of one's own culture does not require contempt or disrespect for other cultures.
Russell J. Skiba, Ph.D. is Professor in Counseling and Educational Psychology at Indiana University. He has worked with schools across the country, directed numerous federal and state research grants, and published extensively in the areas of school violence, school discipline, classroom management, and equity in education. He was a member and the lead author of the American Psychological Association's Task Force on Zero Tolerance. His work has been cited in numerous national media sources, including USA Today, Time Magazine, the Wall Street Journal, and Nightline, and he has testified before the United States Civil Rights Commission and both Houses of Congress on issues of school discipline and school violence. He was awarded the Push for Excellence Award by the Rainbow Coalition/Operation PUSH for his work on African American disproportionality in school suspension.
M. Karega Rausch is a Research Associate with the Equity Project at Indiana University. As a member of the leadership team, Karega ensures that the Project’s research, practice, service, and dissemination goals are achieved and that individual project goals, outcomes, and deliverables, are exceeded. This ensures the long-term viability and efficiency of the Project through strategic planning and securing resources. Prior to joining the Equity Project, Karega was the founding Indianapolis director of a national educational advocacy non-profit (Stand for Children). Other positions include education director on the senior staff of two Indianapolis Mayors (of different political parties) – Mayor Bart Peterson (D) and Mayor Greg Ballard (R). Karega earned a master’s degree in education and is currently completing his doctorate at Indiana University. He earned a bachelor’s degree in psychology from DePauw University, and has been a teacher of high school social studies. As an unwavering advocate for educational equity and underserved children, his professional experiences and research projects have been focused on how to create and reform schools to ensure all students are served well. Karega has authored or co-authored more than 20 professional publications on educational system reform and serves on a number of national and local boards. Karega has presented on educational equity and accountability for national organizations such as the American Educational Research Association, the National Association of Charter School Authorizers, the American Psychological Association, the University Council for Educational Administrators, the National Alliance for Public Charter Schools, and the Harvard Civil Rights Project.
CG Chung is a Statistician at the Equity project. His research interests are in the issues of minority representation in special education and in the statistical models for school reform, access and persistence in higher education.
Timberly Baker is a native of St. Louis Missouri. She completed a Bachelors of Science in Secondary Education Social Studies from The University of Arkansas at Pine Bluff. In addition, Timberly received a Masters of Teaching and Learning from Arkansas State University, and received her Ph.D. in Educational Leadership Policy Studies from Indiana University- Bloomington. She has middle school teaching, quantitative research, teacher professional development facilitation and a wealth of classroom management experience. She currently provides teacher professional development around cultural responsiveness, Universal Design for Differentiated Instruction and Positive Behavior Intervention Support systems.
Mariella currently works as a research associate on the Race and Gender Disparities in Discipline Research-to-Practice Collaborative project funded by The Atlantic Philanthropies at The Equity Project. Mariella is a doctoral candidate at Indiana University’s Educational Leadership and Policy Studies department. Before joining The Equity Project Mariella focused her research on educational policies targeted at reducing stratification and inequality and working towards the attainment of a more egalitarian and socially just education, both in the United States and globally. She is currently pursuing a research agenda concentrating on the intersectionality of race, ethnicity, gender and sexual orientation in disparities in school discipline. She is an avid traveler, enjoys art (in its many manifestations), and is currently working on her first novel.
Gwen brings thirty-five years of service as a teacher and central office curriculum and instruction specialist. She served as the lead facilitator responsible for developing and disseminating information about the district's first K–12 standards-based curriculum frameworks and pacing guides. Additionally, having worked as an adjunct professor at Anderson University, she brings over 40 years experience from a teaching background that stretches from kindergarten to higher education. Recently earning her doctorate degree from Indiana State University, she studied how principals created culturally relevant learning environments within their schools. She has provided consulting services and numerous workshops to help create positive change within school districts, schools, and individual classrooms. She continues her work in promoting culturally responsive practices with district leadership teams who are committed to working with the Equity Project to provide positive support and equitable outcomes for all of their students.
