Dr. Manya Whitaker is an Associate Professor of Education at Colorado College. She is a developmental educational psychologist with expertise in social and political issues in education. Her courses include Urban Education, Diversity & Equity in Education, and Educational Psychology, among others. She researches the stability of teachers’ diversity-related belief systems across time and settings, and how those beliefs can be intentionally disrupted and re-structured through teacher training. She is the author of Schooling Multicultural Teachers: A Guide for Program Assessment and Professional Development, Learning from the Inside-Out: Child Development and School Choice and co-editor of Counternarratives from Women of Color Academics.
Whitaker, M.C., & Valtierra, K.M. (2019). Schooling Multicultural Teachers: A Guide for Professional Development and Program Assessment. Emerald Publishing.
Whitaker, M.C. (2019). The Hoover-Dempsey and Sandler model of the parent involvement process. In S. Sheldon and T. Turner-Vorbeck (Eds.), The handbook of family, school, and community partnerships (pp. 421-433). Hoboken, NJ: Wiley Press.
Caldera, A., Whitaker, M.C., & Popova, D. (2019). Classroom Management in Urban Schools: Proposing a Course Framework. Teaching Education. DOI: 10.1080/10476210.2018.1561663
Whitaker, M.C. (2018). Urban charter schools. In W. Pink (Ed.), Oxford research encyclopedia of education. New York, NY: Oxford University Press.
Whitaker, M.C., & Grollman, E.A. (Eds.) (2018). Counternarratives from Women of Color Academics: Bravery, Vulnerability and Resistance. New York, NY: Routledge/Taylor Francis.
Whitaker, M.C., & Valtierra, K.M. (2018). Enhancing preservice teachers’ motivation to teach diverse learners. Teaching and Teacher Education, 73, 171-182.
Whitaker, M.C., & Valtierra, K.M. (2018). The development of the dispositions for culturally responsive pedagogy scale. Journal for Multicultural Education, 12(1), 10-24.
Whitaker, M.C., & Hines-Datiri, D. (2018). Teaching what we don’t know: Community-based learning as a tool for critical race praxis. In T. Meidl (Ed.), Service-learning initiatives in teacher education programs. Hershey, PA: IGI Global.
Whitaker, M.C. (2016). Learning from the inside-out: Child development and school choice. Lanham, MD: Rowman & Littlefield Publishers.
Whitaker, M.C. (2016). (Re)Defining academic rigor: From theory to praxis in college classrooms. Currents in Teaching and Learning, 8(1), 4-17.
Whitaker, M.C. & Holum, B. (2015). A Community-based learning approach for changing students’ beliefs about poverty. Understanding and Dismantling Privilege. 5(2), 57-81.
Whitaker, M.C. (2014). Multicultural education. In S. Thompson (Ed.), Encyclopedia of diversity and social justice. Lanham, MD: Rowman & Littlefield Publishers.
Whitaker, M.C., & Hoover-Dempsey, K.V. (2013). School influences on parents’ role beliefs. The Elementary School Journal, 114(1), 73-99.
ED155: Teaching and Learning Across Communities
ED222: Diversity and Equity in Education
ED255: Urban Education
ED311: Educational Psychology
ED386: Education Assessment in a Political Context
ED455: Education Reform
ED572: Teacher and Teaching Identities (graduate course)
Ph.D., Vanderbilt University, Psychology: Developmental Psychology, Urban Education
M.S., Vanderbilt University, Psychology: Developmental Psychology
B.A., Dartmouth College, Psychology with Honors
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