Graduate School of Education
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Director, E-IPER, Associate Professor of Education and Senior Fellow at the Woods Institute for the Environment
Current Research and Scholarly InterestsCommunity Involvement
Community/Youth Development and Organizations
Qualitative Research Methods
Emma Louise Armstrong-Carter
Ph.D. Student in Education, admitted Autumn 2018
Other Tech - Graduate, Obradvic Program
Current Research and Scholarly InterestsEmma Armstrong-Carter is a doctoral student in Developmental and Psychological Sciences at Stanford University and a recipient of the IES fellowship training grant. She received her BA in Psychology & Neuroscience and Geographic Information Science from the University of North Carolina at Chapel Hill (UNC) in 2016. Emma is amazed by the variation in children’s behavioral, socio-emotional, and cognitive functioning. She studies young children's capacity to contribute to the lives of others--via helping friends, family, and strangers. In particular, she investigates how these types of helping behaviors interplay with children's experiences at school (e.g., abilities to engage in school), and their bodies, using markers of stress-physiology such as cortisol, and autonomic nervous system arousal.
Alfredo J. Artiles
Professor of Education
BioProfessor Artiles’ scholarship examines paradoxes of educational equity and addresses their consequences. For instance, he studies how disability diagnoses can unwittingly stratify educational opportunities for racial or linguistic minoritized groups and advances models and tools to rectify such inequities. He co-authored the National Research Council’s 2017 report Promoting the Educational Success of Children and Youth Learning English and served on the White House Advisory Commission on Educational Excellence for Hispanics. He and his colleagues led the National Center for Culturally Responsive Educational Systems and the Equity Assistance Center for Region IX. Current work examines the role of cultural and spatial factors in equity reforms for students of color with/without disabilities. He is also documenting how constructs such as “disability” and “inclusive education” embody alternative meanings across settings and scales that can deepen inequities and is generating processes to assemble opportunity structures in such contexts.
Dr. Artiles was elected Vice President of the American Educational Research Association (AERA) to lead its Social Context of Education Division. He received mentoring awards from The Spencer Foundation, AERA, and Arizona State University. He is a member of the National Academy of Education and Fellow of AERA and the National Education Policy Center. He was a resident fellow at the Center for Advanced Study in the Behavioral Sciences. Dr. Artiles received an Honorary Doctorate from the University of Göteborgs (Sweden) and is Honorary Professor at the University of Birmingham (UK). The 2011 article based on his Wallace Lecture, “Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability” received AERA’s Palmer O. Johnson Award. His paper “Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916 – 2016” (with S. Dorn & A. Bal) won the 2017 AERA Review of Research Award.