Michael C. Reichert, Ph.D.
Georgetown University, BSFS, 1974
University of Pennsylvania, MS.Ed., 1980
University of Pennsylvania, Ph.D., 1984
Dr. Reichert earned his doctorate in Professional Psychology and received additional clinical training at the Philadelphia Child Guidance Clinic. He has specialized in work with children, families and males in a clinical and consulting practice for the past 25 years. He created and served as Director of an urban youth development program, Peaceful Posse, sponsored by Philadelphia Physicians for Social Responsibility, and currently serves as Executive Director of the Center for the Study of Boys’ and Girls’ Lives, a research consortium of independent schools operating in partnership with the University of Pennsylvania. Dr. Reichert has published and spoken at conferences, schools and to community groups on subjects related to boys’ and girls’ lives and traumatic disruptions in children’s experience. He has consulted to and conducted training for many independent schools, is currently on staff at The Haverford School outside of Philadelphia.
Research Interests and Current Projects:
Current research interests include the impact of gender curricula on boys’ and girls’ lives, the social dimensions of learning, development of emotional intelligence and leadership, moral development, developmental trajectories toward violence and programming for democracy and sanctuary in schools. Dr. Reichert is especially interested in psychological programs, both in schools and in communities, which can contribute to lives of greater possibility and integrity for children. He has conducted two global studies of boys’ education which led to the publication of Reaching Boys, Teaching Boys (Wiley, 2010) and I Can Learn From You: Boys as Relational Learners (Harvard Educational Press, 2014) and serves as an advisor to international organizations committed to the full development of children’s human capacities. And, as father to two sons, Dr. Reichert is committed to supporting other parents of boys and has developed the workshop, Raising Sons 101.
Peter Kuriloff, Ed.D.
Antioch College, B.A., 1965
Harvard University, Ed.M., 1966
Harvard University, Ed.D., 1970
Dr. Kuriloff earned his doctorate in counseling psychology and is a fellow of the American Psychological Association in School Psychology. He has taught at the University of Pennsylvania since 1970 and twice chaired the Psychology in Education Division. He moved to the Educational Leadership Division (now the Foundations and Practices of Education Division) in 1992. Besides teaching at GSE, Dr. Kuriloff is the senior advisor on Group Effectiveness and Career Development in Wharton’s Executive MBA program. Dr. Kuriloff has held a number of University-wide positions, including chair of the Grievance Commission, chair of the Senate Committee on Academic Freedom and Responsibility and chair of the Faculty Senate.
Research Interests and Current Projects:
Dr. Kuriloff’s interests include gender dynamics (masculinities, femininities, and school gender “offers”) and their impact on the opportunities of children; minority retention in schools and colleges; and, in general, the reinvention of schools as more inclusive, open, generous, and effective places for the children who inhabit them. His research has involved the study of learning and teaching in small groups, the impact of legal reform on educational practice including the effectiveness of various kinds of dispute resolution in public schools, the nature of parent-child communications about human sexuality, the organizational and educational consequences of parental involvement in public schools, and most recently, the impact of various constructions of masculinity on boys’ learning and emotional development. In his capacity as research director of the Center for the Study of Boys’ and Girls’ Lives, a coalition of independent schools, he fosters teacher-initiated research to discover and implement best practices for boys and girls.
Sharon M. Ravitch, Ph.D.
