- 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
- 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.
- 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