Bio


Xavier J. Monroe is a PhD candidate in Education Policy and Sociology of Education at Stanford University. His research interests include (a) the translation of policy into practice to improve student opportunities and school transformation, (b) the value of family and community partnerships with schools, and (c) issues of equity and access, particularly within Science, Technology, Engineering, and Mathematics (STEM) education, for underserved students. Monroe studies aspects of these issues using an interdisciplinary approach, principally with a sociological lens and mixed-methods. Xavier has conducted qualitative research in Kano, Nigeria in an effort to examine the Chinese impact on the industrial manufacturing and trade economy of the region. He has also conducted research in California, Florida and Michigan schools that concerned equity-minded reforms around pedagogical practices, culturally relevant learning, organizational capacity, and student outcomes. At Stanford, Xavier has worked on mixed-method research projects such as research use by policymakers, the effects of summer learning programs on youth, and the importance of parental engagement and empowerment with schools.

Monroe holds a Bachelor of Science in Civil Engineering and a Bachelor of Arts in History, with Minors in African Studies and Math Education, from the University of Florida. He obtained his Master of Arts in Educational Leadership & Policy from the University of Michigan and recently received his Master of Arts in Sociology from Stanford University. Xavier is both a National Science Foundation Graduate Research Fellow and a Stanford University Diversifying Academia, Recruiting Excellence (DARE) Doctoral Fellow. He was a Florida Academic Scholar, Ronald E. McNair Scholar, and a Horace H. Rackham – Education Scholar Master’s Fellow. Monroe has worked as a U.S. House of Representatives page and an intervention teacher. He has also served in leadership roles on the Alachua County Branch and Youth Council of the NAACP, Alachua County Library District Board of Trustees, Putnam-Alachua-Levy Library Cooperative Governing Board, and the United Way of Washtenaw County Board of Directors.

Honors & Awards


  • Diversifying Academia, Recruiting Excellence Doctoral Fellowship, Vice Provost for Graduate Education/Stanford University
  • Graduate Research Fellowship, National Science Foundation
  • Graduate Public Service Fellowship, Haas Center for Public Service/Stanford University
  • Enhancing Diversity in Graduate Education Fellowship, Vice Provost for Graduate Education/Stanford University
  • Horace H. Rackham-Education Scholar Master’s Fellowship, Rackham Graduate School/University of Michigan
  • Ronald E. McNair Scholar, University of Florida
  • Atkins Minority Engineering Scholarship, Atkins Global
  • University Scholar, University of Florida
  • Presidential Scholar, University of Florida
  • Florida Academic Scholar, Florida Department of Education
  • Prudential Spirit of the Community Award, Prudential Financial
  • M.K. Rawlings Elementary School Volunteer of the Year, Alachua County Public Schools

Professional Affiliations and Activities


  • Member, American Education Research Association (Areas: Educational Policy and Politics & Social Contexts)
  • Member, Florida Blue Key (Service & Leadership Honorary)
  • Member, Phi Kappa Phi (Academic Honor Society)
  • Member, Phi Alpha Theta (History Honor Society)
  • Member, Chi Epsilon (Civil & Environmental Engineering Honor Society)

Education & Certifications


  • M.A., Stanford University, Sociology (2017)
  • M.A., University of Michigan, Educational Leadership & Policy (2014)
  • B.S., University of Florida, Civil Engineering (2013)
  • B.A., University of Florida, History (2013)

Stanford Advisors


Service, Volunteer and Community Work


  • United Way of Washtenaw County Board of Directors

    Location

    Ann Arbor, Michigan

  • Putnam, Alachua & Levy Counties Library Cooperative Governing Board

    Location

    Gainesville, Florida

  • Alachua County Library District Board of Trustees

    Location

    Gainesville, Florida

  • M.K. Rawlings Elementary School Advisory Council

    Location

    Gainesville, Florida

  • Alachua County Branch and Youth Council of the NAACP

    Location

    32608

Research Interests


  • Educational Policy
  • Equity in education
  • Leadership and Organization
  • Math Education
  • Parents and family issues
  • Poverty and Inequality
  • School Reform
  • Science Education
  • Sociology

Projects


  • STS 1: The Public Life of Science and Technology, Stanford University (1/2018 - 3/2018)

    As information has a fascinating history (see HISTORY 5A), so it possesses a promising if concerning future. Through lecture, demonstration, and in-class web-work, this course will provide students with advanced strategies in (a) identifying sources and tools for advancing the quest for information; (b) assessing elements of trust, authority, and chicanery in the provision of information; (c) recognizing the economic and legal structures shaping information sources, services, and rights; and (d) discovering who is behind what information. With a focus on the info-worlds of journalism, learning, governance, students will acquire and practice the forensic skills and web savvy of fact-checkers and investigative reporters, activists and scholars. Here¿s a class set to determine the future course of information.

    Location

    Stanford, CA

    Collaborators

    • John Willinsky, Khosla Family Professor, Graduate School of Education
    • Elaine Treharne, Roberta Bowman Denning Professor and Professor, by courtesy, of German Studies, School of Humanities and Sciences
    • Sandra Lee, Sr Research Scholar, Pediatrics - Center for Biomedical Ethics, Pediatrics - Center for Biomedical Ethics
  • AFRICAAM 112/CSRE 112X/EDUC 112/EDUC 212/SOC 129X/SOC 229X: Urban Education, Stanford University (1/2018 - 3/2018)

    Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.