Stephen Franz, Ph.D. is a Research Associate with the Equity Project. He completed his BA in Education at DePauw University. Steve received his MA in Latin American and Caribbean Studies and his PhD in Education Policy at Indiana University—Bloomington. He has served as a consultant and research analyst for various educational and non-profit organizations. Steve has published extensively on topics related to equality of educational opportunities and outcomes. He is co-editor for Comparative Education: The Dialectic of the Global and the Local, Revised Fourth Edition (2013). Steve also lived and worked in Central America for several years and has particular strengths in cultural and linguistic expertise, specifically Spanish, Garifuna, and K’ekchi’ Maya. His teaching background ranges from non-formal and adult education to P-16 classroom teaching.
Ching-Hui Lin recently joined The Equity Project as a research associate. She completed her Ph.D. in Higher Education and Student Affairs from Indiana University-Bloomington. Her research interests fall into postsecondary access and student persistence, inquiry methodology emphasizing on quantitative method and survey methodology, and international comparative higher education. She is originally from Taiwan. Prior to joining the CEEP team, she worked as a graduate research assistant at the Undergraduate Admission Office and Information Management and Institutional Research at Indiana University Purdue University Indianapolis (IUPUI).
Maureen Convery joined the Equity Project in March as a production assistant. She moved to Bloomington this spring after serving in a number of research roles around the country including Harvard University and University of California. She joins the CEEP team with over 7 years’ experience managing academic research.
Sarah Perfetti is a Project Associate at the Equity Project. She earned her MPA in 2011 from Indiana University’s School of Public and Environmental Affairs, where she studied Policy Analysis and Nonprofit Management. She is a founding member of ACCT International, a service-learning program for graduate students interested in pursuing careers in International Development, and in 2011 she conducted research in Kenya on behalf of that program.
Natasha Williams is a Graduate Assistant at the Equity Project and a Ph.D student in the School Psychology program at Indiana University. She earned her BS in Psychology from The Pennsylvania State University in 2005 and her MS in Applied Developmental Psychology from the University of Pittsburgh in 2010. Natasha has experiencing working as a school-based care coordinator and a child/adolescent case manager. Her current career and research interests include early literacy programs for minorities in urban communities in an effort to address the achievement gap and underrepresentation of African American students in gifted and talented placement.
Tiffany Campbell is a Graduate Assistant at the Equity Project and a Ph.D student in the School Psychology program at Indiana University. She earned her BS in Human Development from Binghamton University a State University of New York in 2012. Tiffany has experience working as an intern counselor for the Gateway Program for Youth (Catholic Charities), a program that offers free counseling for youth ages 8-21. Her current career and research interests include the effect of racial identity on African American, African and Caribbean youth in the school systems and exploring the representation of Caribbean and African youth in Special Education.
Gabrielle Dominguez is a School Psychology Ph.D. student and a Graduate Research Assistant for the Equity Project. She holds a B.A. with distinction in Psychology from Yale University. She has worked as an undergraduate research assistant at Yale, the University of Michigan, and the University of Alabama at Birmingham. Gabrielle is interested in interventions that aim to eliminate the discrimination experienced by racial minority students in grades K-12. She is also interested in the study of behavior modification in applied settings, such as classrooms. Currently, she is working on the PBIS Indiana grant and is focused on helping schools develop and maintain culturally responsive practices while implementing behavioral interventions and supports.
Chrystal Gray is a Graduate Research Assistant at the Equity Project. Chrystal is currently a Ph.D. student in the School Psychology program at Indiana University. She earned her BA in Psychology from the University of North Carolina at Chapel Hill in 2009 and her MA in Counseling Psychology from Teachers College, Columbia University in 2011. Previously, she conducted research on the impact of effective inter-group dialogue on social change. She is interested in the cultural and psycho-social factors that affect minority academic achievement and social justice. Chrystal is currently working on racial and gender disproportionality in school discipline.
Elliot Jordan recently earned his Masters and Specialist degrees in Instructional Systems Technology at the IU Wright School of Education. He is currently Web Developer and Information Architect for The Equity Project. He has also worked at IU as an Instructional Designer for the Office of Research Administration IT group (RASD) and as a Graduate Assistant Lab Manager in the IST Department. In 2009, he completed his MBA at University of California, Riverside and worked as a Teaching Assistant throughout his program there. Before entering graduate school, Elliot had 5 years of teaching experience at the K-12 and adult-school levels in Los Angeles including a wide variety of IT-related consulting and management experience.