Uc santa barbara department of black studies dissertation fellowship

Thom Loyd is a Ph. His research interests include the history of higher education, the global Cold War, and socialist internationalism. His dissertation focuses on the Soviet provision of higher education to Africans in the context of the growth of international education after Research for the dissertation was made possible by support from the Social. Mellon Foundation, as well as from the Harry S. As well as studying international education, Thom also practices it; he grew up in north east England and moved to the US to start his Ph.

This included giving talks at high schools across the UK about applying to competitive universities, and helping to supervise summer schools for local students from various backgrounds underrepresented in higher education. For a decade before the U.

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Unlike the more prominent East African Airlift, which sponsored students on merit and was funded privately, the State Department program had only one criteria: the students must previously have studied at a Soviet university. This dissertation examines the Soviet training of black Africans between to , a crucial period which saw Pan-Africanism reach its heights, some of the biggest flashpoints in the Cold War, and the prodigious growth of higher education globally. By the end of the s, tens of thousands of Africans were studying in universities and institutes across the Soviet Union. The dissertation examines both the effect of this training on the Soviet Union domestically, and its international implications.

As with the State Department program, the extension of scholarships to African students by the Soviet Union had far-reaching consequences internationally, as well. As such, the dissertation investigates changing understandings of the university in the post-war period: what and who was a university for? And how did the Soviet-African connection influence these changing conceptions? Joe Maurer is a doctoral candidate in Ethnomusicology at the University of Chicago. His other research projects focus on U.

In the nonprofit sector, he does research, strategic planning, and program evaluation for Chicago arts education organizations. Prior to his doctoral studies, Joe worked with high school students as a college access counselor in both in-school and nonprofit contexts in Providence, RI and Boston, MA.

This project explains the role that out-of-school music learning programs play in the formation of immigrant and 2nd-generation youth as members of social, ethnic, and artistic communities. Drawing on participant observation and interviews with students, teachers, parents, and nonprofit administrators in Chicago, it describes how these music programs function as discursive pedagogical spaces within which young Chicagoans construct ideas and beliefs about aesthetics, heritage, community belonging, and their own subjectivity.

This project addresses some of the lacunae between musicology and education studies, but it also proposes approaches to understanding out-of-school music learning that may be relevant to teachers, administrators, policymakers, and funders in the arts learning sector.

2018 UC Santa Barbara College of Creative Studies Commencement

My qualitative data comes from observation, participant observation, and semi-structured interviews at three Chicago-based music learning programs. This understanding will add new dimensions to studies of immigration in these fields as well as explain how changes in public and nonprofit arts education in the 21st century are interacting with recent immigration trends to shape urban youth development.

Jie Min is a Ph. Her interests include education, race and ethnic relations, immigration, and urban sociology.

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Her research attempts to understand the mechanisms causing educational inequality as well as to seek strategies to ameliorate academic achievement gaps. In HERC, she has investigated crucial questions grounded in the needs of education practitioners, such as patterns and consequences of student mobility for educational attainment, and predictors and outcomes of long-term English language learners. She has also worked on a project focusing on the education heterogeneity among Vietnamese Americans in the United States.

She has worked with both nationally representative data as well as regional administrative and assessment data provided by partner school districts. Her dissertation investigates summer learning in the seventh largest public school district in the United States.

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  6. Educational achievement gaps change by season. While students from different class backgrounds learn at similar rates when school is in session, over the summer class-based achievement gaps grow the fastest. The story is different for race-based achievement gaps. However, researchers have largely overlooked Latinos and Asians, which are currently the largest and fastest-growing immigrant groups in the United States respectively, and they have not considered the role of neighborhoods or summer school programs.

    Can they mitigate the summer learning experiences of minority students? Timothy P. Monreal is a Ph.

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    Santa Barbara and an M. Tim has been a middle school teacher for the past 11 years, mostly in California and more recently in South Carolina. He works on the American Educational Studies Association Graduate Coalition, launching a podcast and peer-reviewed blog for the group.


    His proudest accomplishment is being dad to two little kiddos and husband to his wife, Liz. He enjoys baseball, running, and falling off ocean waves. Despite the resulting increase of Latinx students in the South, K Latinx teachers are severely underrepresented in Southern schools. Yet while there are burgeoning, and separate, lines of research about the shifting demographics in the U.

