Biography

Dr. James Earl Davis’ research focuses on gender and schooling outcomes; men, boys and masculinity; sociology of higher education; and applied research methods. He is particularly interested in issues of access and equity in the educational pipeline as they are informed by gender, race, class, and the intersection of these social locations. His research agenda has been driven by recurring questions related to what we know about the social context of identity and how institutions (e.g., schools, college and universities, families, and communities) and policy (e.g., education reform, gender-based instruction and schools) are implicated in academic and social outcomes. He’s had the opportunity to work with inspiring colleagues and graduate students who continue to refine his work and its impact. Currently, he has funding from the National Science Foundation for the project, “STEMing the Tide: Exploring Factors Related to Males of Color Interest, Engagement and Achievement in Mathematics and Science.” This project will facilitate the dissemination of the most recent research about identity and it relationship to science and mathematics achievement for boys and young men of color.

Courses Taught

Number

Name

Level

HIED 5102

Administration of Higher Education

Graduate

HIED 5104

College Students and Development Theory

Graduate

HIED 8101

Advanced Seminar on Higher Education Administration

Graduate

HIED 8104

Seminar on Theory in Higher Education and Leadership

Graduate

EDUC 5101

Critical Understanding of Social Science Research

Graduate

EDAD 5742

Pro-Seminar in Ed Policy

Graduate

EDAD 8461

Analytical Studies in Educational Administration

Graduate

EDAD 8461

Ethical Leadership

Graduate

Selected Publications

Recent

  • II, D.T.E., Edwards, K.T., & Davis, J.E. (2018). Historically White Universities and Plantation Politics: Anti-Blackness and Higher Education in the Black Lives Matter Era. URBAN EDUCATION, 53(2), pp. 176-195. doi: 10.1177/0042085918754328

  • Khalifa, M.A., Gooden, M.A., & Davis, J.E. (2016). Culturally Responsive School Leadership: A Synthesis of the Literature. Review of Educational Research, 86(4), pp. 1272-1311. doi: 10.3102/0034654316630383

  • Lofton, R. & Davis, J.E. (2015). Toward a Black habitus: African Americans navigating systemic inequalities within home, school, and community. Journal of Negro Education, 84(3), pp. 214-230. doi: 10.7709/jnegroeducation.84.3.0214

  • Gadsden, V.L., Davis, J.E., & Johnson, C.J. (2015). African American fathers and families within cultural and historical perspective. In J.L. Roopnarine & J.L. Roopnarine (Eds.), Fathers across cultures: The importance, roles, and diverse practices of dads (pp. 155-182). Santa Barbara, CA, US: Praeger/ABC-CLIO. Retrieved from http://libproxy.temple.edu/

  • Davis, J.E. (2013). Research on equitable and excellent schools: Lessons for leadership practice. In L.C. Tillman & J.J. Scheurich (Eds.), Handbook of Research on Educational Leadership for Equity and Diversity. New York: Routledge. Retrieved from http://www.worldcat.org/

  • Gastic, B. & Davis, J.E. (2013). Working toward a 21st century framework for researchers of school safety leadership in practice. In Handbook of Research on Educational Leadership for Equity and Diversity (pp. 537-551). doi: 10.4324/9780203076934-35

  • Davis, J.E. (2013). Section IV: Research on equitable and excellent schools lessons for leadership practice: Introduction. (pp. 405-408). doi: 10.4324/9780203076934-27

  • Horvat, E.M. & Davis, J.E. (2011). Schools as Sites for Transformation: Exploring the Contribution of Habitus. YOUTH & SOCIETY, 43(1), pp. 142-170. doi: 10.1177/0044118X09358846

  • Baldridgea, B.J., Hill, M.L., & Davis, J.E. (2011). New possibilities: (re)engaging black male youth within community-based educational spaces. Race Ethnicity and Education, 14(1), pp. 121-136. doi: 10.1080/13613324.2011.531984

  • Davis, J.E. (2010). Uneasy ties: Race, gender identity, and urban education reform for African American males. In The State of The African American Male (pp. 145-164).