Harvard University, Ed.M. 1994
Harvard University, Ed.M. 1995
University of Pennsylvania Graduate School of Education, Ph.D., 2000
Sharon M. Ravitch, Ph.D. is a Senior Lecturer at the University of Pennsylvania’s Graduate School of Education where she is Co-Director of the Center for Collaborative Research and Practice in Teacher Education. Ravitch teaches master’s and doctoral-level courses in qualitative research, evidence-based practice, ethnography, research development and instrument design, fieldwork and mentoring, as well as race, gender, and cultural issues at the Graduate School of Education and at The Wharton School of Business. Ravitch earned two master’s degrees from Harvard University, one in Human Development and Psychology and the other in Education. She earned her doctorate at the University of Pennsylvania in an interdisciplinary program that combined anthropology, sociology, and education. Ravitch authored the book School Counseling Principles: Multiculturalism and Diversity (American School Counselor Association, 2006) and co-authored a book entitled Matters of Interpretation: Reciprocal Transformation in Applied Development Contexts for Youth (Jossey-Bass, 1998). Ravitch is currently finishing two co-authored books, one entitled Intercultural Understanding in an Age of Standards: An Interpretive Framework for Education and Professional Development and the other Writing as a Practice of Teaching: Narratives from First Year Teachers and is co-editing a book entitled Evidence Matters: The Penn Handbook for Evaluating Training and Development. She publishes, speaks and consults internationally in the areas of evidence-based practice, qualitative research, ethnography, practitioner and action research, and issues of gender, race, culture and equity in organizations. She is a Research Co-Director at the Center for the Study of Boys’ and Girls’ Lives.
Research Interests and Current Projects:
Dr. Ravitch’s research has four main strands:
Practitioner research: Dr. Ravitch’s work in the area of practice-based inquiry centers on practice-based research that works from an applied ethnographic approach to engendering professional and institutional development and change. Her research focuses on the influences of practice-based inquiry on educational practice and leadership more broadly. Dr. Ravitch is particularly interested in how practitioners learn about inquiry and how they conceptualize and utilize research in relation to their daily practices, commitments, and goals. Dr. Ravitch is engaged in the teaching of and collaborative research with educational and business leaders across the United States as well as with systemic family therapists at the Central Integral de la Familia and the Universidad Cristiana Latino Americana in Quito, Ecuador.
International Social Justice Research that works from a participatory action research approach: Dr. Ravitch co-leads a multi-year participatory action research initiative that seeks to understand marginalized populations’ access to justice in four conflict-impacted countries: Afghanistan, Burundi, Colombia, and Liberia. She also engages in applied research in Ecuador and Nicaragua.
Teacher education: Dr. Ravitch is engaged in research that focuses on teacher education and professional development, specifically the ways in which issues of diversity, inequity, and the sociopolitical context of schooling shape urban teachers’ perspectives on students, their own worldviews, and their pedagogy as well as the teaching and learning that take place in and around teacher education courses. She is engaged in collaborative research focused on the role of reflective writing and inquiry groups on teachers’ processes of learning to teach.
Ethnography within and across disciplines: Dr. Ravitch is engaged in collaborative research on issues of methodology, representation, and media influence on the practices, conceptions, articulations, and uses of ethnography within and across disciplines.
Joseph Derrick Nelson, Ph.D.
Senior Research Fellow
Joseph Derrick Nelson, Ph.D. is an assistant professor of educational studies at Swarthmore College and a senior research fellow with the Center for the Study of Boys’ and Girls’ Lives at the University of Pennsylvania. Nelson is a sociologist of education, a school ethnographer, and a teacher educator who employs interdisciplinary frameworks to examine the interplay of identity, culture, and urban schooling. His scholarship to date has explored how school culture influences Black boys’ identities; fostered their re-sistance to rigid gender norms; and interrogated how schools limit Black boys’ learning and engagement during childhood and early adolescence. These empirical projects led to publications with Teachers College Record; Culture, Society, and Masculinities; the Psychology of Men and Masculinity; and the guest coeditorship of a special issue on boys’ education with the Journal of Boyhood Studies. Nelson is currently on the executive committee for the MacArthur-funded Center for the Study of Men and Masculinity at Stony Brook University and serves as the education liaison for the NoVo-funded Project for the Advancement of Our Common Humanity at New York University. His research has been supported by the National Academy of Education/Spencer Foundation, the Ford Foundation, and the International Boys’ School Coalition. In his hometown of Milwaukee, Nelson taught first grade for two years in a single-sex classroom for Black and Latino boys.
