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.
Mariella Arredondo is Associate Director of the Equity Project. Dr. Arredondo's leadership role on the Project focuses on making sure that the goals of each project's research, practice, service, and dissemination goals and agendas are achieved and that outcomes and deliverables are ensured. This guarantees the long-term sustainability and efficacy of the Project through deliberate planning and securing resources. Previously, Dr. Arredondo served as Research Associate in the Discipline Disparities Research-to-Practice Collaborative project funded by The Atlantic Philanthropies and Open Society Foundations at The Equity Project. Mariella earned her Ph.D. degree in Educational Leadership Policy Studies with a concentration in International Comparative Education from Indiana University- Bloomington. 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 and enjoys art (in its many manifestations).
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.
HyeSun An is a Ph.D. student in education policy. She received a Master of Arts degree in education and social policy from New York University. With a deep interest in advanced quantitative analysis and economics of education, she has taken a number of quantitative classes such as causal inference and missing data since her master days, and now is pursuing a minor degree in economics, too. Her current substantial interests include inequalities of educational opportunity by race and finance in the US and globally, and effects of professional community on educational productivity. She is also interested in teacher labor market, teaching effectiveness, program evaluation, and school leadership. Currently she is working as a research analyst for the equity project at the CEEP, conducting quantitative analyses in a project on racial discipline disparities. Before she came to Bloomington, she worked as an elementary school teacher for seven years in Korea and participated in several school-level research projects funded by the Korean Ministry of Education.
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.
Sylvia Martinez, PhD is an Associate Professor with a joint appointment in the Latino Studies Program and the department of Educational Leadership and Policy Studies at the School of Education at Indiana University. She is a sociologist by training interested in issues of cognitive and behavioral engagement among Latino high school students, high school to college transitions among Latino youth, and Latino/a identity development. Using nationally representative data sets such as the Education Longitudinal Study (ELS:2002), Dr. Martinez examines the college information gap between Latino/a and non-Latino students. She is about to embark on a project titled, “Road to Retention in Higher Education?: The Role of Latino/a Ethnic Identity on Participation at La Casa.” She teaches courses such as Sociology of Education, Sociology of Families and Schools, Sociology of Higher Education, Latinas in the U.S., The Latino Family, and Diversity by the Numbers. She has served as the Associate Director for the Center for Research on Race and Ethnicity in Society and currently serves as the Director of the Latino Studies Program.
I was born and raised in Brazil until the age of 14 before "returning" to Japan with my parents and siblings. I received my teaching certificates and B.A. in Educational Studies from Hiroshima University. After working with immigrant students in Japan for several years, I came to the U.S. as a Fulbright grantee and completed the Master's program in International Educational Administration and Policy Analysis at Stanford Graduate School of Education. After a one year internship developing educational programs and research for immigrant youth in San Francisco and serving as Director of Teacher Support and Training at Teach For Japan (Learning for All) in Tokyo, I have returned to graduate school with research interests in teacher development and policies addressing educational inequalities and fostering diversity in the US and internationally. I am also a mother of an energetic son and a curious daughter and love doing all sorts of activities with them. I also love sailing and swimming whenever I get some free time for myself!
Dillon Ang is a Ph.D. student in the school psychology program at Indiana University. Dillon comes from Rhode Island and completed a Bachelors of the Arts in psychology at Brandeis University in Waltham, Massachusetts. Dillon's research interests are in disciplinary disproportionality and school-wide interventions that reduce this disproportionality.
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.
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 is Instructional Systems Developer at the Equity Project. Current responsibilities include web development and content strategy for all project websites, video production, and social media management. Elliot also provides IT support to CEEP and the Equity Project staff. He earned his Specialist (Ed.S.) and Masters degrees in Instructional Systems Technology at the IU Wright School of Education in 2011. Before joining the Equity Project, Elliot worked at Indiana University 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 was a Teaching Assistant throughout his graduate program there. Elliot also has a wide variety of IT consulting and management experience and 5 years teaching technology at the K-12 and adult-school levels in Los Angeles.