Resume

• 2005

  Doctor of Philosophy (PhD)

  Sociology

  Emory University

• 2001

  MA

  Sociology

  BGSA

• 1999

  MA

  Higher Education

  SCOR

• 1995

  BA

  Theatre

• Policy Analysis

  SPSS

  Teaching

  Academic Advising

  Grant Writing

  Research

  Sociology

  Legal Research

  Program Evaluation

  Education Policy

  Public Policy

  Program Development

  Higher Education

  Psychotherapy

  Community Outreach

  Qualitative Research

  Student Affairs

  Student Development

  Staff Development

  Nonprofits

  It Just Happens: Colorblind Ideology and Undergraduate Explanations for Lack of Interaction Across Race Lines

  Regine O. Jackson

  Published online before print.\n\nThis article examines student perceptions of racial segregation on campus in terms of interaction across racial groups. Theories of colorblind racial ideology are used to interpret data from 14 group interviews focusing on 1.) the degree to which cross-group interaction is desired

  2.) perceptions of racial separation among students at a predominantly White elite university

  and 3.) the rationale for lack of contact. In part because we are not limited to one race or to comparing only Black and White students and because we highlight student’s stories and explanations

  our findings provide better explanations of how students perceive and experience lack of racial interaction. We discuss implications including continued and possibly increased racial hostility towards underrepresented groups

  social isolation of groups with less representation

  effects on academic success

  and the perpetuation of racial/ethnic stereotypes.

  It Just Happens: Colorblind Ideology and Undergraduate Explanations for Lack of Interaction Across Race Lines

  School Quality and the Vulnerability of the Black Middle Class: The Continuing Significance of Race as a Predictor of Disparate Schooling Environments

  Tomeka Davis

  Ph. D.

  Sociological Perspectives

  Scholarship discussing the impact of class on black disadvantage centers around three general claims: (1) higher socioeconomic status (SES) curtails the disadvantages associated with race

  (2) class does little to mitigate racial disadvantage because of the persistence of racism

  and (3) race and class interact to produce different outcomes for persons from different race-class groups. Despite the abundance of research in the area

  few studies explicitly examine whether race and class interact to influence school quality. Using data from the eighth grade wave of the Early Childhood Longitudinal Study and other sources

  the authors find significant racial disparities in school quality that class and residential context cannot account for. However

  neighborhood poverty rates did increase the probability of private school enrollment for higher SES blacks compared to lower SES blacks and higher SES whites. The authors conclude that race remains an enduring obstacle to educational equity for poor as well as nonpoor blacks.

  School Quality and the Vulnerability of the Black Middle Class: The Continuing Significance of Race as a Predictor of Disparate Schooling Environments

  (Andrews) Welcher

  P

  Emory University

  Georgia Gwinnett College

  Morehouse Male Initiative

  Georgia State University

  Morehouse College

  Morehouse College

  Georgia Institute of Technology

  Georgia Institute of Technology

  Taught Sociology of Education and Social Problems and Public Policy for the Department of History

  Technology

  and Society.

  Georgia Institute of Technology

  Morehouse College

  Atlanta

  Director of General Education

  Assisted the Senior Associate Dean for Academic Planning of Emory College with various projects.\nCompleted Department Reviews for Institutional Research\nParticipated as part of research team for College Retention Study

  Emory University

  Coordinator of Academic Support Programs

  Georgia Institute of Technology

  Morehouse College

  Atlanta

  Academic Program Director

  Sociology

  Taught Research Methods (Spring 2008)

  Class Status and Power (Fall 2009)

  and Race and Ethnic Relations (Fall 2010) for the Departments of Sociology and African American Studies.

  Emory University

  Georgia Gwinnett College

  Lawrenceville

  GA

  Assistant Professor of Sociology

  Atlanta

  GA

  Assistant Professor of Sociology

  MOREHOUSE COLLEGE

  Department of Sociology

  Taught Social Problems and Race and Ethnic Relations

  Mellon Fellow

  Morehouse College

  Taught Research Methods for the Criminal Justice Department

  Georgia State University

  Associate Director

  Morehouse Male Initiative

  Whisenton Public Scholar

  Started in 1998

  the Whisenton Public Scholars program is a collaboration of Joffre T. Whisenton and Associates

  the Kettering Foundation

  and participating higher education professionals. The program works primarily with faculty and administrators from schools with a mission to serve minority communities (such as historically black colleges and universities

  Hispanic-serving institutions

  and tribal colleges and universities) and encourages scholars to experiment with elements of citizen-centered democracy

  such as naming and framing issues and making choices together in the context of teaching

  research

  and service. (https://eric.ed.gov/?id=ED583038)

  Joffre T. Whisenton and Associations and the Kettering Foundation