Francis Pearman
Assistant Professor of Education
Graduate School of Education
Bio
Francis A. Pearman is an Assistant Professor of Education in the Graduate School of Education at Stanford University. His research focuses on how poverty and inequality shape the life chances of children, especially in rapidly changing cities. Pearman holds a Ph.D. and M.Ed. from Vanderbilt University and a B.S. from the University of Virginia.
Professional Education
-
Ph.D., Vanderbilt University (2017)
-
M.Ed., Vanderbilt University (2012)
-
B.S., University of Virginia (2005)
Research Interests
-
Early Childhood
-
Educational Policy
-
Poverty and Inequality
-
Race and Ethnicity
-
Research Methods
-
Sociology
2024-25 Courses
- Advanced Topics in Quantitative Policy Analysis
EDUC 339 (Spr) - Education Policy in the United States
EDUC 271 (Win) - Education Policy in the United States
GSBGEN 347 (Win) - RILE Colloquium on Race, Inequality, and Language in Education
EDUC 489 (Spr) - Urban Education
CSRE 112X, EDUC 112, EDUC 212, SOC 129X, SOC 229X, URBANST 115 (Spr) -
Independent Studies (4)
- Directed Reading
EDUC 480 (Aut, Win, Spr) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr) - Directed Research
EDUC 490 (Aut, Win, Spr) - Directed Research in Education
EDUC 190 (Aut, Win, Spr)
- Directed Reading
-
Prior Year Courses
2023-24 Courses
- Advanced Topics in Quantitative Policy Analysis
EDUC 339 (Spr) - Education Policy in the United States
EDUC 271 (Win) - Education Policy in the United States
GSBGEN 347 (Win) - RILE Colloquium on Race, Inequality, and Language in Education
EDUC 489 (Spr) - Urban Education
AFRICAAM 112, CSRE 112X, EDUC 112, EDUC 212, SOC 129X, SOC 229X, URBANST 115 (Spr)
2022-23 Courses
- Advanced Topics in Quantitative Policy Analysis
EDUC 339 (Aut) - Education Policy in the United States
EDUC 271 (Aut) - Education Policy in the United States
GSBGEN 347 (Aut) - RILE Colloquium on Race, Inequality, and Language in Education
EDUC 489 (Aut)
2021-22 Courses
- Advanced Topics in Quantitative Policy Analysis
EDUC 339 (Spr) - Education Policy in the United States
EDUC 271 (Spr) - Education Policy in the United States
GSBGEN 347 (Spr) - RILE Colloquium on Race, Inequality, and Language in Education
EDUC 489 (Win)
- Advanced Topics in Quantitative Policy Analysis
Stanford Advisees
-
Doctoral Dissertation Reader (AC)
Antonio Lopez, Tyler McDaniel -
Master's Program Advisor
Michael Chrzan -
Doctoral (Program)
Kendall Cole, Derric Heck, Mike O'Key, Jeremy Walters
All Publications
-
Income and campus application disparities among European and non-European heritage Hispanic undergraduate applicants.
PNAS nexus
2024; 3 (9): pgae337
Abstract
Leveraging every undergraduate application submitted by self-identified Hispanic applicants to the University of California system in the 2016 and 2017 application cycles, we show that a significant number of applicants claim Hispanic identity by virtue of European heritage. We subsequently demonstrate that Hispanic-identifying students of European descent are significantly more affluent and more likely to apply to selective University of California campuses than their non-European Hispanic peers. We comment on the practical implications of these disparities, as well as their relevance for studies of inequality in the social sciences and education.
View details for DOI 10.1093/pnasnexus/pgae337
View details for PubMedID 39238601
-
Considering Race in Teacher Well-Being
EDUCATIONAL EVALUATION AND POLICY ANALYSIS
2024
View details for DOI 10.3102/01623737241271410
View details for Web of Science ID 001300191800001
-
Gentrification, displacement, and academic achievement: A formal mediation analysis.
