Graduate School of Education
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Pigott Family School of Education Professor, Emeritus
Current Research and Scholarly InterestsCivic and moral education; ethical and civic dimensions of educational policy; multicultural education and minority rights in education.
Associate Professor (Research) of Education
Current Research and Scholarly InterestsPedagogical Content Knowledge (PCK) for teaching science, design of professional learning for teachers including equity, core practices, teacher leadership, research-practice partnerships
Lemann Foundation Professor
Current Research and Scholarly InterestsResearching econometric models of quality of education in Latin America and Southern Africa. Studying changes in university financing and the quality of engineering and science tertiary education in China, India, and Russia.
Lisa J. Chamberlain
Professor of Pediatrics (General Pediatrics) and, by courtesy, of Education
Current Research and Scholarly InterestsChild Health disparities - Projects focus on elucidating the non-clinical factors that impact access to appropriate care for children with chronic illness.
Health Policy - Projects explore the intersection of medicine as a profession and formation of child health policy.
Anne Harper Charity Hudley
Associate Dean of Educational Affairs, Bonnie Katz Tenenbaum Professor of Education and, Professor, by courtesy, of Linguistics
BioAnne H. Charity Hudley, Ph.D., is Associate Dean of Educational Affairs and Professor of Education at Stanford University and Professor of African-American Studies and Linguistics by courtesy. She is affiliated with the Center for Comparative Race and Ethnicity (CCSRE) and the Symbolic Systems Program. Her research and publications address the relationship between language variation and educational practices and policies from preschool through graduate school. She has a particular emphasis on creating high-impact practices for underrepresented students in higher education. Charity Hudley is the co-author of four books: The Indispensable Guide to Undergraduate Research; We Do Language: English Language Variation in the Secondary English Classroom, and Understanding English Language Variation in U.S. Schools, and Talking College, Making Space for Black Linguistic Practices in Higher Education.
Her other publications have appeared in Language, The Journal of English Linguistics, Child Development, Language Variation, and Change, American Speech, Language and Linguistics Compass, Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, and many book collections, including The Handbook of African-American Psychology, Ethnolinguistic Diversity and Literacy Education, Oxford Handbook of Sociolinguistics, and Oxford Handbook of Language in Society. She has been an invited speaker for numerous keynotes and academic meetings, provides lectures and workshops for K-12 teachers, and generously contributes to community initiatives and public intellectual work.
Dean Charity Hudley is a fellow of the Linguistic Society of America and the American Association for the Advancement of Science. Her contributions have been recognized with a Public Engagement Award from the Society for Linguistic Anthropology, an award from the Linguistic Society of America, and funding from NIH, NSF, the Mellon Foundation, and the Ford Foundation, among others. Professor Charity Hudley has served on the Executive Committee of the Linguistic Society of America; the Standing Committee on Research of the National Council of Teachers of English; as a consultant to the National Research Council Committee on Language and Education; and to the NSF’s Committee on Broadening Participation in the Science, Technology, Engineering, and Mathematics (STEM) Sciences. In addition, she has served as an Associate Editor for Language and on the editorial board of Language and Linguistics Compass and the Linguistic Society of America Committee on Linguistics in Higher Education.
Dr. Charity Hudley was previously the North Hall Endowed Chair in the Linguistics of African America at U.C. Santa Barbara. At UC Santa Barbara, she also served as the Director of Undergraduate Research, Vice-Chair of the Council of Planning and Budget, and a Faculty Fellow for the Center for Innovative Teaching, Research, and Learning (CITRAL).
James G. March Professor of Organizational Studies in Education and Business, Professor of Psychology and, by courtesy, of Organizational Behavior at the Graduate School of Business
Current Research and Scholarly InterestsMuch of my research examines processes related to identity maintenance and their implications for social problems. One primary aim of my research is the development of theory-driven, rigorously tested intervention strategies that further our understanding of the processes underpinning social problems and that offer solutions to alleviate them. Two key questions lie at the core of my research: “Given that a problem exists, what are its underlying processes?” And, “Once identified, how can these processes be overcome?” One reason for this interest in intervention is my belief that a useful way to understand psychological processes and social systems is to try to change them. We also are interested in how and when seemingly brief interventions, attuned to underlying psychological processes, produce large and long-lasting psychological and behavioral change.
The methods that my lab uses include laboratory experiments, longitudinal studies, content analyses, and randomized field experiments. One specific area of research addresses the effects of group identity on achievement, with a focus on under-performance and racial and gender achievement gaps. Additional research programs address hiring discrimination, the psychology of closed-mindedness and inter-group conflict, and psychological processes underlying anti-social and health-risk behavior.