    Location

    Stanford, CA

    Collaborators

    • Arnetha Ball, Charles E. Ducommun Professor, Graduate School of Education
  • EDUC 256/HUMBIO 149: Psychological and Educational Resilience Among Children and Youth, Stanford University (9/2017 - 12/2017)

    Theoretical, methodological, and empirical issues pertaining to the psychological and educational resilience of children and adolescents. Overview of the resilience framework, including current terminology and conceptual and measurement issues. Adaptive systems that enable some children to achieve successful adaptation despite high levels of adversity exposure. How resilience can be studied across multiple levels of analysis, ranging from cell to society. Individual, family, school, and community risk and protective factors that influence children's development and adaptation. Intervention programs designed to foster resilient adaptation in disadvantaged children's populations.

    Location

    Stanford, CA

    Collaborators

    • Amado Padilla, Professor of Education, Stanford Graduate School of Education
  • AFRICAAM 106/CSRE 103B/EDUC 103B/EDUC 337: Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices, Stanford University (9/2017 - 12/2017)

    Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students.

    Location

    Stanford, CA

    Collaborators

    • Arnetha Ball, Charles E. Ducommun Professor in the Graduate School of Education, Graduate School of Education
  • Project Based Learning Courses Study, Center to Support Excellence in Teaching at Stanford Graduate School of Education (7/2017 - 9/2017)

    Location

    Stanford, CA

    Collaborators

    • Janet Carlson, Associate Professor (Research) of Education, Stanford Graduate School of Education
  • Excelsior Learning Collaborative, Stanford Center for Opportunity Policy in Education at Stanford Graduate School of Education (6/2017 - 8/2017)

    Location

    Stanford, CA

  • Action Research Team: Evaluation and Improvement of Family Engagement & Empowerment, San Francisco Unified School District Research, Planning, and Assessment Department and Stanford Graduate School of Education (9/2016 - 6/2017)

    Location

    San Francisco, CA

  • CSRE 162A/URBANST 126/RELIGST 162X: Spirituality and Nonviolent Urban and Social Transformation, Stanford University (3/2016 - 6/2016)

    A life of engagement in social transformation is often built on a foundation of spiritual and religious commitments. Case studies of nonviolent social change agents including Rosa Parks in the civil rights movement, César Chávez in the labor movement, and WIlliam Sloane Coffin in the peace movement; the religious and spiritual underpinnings of their commitments. Theory and principles of nonviolence. Films and readings. Service learning component includes placements in organizations engaged in social transformation. Service Learning Course (certified by Haas Center).

    Location

    Stanford, CA

    Collaborators

    • Rabbi Patricia Karlin-Neumann, Senior Associate Dean for Religious Life, Stanford University
  • Implementation Study of the Aim High Summer Program, John W. Gardner Center for Youth and Their Communities at Stanford Graduate School of Education (9/2014 - 3/2016)

    Location

    Stanford, CA

    Collaborators

    • Dr. Prudence L. Carter, Professor of Education & Professor of Sociology (by courtesy), Stanford Graduate School of Education
  • Research Use by Federal Policymakers on Student and School Success, John W. Gardner Center for Youth and Their Communities at Stanford Graduate School of Education (10/2014 - 6/2015)

    Location

    Stanford, CA

    Collaborators

    • Dr. Prudence L Carter, Professor of Education & Professor of Sociology (by courtesy), Stanford Graduate School of Education
    • Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Emerita, Stanford Graduate School of Education
  • Listen and Learn: We Are Ann Arbor (Strategic Planning and Implementation Initiative), School of Education, University of Michigan & Ann Arbor Public Schools (12/2013 - 4/2014)

    Location

    Ann Arbor, MI

    Collaborators

    • Dr. Jeanice K. Swift, Superintendent, Ann Arbor Public Schools
  • Documenting the impact of the Inquiry Based Learning Project, Department of Mathematics in the College of Literature, Sciences & the Arts, University of Michigan (9/2013 - 4/2014)

    Location

    Ann Arbor, MI

    Collaborators

    • Dr. Vilma Mesa, Assistant Professor, Mathematics Education, School of Education, University of Michigan
    • Dr. Ralf Spatzier, Professor, Mathematics, College of Literature, Science, and the Arts, University of Michigan

Work Experience


  • Program Director, Cultural Arts Coalition Inc. Science Program (10/2012 - 9/2013)

    Supervised, designed, and delivered project and inquiry-based science lessons to augment students reading, writing and mathematics skills at Joseph Williams Elementary School and Caring & Sharing Learning School.

    Location

    Gainesville, Florida

  • 21st Century Instructor, M.K. Rawlings Elementary School, Alachua County Public Schools (9/2010 - 9/2012)

    Planned and taught inquiry-based lessons in Math, Science, and Reading that increased students’ academic performance in the classroom and on state and local summative assessments, directed student behavior, collaborated with parents and teachers.

    Location

    Gainesville, Florida

  • Congressional Page, U.S. House of Representatives (9/2006 - 1/2007)

    Served as a Documentarian Page, prepared legislative material, controlled the voting-bell system, maintained the U.S. House Flag, transmitted legislation and correspondences, assisted Representatives on House Floor.

    Location

    Washington, DC

All Publications


  • Moving Culturally Relevant Pedagogy From Theory to Practice: Exploring Teachers’ Application of Culturally Relevant Education in Science and Mathematics Urban Education Brown, B. A., Boda, P., Lemmi, C., Monroe, X. J. 2019; 54 (6): 775-803

    View details for DOI 10.1177/0042085918794802

  • The One Voice project: A case of complexity in community driven education reform Journal of Cases in Educational Leadership Davis, N. R., Monroe, X. J., Drake, Jr., T. M. 2018; 21 (1): 53-65

    View details for DOI 10.1177/1555458917722819