Jordan D’Olier is a 3rd year doctoral candidate in Educational Leadership at PennGSE. His research interests center around implicit theories and emotional intelligence for teachers and leaders, both as a means of supporting the overall school environment and as a mediator of relationship building for teachers and students. Through his work within the Wharton Leadership Program, he is focused upon the development process of high performing teams around a shared vision of reflective practice both in the educational and social impact sectors. Jordan is originally from Hawaii where he taught math and aided in the development of a college preparatory conversion charter school. He previously earned M.Ed. in Teaching from the University of Hawaii as well as a B.A. in Econ-Accounting and Psychology from Claremont McKenna College.
Carmen Delgado is a Ph.D. candidate in the Education, Culture, & Society program at the University of Pennsylvania Graduate School of Education. Her research interests stem from her nine years of practice as a high school social studies teacher and her study of the political, philosophical and social foundations of education. Broadly, Carmen studies the role of education in civic identity and agency development in U.S. contexts. Through her research, Carmen seeks to work toward a more robust civic education, which better attends to the development of critical, deliberative, and agentic qualities among students, which engaged, democratic citizenship requires. Her most recent project is inspired by her YPAR work both with CSBGL and the West Philadelphia, community-based Leaders of Change program. Currently, Carmen is examining how young peoples’ YPAR experiences—specifically those centering on the development of critical consciousness and student voice—indicate the pedagogical strength of YPAR as an approach to civic education.
Priscilla Bustamante is a doctoral student in the Critical Social/Personality Psychology program at the Graduate Center, City University of New York. Her work draws upon critical race theory, feminist and participatory methods, and a strong commitment to illuminate interconnected circuits of privilege and oppression. She is currently examining the dynamic processes of ongoing racialized, state-sanctioned dehumanization, as they accumulate both affectively and structurally in minds, bodies and communities through the discretionary arrests prominent in broken windows policing. Her past research has examined diversity ideologies, discourse, and praxis in elite educational institutions in relation to sites of in/exclusion, racism, whiteness, and situated knowledge. Prior to graduate school, Priscilla obtained her B.A. in Psychology and Sociology from Wesleyan University, and worked for various educational non-profits in New York City.
Loren Cahill is originally from Saint Louis, Missouri. Cahill holds a B.A. in Africana Studies with a Minor in Education from Wellesley College and a MSW degree from the University of Michigan-Ann Arbor. Loren is currently a doctoral candidate in the Critical Social/Personality Psychology program at the City University of New York ‘s Graduate Center. Her research seeks to explore the liberation, radical imagination and healing practices of young people of color.
Monica is a doctoral candidate in the Policy, Organizational and Leadership Studies (POLS) department at Temple University’s College of Education, concentrating in urban education. In addition to her position at CSBGL she is also a graduate research assistant under her advisor’s Spencer Foundation funded, three-year ethnographic study of parenting education programs. There she is part of a collaborative research team utilizing qualitative data analysis methods to explore the efficacy of parenting education programs; participants’ experiences in parenting education classes; and the ways in which parenting education classes perpetuate dominant American ideologies of individualism, merit and personal responsibility.
Clark received her B.A. in International Studies at Mount Saint Mary’s University, focusing on international education development; education for social justice; and the role that participatory research can play in creating collaborative, sustainable education development abroad. She went on to receive her M.S. in Global and International Education at Drexel University, completing her coop internship at PennGSE’s Center for Collaborative Research and Practice in Teacher. As a scholar, she roots her interests in the sociology of education, educational anthropology and comparative education. Her current research interests focus on exploring the complex relationship between teacher professionalism, agency and citizenship. She is investigating the multi-faceted ways in which diverse stakeholders respond to education policy, change and reform (both within schools and without); and studying democratic civic engagement, active citizenship and social movements for education. Her specific research interests connect with her broader belief in the importance of utilizing qualitative research methods that are participatory, collaborative, and inclusive to provide for the development of sustainable and equitable educational programming for all students.