Doctor of Philosophy (Ph.D.)

Educational Foundations, Policy, and Practice
University of Colorado Boulder
2017

Master of Arts (M.A.)

Educational Foundations, Policy, and Practice
University of Colorado Boulder
2011

Bachelor of Arts (B.A.)

Psychology
Wright State University
2008

AERA | AAAS Congressional Fellow, 2025

National Academy of Education/Spencer Foundation Postdoctoral Fellowship Finalist, 2024

National Academy of Education/Spencer Foundation Research Development Award, 2023

Pardee RAND Faculty Leader, 2023

PDK International Emerging Leader Fellow, 2023

Howard University Junior Faculty Scholar, 2023

“Uses of History” in Research on Racialized Exclusionary School Discipline

“Uses of History” in Research on Racialized Exclusionary School Discipline

Responding to calls to more deeply engage history in research concerning educational inequalities, the purpose of this study was to understand if and how research on racialized exclusionary school discipline makes use of the past. Drawing on a “uses of history” framework, we analyzed research studies on racialized exclusionary school discipline published between 2000 and 2022.

Say It Loud

Say It Loud: Rhythms of Resistance in a Climate of Compliance Exploring the Lived Experiences of Identity Based Student Center Staff Amid an Anti- Diversity, Equity, and Inclusion (DEI) Legislative Climate

This study examines the impact of anti-diversity, equity, and inclusion (DEI) legislation on staff working in identity-based student centers at higher education institutions in the Southern United States. Drawing on qualitative interviews with student affairs professionals, the research explores the challenges faced by these staff, including the dismantling of DEI programs and the resulting negative effects on job satisfaction, mental health, and professional belonging.

From Slow Reform to Meaningful Abolition

From Slow Reform to Meaningful Abolition: Exclusionary School Discipline and the Need for a New Paradigm

In this essay, we draw on the extant literature to demonstrate the entrenchment of a “reform” paradigm in school discipline policy, research, and practice. We argue that the slow pace of school discipline reform has not served Black children and youth and compels a stronger stance on ending exclusionary discipline once and for all

A New School Discipline Fulcrum

A New School Discipline Fulcrum: Identifying and Rectifying

The authors featured in this special issue offer insights on identifying school discipline concerns in new areas and offering promising frameworks for rectifying the current pushout fulcrum, including addressing the anti-Black roots underlying much of schooling.

From Path Dependence to Alternative Paths

From Path Dependence to Alternative Paths

In this essay, we explore the concept of path dependence through the example of the long- standing issue of racialized exclusionary school discipline. We argue that historians of education can reduce policy makers’ tendency to continue down existing policy paths (especially unhelpful ones), a phenomenon known as path dependence. We use racialized school discipline as a case in point. We also argue, however, that path dependence as an analytical tool can be “too much of a good thing” because it discounts the viability of ever-present options to change course.

In-School Suspension Through the Lens of Whiteness as Property

In-School Suspension Through the Lens of Whiteness as Property: Exploring a School District’s Role in Maintaining Educational Inequality

This study contributes to the literature on in-school suspension by finding discrepancies between policy and practice and contributes to the field’s understanding of how school autonomy can undermine equity-oriented school discipline policies through racial negligence.

Recommending Reform: A Critical Race and Critical Policy Analysis of Research Recommendations About School Resource Officers

Recommending Reform: A Critical Race and Critical Policy Analysis of Research Recommendations About School Resource Officers

School resources officers (SROs) have increasingly become a staple in United States K–12 schools, and research on their roles and efficacy is prevalent. However, policy recommendations, when left unexamined, may perpetuate majoritarian narratives that harm marginalized students. This project investigates the majoritarian and counternarratives surrounding policy recommendations for SRO programs. Analyzing policy recommendations in 100 peer-reviewed articles, we find that most articles recommend reform or retention of SROs regardless of study findings—recommendations rooted in majoritarian narratives about the necessity and benevolence of SROs. Counternarratives, which view harm done to students as a potential reason to remove SROs entirely or reduce their use in schools, are much less common in literature.

The Resolution Passed, Now What?

The Resolution Passed, Now What? A Superintendent’s Commitment to Racial and Social Justice and the Complexities of a Police-Free Schools’ Resolution

Following a wave of racial justice activism during the summer of 2020, nearly 40 school districts passed resolutions ending the use of law enforcement in schools. In such districts, school superintendents then faced the challenge of implementing these “police-free schools’ resolutions,” while sometimes encountering strong resistance, from White parents and community members in particular. This case explores the challenges of implementing a police-free schools’ resolution through the perspective of a White superintendent committed to anti-racism and social justice in a fictitious district called Union Public Schools. Informed by real events, the authors invite education leaders to articulate their stance and strategy as it relates to anti-racist leadership, law enforcement in schools, and White resistance to equity-oriented policy change.

White students need more information about race and racism, not less

White students need more information about race and racism, not less

It’s not about making white children ‘feel bad.’ It’s about teaching them how to build a better future.

It Will Take More Than $60K Salaries to Solve the Teacher Shortage

It Will Take More Than $60K Salaries to Solve the Teacher Shortage

The American Teacher Act is a good place to start, but it’s only a start.

Deep Punishment and Internal Colony: A Critical Analysis of In-School Suspension Rooms Inside Two Racially “Integrated” Middle Schools

Deep Punishment and Internal Colony: A Critical Analysis of In-School Suspension Rooms Inside Two Racially “Integrated” Middle Schools

In this article, we examine an overlooked issue in research on school discipline: in-school suspension. Using data collected through observational methods, we present a detailed description and analysis of two in-school suspension rooms. These rooms operated in prominent, racially diverse middle schools in a large urban district. Applying critical theories of race and social exclusion, we reveal the ways that in-school suspension rooms constituted deep, exclusionary discipline and cast wide discipline nets that disproportionately impacted Black students and Latino students for minor reasons and provided few educational opportunities.