
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
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Ph.D., Vanderbilt University (2017)
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M.Ed., Vanderbilt University (2012)
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B.S., University of Virginia (2005)
Research Interests
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Early Childhood
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Educational Policy
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Poverty and Inequality
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Race and Ethnicity
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Research Methods
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Sociology
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) -
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
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Prior Year Courses
2020-21 Courses
- Advanced Topics in Quantitative Policy Analysis
EDUC 339 (Spr) - Urban Schools, Social Policy, and the Gentrifying City
EDUC 390 (Spr)
2019-20 Courses
- Advanced Topics in Quantitative Policy Analysis
EDUC 339 (Win, Spr) - Gentrification and Schools: Urban Structure and the Remaking of Cities
CSRE 291, EDUC 390 (Spr)
- Advanced Topics in Quantitative Policy Analysis
Stanford Advisees
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Doctoral Dissertation Reader (AC)
Danielle Greene, Heewon Jang, Amanda Lu, Tyler McDaniel, Anne Podolsky -
Master's Program Advisor
Cordy McJunkins -
Doctoral (Program)
Derric Heck, Mike O'Key, Lily Steyer, Darion Wallace, Jeremy Walters
All Publications
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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