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.

Academic Appointments

Professional Education

  • Ph.D., Vanderbilt University (2017)
  • M.Ed., Vanderbilt University (2012)
  • B.S., University of Virginia (2005)

Contact

  • Academic
    apearman@stanford.edu
    University - Faculty Department: Graduate School of Education Position: Assistant Professor

Additional Info

Links

Research Interests

  • Early Childhood
  • Educational Policy
  • Poverty and Inequality
  • Race and Ethnicity
  • Research Methods
  • Sociology

2024-25 Courses

Stanford Advisees

All Publications

  • Income and campus application disparities among European and non-European heritage Hispanic undergraduate applicants. PNAS nexus Alvero, A. J., Giebel, S., Pearman, F. A. 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 Griffiths, C. M., Brady, S. T., Pearman, F. A. 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 Pearman, F. A., Steyer, L. 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 Pearman, F. A., Greene, D. 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 Pearman, F. A. 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 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

    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 Pearman, F. A., Curran, F., Fisher, B., Gardella, J. 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 Pearman, F. A. 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 Pearman, F. A. 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 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

    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 Pearman, F. A., Swain, W. A. 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 McGee, E., Pearman, F. A. 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 McGee, E. O., Pearman, F. 2014; 49 (4): 363–93

    View details for DOI 10.1177/0042085914525791

    View details for Web of Science ID 000335439400001

https://orcid.org/0000-0002-9516-8302