Notes on Contributors

In: Mentoring Students of Color
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Notes on Contributors

Shanyce L. Campbell

received her Ph.D. in Public Policy at the University of North Carolina at Chapel Hill and a Bachelor’s of Science (summa cum laude) in Accounting with a concentration in Economics from North Carolina A&T State University. Dr. Campbell is an assistant professor at the University of California, Irvine School of Education. Her research focuses on understanding how policies and practices influence access to quality learning opportunities for students marginalized by the educational system.

Juan F. Carrillo

is an associate professor at the Mary Lou Fulton Teachers College. Dr. Carrillo received a Ph.D. Curriculum and Instruction, Cultural Studies in Education, University of Texas–Austin. Carrillo’s interdisciplinary research draws from critical frameworks and qualitative methodologies such as narrative inquiry, autoethnography, and testimonios. His work looks at the role of agency in historically marginalized communities, with a particular focus on Latinx students. One of his focus areas is on the schooling trajectories of academically successful Latino males that come from working-class origins.

Tim Conder

recently received his Ph.D. from the University of North Carolina Chapel Hill in Culture, Curriculum, and Change with an interdisciplinary cultural studies focus. His primary focus of research has been on the intersection of race and other regimes of oppression, religion (as a repressive or liberative space), and practiced identities of social justice activism. He currently teaches as an Assistant Adjunct Professor at the University of North Carolina at Chapel Hill.

Dana Griffin

received a Ph.D. in Counselor Education from College of William and Mary. Dr. Griffin is Associate Professor at The University of North Carolina at Chapel Hill. Dr. Griffin’s research interest is in parent involvement and family-school-community collaboration and feels that such collaboration can be better achieved when people are multiculturally competent and understand the different minutia of families and parenting

Alison LaGarry

received a Ph.D. in Education from the University of North Carolina at Chapel Hill in 2016, and specialized in the Culture, Curriculum, and Change strand of study. She holds a Master of Music degree in Music Education from Ithaca College, as well as a baccalaureate degree from the same institution in Vocal Performance and Music Education. LaGarry has varied public and private school teaching experience in a number of U.S. cities including Boston, MA and Washington, DC. She has partnered with a several prominent organizations including the Children’s Defense Fund and the Metropolitan Opera Guild to implement educational initiatives. Alison is the co-editor of Possibilities in Practice: Social Justice Teaching in the Disciplines (Peter Lange, 2017).

George Noblit

received a Ph.D. in Sociology at the University of Oregon. He is a Joseph R. Neikirk Distinguished Professor of Sociology of Education, University of North Carolina, Chapel Hill. school desegregation, with a program of research on the social construction of race, using ethnographic research to study schools and other educational scenes. Noblit, with co-author Dwight Hare in their 1988 publication of “Meta-Ethnography: Synthesizing Qualitative Studies,” developed a research method for gathering and analyzing data from multiple qualitative studies to uncover patterns unseen in individual studies. Since then, the meta-ethnography process has been cited by more than 2,800 scholars and is now used in other fields, including in the study of health services.

Danielle Parker Moore

received a Ph.D. from The University of North Carolina at Chapel Hill. Her research is focused on black mothers experiences of out of school enrichment programs. She an Assistant Professor of Education at Wake Forest University where she also serves as the Executive Director of the Wake Forest University Freedom School Summer Program.

Esmeralda Rodriguez

is originally from the Rio Grande Valley in on the Texas/Mexico border. She earned a Ph.D. in Cultural Studies and Literacies from the University of North Carolina, Chapel Hill. Her research engages critical ethnographic approaches to the study of identities, intersectionalities, and education. She draws on critical pedagogy, border pedagogy, and Chicana feminist thought and pedagogies to analyze of how intersections of race, ethnicity, class, and gender reveal systemic inequities in education and generate critically reflexive and transformative literacies and pedagogies in Latina youth and their families. She is currently a Language Development Specialist in North Carolina.

Amy Senta

received both her Ph.D. and her M.A. in Education in the area of culture, curriculum and change from the University of North Carolina. Senta’s areas of research include participatory ethnography with youth in grades K-8, qualitative research methodologies, the social foundations of education, critical Whiteness studies, critical social theory, poststructuralism and cultural studies. Senta has published journal articles and book chapters that engage cultural studies with children’s literature, critical Whiteness studies with programming for youth of color and social foundations of education with teacher education. She is currently working on a book project based on her dissertation, Straining Silencing: Youth Film-Making on Schooling’s Silencing. That work brings together a post-critical ethnographic analysis with an agential realist poststructuralist reanalysis of four years of film-making with 24 youth on the topic of schooling’s silencing.