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

All Publications

  • Collective Racial Bias and the Black-White Test Score Gap RACE AND SOCIAL PROBLEMS Pearman, F. A. 2021
  • Gentrified Discipline: The Impact of Gentrification on Exclusionary Punishment in Public Schools Social Problems Pearman, F. A. 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 Pearman, F. A., Springer, M., Lipsey, M., Lachowicz, M., Swain, W., Farran, D. 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 Pearman, F. A. 2019
  • Are Achievement Gaps Related to Discipline Gaps? Evidence From National Data AERA OPEN Pearman, F. A., Curran, F., Fisher, B., Gardella, J. 2019; 5 (4)
  • The Effect of Neighborhood Poverty on Math Achievement: Evidence From a Value-Added Design EDUCATION AND URBAN SOCIETY Pearman, F. A. 2019; 51 (2): 289–307
  • Gentrification and Academic Achievement: A Review of Recent Research REVIEW OF EDUCATIONAL RESEARCH Pearman, F. A. 2019; 89 (1): 125–65
  • The Moderating Effect of Neighborhood Poverty on Preschool Effectiveness: Evidence From the Tennessee Voluntary Prekindergarten Experiment American Educational Research Journal Pearman, F. A. 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 Houston, S., Pearman, F., McGee, E. 2019
  • Students’ feelings of safety, exposure to violence and victimization, and authoritative school climate American Journal of Criminal Justice Fisher, B., Viano, S., Curran, C., Pearman, F., Gardella, J. 2018; 43 (1): 6–25
  • School Choice, Gentrification, and the Variable Significance of Racial Stratification in Urban Neighborhoods SOCIOLOGY OF EDUCATION Pearman, F. A., Swain, W. A. 2017; 90 (3): 213–35
  • Understanding Black male mathematics high achievers from the inside out: Internal risk and protective factors in high school. The Urban Review McGee, E., Pearman, F. A. 2015; 47 (3): 513-540
  • Risk and Protective Factors in Mathematically Talented Black Male Students Snapshots From Kindergarten Through Eighth Grade URBAN EDUCATION McGee, E. O., Pearman, F. 2014; 49 (4): 363–93