    S South generally, as well a lack of teacher representation nationally, there remains a dearth of research on how these two phenomenons intersect. Findings provide insight into the experiences and subject formation of Latinx teachers in South Carolina so that stakeholders might better recruit, retain, and support teachers in key areas of need.

    Brittany Murray is a Ph. She uses mixed methods to investigate the role of families and communities in shaping policy, resources, and learning opportunities for students. Her dissertation research combines tax data on school-based nonprofits, specifically parent-teacher organizations PTOs , with school administrative data and stakeholder interviews to learn about the implications of collective forms of parent involvement for educational equity.

    She is a recipient of a Russell Sage Foundation grant to pair PTO tax data with schools nationwide and investigate their relationship to district-level achievement gaps available in the Stanford Education Data Archive. Similarly, Brittany hopes to establish partnerships with parents, school boards, and PTOs to create more inclusive access to data and decision-making processes within schools and districts. This mixed-methods study leverages qualitative data from observations of PTO meetings and semi-structured interviews with parents, teachers, and administrators nine NC elementary schools.

    These data are used to complement a unique quantitative data resource: Internal Revenue Service filings on North Carolina PTOs paired with administrative data on the schools they support. I ask how collective processes among parents in schools explain racial differences in individual parent involvement and how white parents mobilize collectively to alter the distribution of within-school resources and learning opportunities.

    Collectively, the contribution from these papers may advance the ways scholars operationalize parent involvement in schools by shifting from an individual to a collective framework in analyzing the predictors and implications of parent-school partnerships.

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    Megan Maggie Nanney is a Ph. While such efforts have been heralded as an inclusive effort, little research has studied trans student experiences on campuses with such policies. Since , twenty-three U. In answering this question, this research contributes to three research concerns: 1 educational outcomes beyond the gender binary; 2 transgender student experiences; and 3 transgender policy best practices.

    Results from this analysis extend educational research beyond binary examinations of gender to examine how even seemingly inclusive institutional policies may still exclude the most marginalized students. As such, this dissertation calls to think about diversity as product of postsecondary institutions; not simply in terms of the identities that are listed in nondiscrimination policies, but in the ways in which these polices are implemented. Her research explores how systems of professional learning can be designed and facilitated to support meaningful teacher learning.

    She sees collaboration between researchers and practitioners as central to improving mathematics teaching and learning. Hannah previously taught high school mathematics at an engineering-focused high school and has worked as an elementary and secondary mathematics teacher educator. Narratives suggest, for example, that there is a racial hierarchy of ability with respect to mathematics or that poor children of color lack the ability to engage in mathematical practices such as modeling and abstraction. Because these harmful discourses are embedded in the systems surrounding classrooms, it is crucial that teachers engage in disrupting them collectively, in their daily work.

    However, there has been minimal attention to the design and facilitation of professional learning experiences that might support such development. In response, I am conducting a qualitative case study of a system of school-embedded professional learning in a middle school, which is a part of a broader partnership between universities and school districts. The findings of my research will generate theory regarding the design and facilitation of professional learning in which teachers are supported to see and treat students as mathematically capable.

    Mahasan Offutt-Chaney is a Ph. Her research agenda looks broadly at the historic nexus between Education, race and social policy. Her dissertation work uses archival methods to explore how educational elite, including federal policy makers use education and social policies to reproduce inequality by structuring practices that discipline and regulate over racialized poverty.

    Her previous works have looked at the ways contemporary education policy and urban school reform can be informed by historical perspectives on Black education. Prior to her doctoral studies she worked as a restorative justice coordinator at her alma mater, Berkeley High School. Mahasan received a M.

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    Throughout their history, schools in the United States have served as both a primary mechanism for treating poverty and its problems in lieu of more structural and redistributive programs , and also a key mechanism for regulating and governing over poor populations. Drawing on theories of poverty governance and social control, this study to traces school criminalization to the actions and beliefs of federal policy makers driving federal anti-poverty education reforms.

    These three eras are significant to both the punitive turn in US federal policy and are also critical moments in the expansion of the federal role in education reform. Ashlyn Pierson is a Ph.