Several School of Education faculty members center social justice in their research and participate in the certificate. Any faculty member participating in the certificate can supervise field experiences; please contact individual faculty if you wish to work with them on a field experience. The certificate also has a Director of Certificate Studies (DCS) who serves as the point person for the certificate and is in charge of signing program of study and certificate completion forms. If you have questions about the certificate, please contact the DCS, Dr. Gale Seiler: email@example.com.
The following is a list of some of the SOE faculty who center social justice in their research and participate in the certificate.
Julio Cammarota’s research focuses on participatory action research with Latina/o youth, institutional factors in academic achievement, and liberatory pedagogy. He is interested in the dynamic interplay of family, work, and education among Latinas/os and the relationship between culture and academic achievement. His research also examines how a social justice approach to education can improve the academic experiences of marginalized youth.
Dr. Croom’s work identifies and deconstructs inequities that impact marginalized and minoritized communities in higher education settings.
Dr. Gottesman studies education as an academic field of study, with particular focus on the history of critical educational scholarship, the sociology of knowledge in the field, and the role of social foundations in teacher education.
I, Ji Yeong (Joann)
Dr. I’s research focuses on effective mathematical pedagogy for culturally and linguistically diverse learners, especially English language leaners in the U.S and second language learners in other countries, as well as educating/supporting teachers of them.
Dr. Jackson’s research focuses on teachers’ knowledge and conceptions of equity in the teaching and learning of mathematics and the instructional strategies and teaching practices mathematics teachers use that afford opportunities for students of color to learn rigorous, challenging mathematics while simultaneously fostering productive mathematical identities.
Dr. Marshall’s research is on inclusive school leadership and preparation of those leaders, particularly creating safe environments for people of diverse religious belief/ non-belief and for people who identify as LGBTQ.
Dr. Perez examines how individuals learn to engage with issues of social justice; this includes the ways in which graduate students and new professionals are socialized to conceptualize and enact notions of equity and social justice in their practice.
Katherine Richardson Bruna
Dr. Richardson Bruna works at the intersection of Latino education, science education, and literacy to explore the socioacademic identity development of US Mexican newcomer youth in demographically-transitioning schools and communities and to expose the transnational interplay of educational structure and agency in these diasporic contexts. She also leads the ISU 4U Promise Initiative, a promise program partnership with local Des Moines schools and community organizations to enhance college access and affordability for youth historically excluded from higher education.
Dr. Rodriguez's research interests center upon equity, access, and retention issues for Latina/o students in the educational pipeline, with a special focus on the intersections of race, ethnicity, and gender for science, technology, engineering, and mathematics (STEM) students.
Dr. Salisbury's work investigates leadership activities in high schools that promote equitable learning opportunities for students of color; especially focusing on recognizing students and community members as school leaders.
Dr. Seiler is committed to the preparation of teachers who are able to construct classrooms as cultural spaces, in which funds of knowledge of historically marginalized students are recognized as intellectual resources for teaching and learning.
Dr. Sheth's esearch centers on the theory|practice of equitable science education for racial justice across K-12 science learning contexts and in teacher education.
Dr. Spikes’ research focuses on racial disparities in education and the practices of school districts, schools and school leaders that serve to perpetuate or ameliorate those disparities.
Dr. Swalwell’s research focuses on social justice education in relation to social studies curricula, teacher professional development, and the broader educational policy context with an emphasis on social class.