Social science research
2023; 115: 102905
Abstract
Living in a disadvantaged neighborhood has long been known to adversely affect children's academic achievement. Comparatively less is known about what happens to children's academic achievement when disadvantaged neighborhoods gentrify. This study uses data from a nationally representative sample of children from the Panel Study of Income Dynamics (n = 1,163) along with counterfactual methods and a value-added design to examine how gentrification and residential displacement figure into children's academic achievement patterns. This study provides a formal mediation analysis that decomposes the total effect of gentrification on children's academic achievement into that which operates through residential displacement versus alternative pathways. This study finds that the effects of gentrification on children's achievement patterns were concentrated amongst low-income children and were observed most strongly when gentrifiers were White. Low-income children exposed to gentrification saw declines in their academic performance trajectories, especially in math. These adverse effects were not found to be mediated by residential displacement. A comprehensive set of sensitivity analyses indicates that results were robust to unobserved confounding, alternative model specifications, different weighting strategies, and multiple measures of gentrification and displacement.
View details for DOI 10.1016/j.ssresearch.2023.102905
View details for PubMedID 37858359
-
School Closures and the Gentrification of the Black Metropolis
SOCIOLOGY OF EDUCATION
2022
View details for DOI 10.1177/00380407221095205
View details for Web of Science ID 000798455000001
-
Collective Racial Bias and the Black-White Test Score Gap
RACE AND SOCIAL PROBLEMS
2021
View details for DOI 10.1007/s12552-021-09347-y
View details for Web of Science ID 000689500300001
-
Gentrified Discipline: The Impact of Gentrification on Exclusionary Punishment in Public Schools
Social Problems
2021: 1–21
View details for DOI 10.1093/socpro/spab028
-
Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment Hypothesis.
Journal of research on educational effectiveness
2020; 13 (4): 547-573
View details for DOI 10.1080/19345747.2020.1749740
View details for PubMedID 33728015
View details for PubMedCentralID PMC7958941
-
Gentrification, Geography, and the Declining Enrollment of Neighborhood Schools
URBAN EDUCATION
2019
View details for DOI 10.1177/0042085919884342
View details for Web of Science ID 000495323800001
-
Are Achievement Gaps Related to Discipline Gaps? Evidence From National Data
AERA OPEN
2019; 5 (4)
View details for DOI 10.1177/2332858419875440
View details for Web of Science ID 000490523400001
-
The Effect of Neighborhood Poverty on Math Achievement: Evidence From a Value-Added Design
EDUCATION AND URBAN SOCIETY
2019; 51 (2): 289–307
View details for DOI 10.1177/0013124517715066
View details for Web of Science ID 000470840100006
-
Gentrification and Academic Achievement: A Review of Recent Research
REVIEW OF EDUCATIONAL RESEARCH
2019; 89 (1): 125–65
View details for DOI 10.3102/0034654318805924
View details for Web of Science ID 000455846200004
-
The Moderating Effect of Neighborhood Poverty on Preschool Effectiveness: Evidence From the Tennessee Voluntary Prekindergarten Experiment
American Educational Research Journal
2019
View details for DOI 10.3102/0002831219872977
- Risk, protection, and identity development in high-achieving black males in high school Journal of Research on Adolescence 2019
-
Students’ feelings of safety, exposure to violence and victimization, and authoritative school climate
American Journal of Criminal Justice
2018; 43 (1): 6–25
View details for DOI 10.1007/s12103-017-9406-6
-
School Choice, Gentrification, and the Variable Significance of Racial Stratification in Urban Neighborhoods
SOCIOLOGY OF EDUCATION
2017; 90 (3): 213–35
View details for DOI 10.1177/0038040717710494
View details for Web of Science ID 000405597300002
-
Understanding Black male mathematics high achievers from the inside out: Internal risk and protective factors in high school.
The Urban Review
2015; 47 (3): 513-540
View details for DOI 10.1007/s11256-014-0317-2
-
Risk and Protective Factors in Mathematically Talented Black Male Students Snapshots From Kindergarten Through Eighth Grade
URBAN EDUCATION
2014; 49 (4): 363–93
View details for DOI 10.1177/0042085914525791
View details for Web of Science ID 000335439400001