Multicultural Education, Teacher Education & Childhood Studies
The Graduate Program in Multicultural Education explores the theoretical, conceptual, and practical issues of diversity and their relationship to education. Using a variety of theoretical lenses, e. g. critical, feminist, sociocultural, post-colonial, postmodern, and post-structural, a fundamental aspect of the program is transformation—of self, schools and schooling, and society.
The Graduate Program is flexible so that students can focus on a specific area as well as take courses widely to inform their study. Our expectation is that graduates (at both the master's and doctoral levels) will leave the program with a broad understanding of the major scholarship that has defined the field. Students with an interest in multicultural education should meet with their advisers to design a program of study that prepares them to conduct high quality research in the field.
Students interested in pursuing graduate study in the field of teacher education have a wide variety of coursework and faculty expertise to draw upon. Scholars in fields as diverse as science and mathematics education, multicultural education, early childhood education, and more have active research programs related to the preparation and continuing professional development of school teachers at all grade levels. Strong relationships with schools in our Partnership School Network offer rich and compelling environments for study and collaborative work.
The Childhood Studies area takes an interdisciplinary approach to the study of the lives of children, with a particular focus on birth-age eight. Within this area, faculty and students study contexts (child care, elementary schools, homes, communities, policies, time periods), actors (children, parents, teachers, policy makers), and constructs (readiness, preK, risk and resilience) using a variety of methods and theoretical perspectives.
Graduate students in Childhood Studies take courses across campus, designing a program of study that will inform their interests with a strong focus on methodological preparation. PhD students have diverse opportunities for support, including teaching assistantships in the Early Childhood/ESL Teacher Ed program and Program assistantships on research projects with faculty. Upon graduation, students take positions in institutions of higher education like University of Texas Austin, Kent State University, and University of West Virginia; they continue as teaching professionals, or enter administration.
- Carl Grant, Hoefs-Bascom Professor of Education, Ph.D. University of Wisconsin-Madison
Multicultural education, teacher education, preservice and inservice education, urban education
- Gloria Ladson-Billings, Kellner Family Professor of Urban Education, Ph.D. Stanford University, 1984
Educational anthropology, cultural studies, critical race theory applications to education
- Beth Graue, Sorenson Professor of Education, Ph.D. University of Colorado-Boulder, 1990
Early childhood policy and practice, home-school relations, qualitative methods
- Mary Louise Gomez, Professor, Ph.D. University of Wisconsin-Madison, 1985
Effects of race, class, and gender on students and faculty; reading practices of low SES students
- Julia Eklund Koza, Professor, Ph.D. University of Minnesota, 1988
Music education, equity issues for women in the academy, multiculturalism
- Catherine Compton-Lilly, Professor, Ed.D. University of Rochester, 1999
Literacy learning in diverse communities, longitudinal qualitative research, literate identities
Maxine McKinney de Royston, Assistant Professor, Ph.D. University of California-Berkeley, 2011
Race, identity, pedagogy, STEM education, qualitative research