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

2021-22 Courses

Stanford Advisees

All Publications

  • 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