  • Joe, E.M. & Davis, J.E. (2009). Parental influence, school readiness and early academic achievement of african american boys. Journal of Negro Education, 78(3), pp. 260-276.

  • Gadsden, V.L., Davis, J.E., & Artiles, A.J. (2009). Introduction: Risk, equity, and schooling: Transforming the discourse. Review of Research in Education, 33(1). doi: 10.3102/0091732X08330002

  • Davis, J.E. (2009). Toward understanding African American males and K-12 education. In The SAGE Handbook of African American Education (pp. 399-416). doi: 10.4135/9781412982788.n25

  • Davis, J.E. (2006). Research at the margin: Mapping masculinity and mobility of African-American high school dropouts. International Journal of Qualitative Studies in Education, 19(3), pp. 289-304. doi: 10.1080/09518390600696612

  • Davis, J.E. (2005). Black boys at school: Negotiating masculinities and race. In Educating Our Black Children: New Directions and Radical Approaches (pp. 169-182). doi: 10.4324/9780203995648-23

  • Davis, J.E. (2003). Early schooling and academic achievement of African American males. Urban Education, 38(5), pp. 515-537. doi: 10.1177/0042085903256220

  • Gadsden, V.L., Fagan, J., Ray, A., & Davis, J.E. (2003). Fathering indicators for practice and evaluation; The fathering indicators framework. In Conceptualizing and Measuring Father Involvement (pp. 339-366). doi: 10.4324/9781410609380

  • Davis, J.E. (2002). Race, Gender, and Sexuality: (Un)Doing Identity Categories in Educational Research. Educational Researcher, 31(4), pp. 29-32. doi: 10.3102/0013189X031004029

  • Gadsden, V., Fagan, J., Ray, A., Davis, J.E., & Univ., P.P. (2001). The Fathering Indicators Framework: A Tool for Quantitative and Qualitative Analysis. Retrieved from http://libproxy.temple.edu/

  • Brown, M.C. & Davis, J.E. (2001). The historically black college as social contract, social capital, and social equalizer. Peabody Journal of Education, 76(1), pp. 31-49. doi: 10.1207/S15327930PJE7601_03

  • Brown, M.C. & Davis, J.E. (2000). Black Sons to Mothers: Compliments, Critiques, and Challenges for Cultural Workers in Education. P. Lang. Retrieved from https://books.google.com/

  • Polite, V.C. & Davis, J.E. (1999). African American Males in School and Society: Practices and Policies for Effective Education. Retrieved from http://libproxy.temple.edu/

  • Davis, J.E. (1999). Commentary: Advocacy, Care, and Power. American Journal of Evaluation, 20(1), pp. 119-122. doi: 10.1177/109821409902000113

  • Morris, M., Berstene, T.G., & Davis, J.E. (1999). Ethical Challenges. American Journal of Evaluation, 20(1), pp. 113-114. doi: 10.1177/109821409902000110

  • Davis, J.E., Perkins, W.E., & Univ., P.P. (1996). Fathers' Care: A Review of the Literature. Retrieved from http://libproxy.temple.edu/

  • Curry, B.K. & Davis, J.E. (1995). The Obligations of Faculty as Researchers. Academe, 81(5), pp. 40-43. Academe. Retrieved from http://libproxy.temple.edu/

  • DAVIS, J.E. & JORDAN, W.J. (1994). THE EFFECTS OF SCHOOL CONTEXT, STRUCTURE, AND EXPERIENCES ON AFRICAN-AMERICAN MALES IN MIDDLE AND HIGH-SCHOOL. JOURNAL of NEGRO EDUCATION, 63(4), pp. 570-587. doi: 10.2307/2967296

  • DAVIS, J.E. (1994). COLLEGE IN BLACK-AND-WHITE - CAMPUS ENVIRONMENT AND ACADEMIC-ACHIEVEMENT OF AFRICAN-AMERICAN MALES. JOURNAL of NEGRO EDUCATION, 63(4), pp. 620-633. doi: 10.2307/2967299

  • Hunter, A.G. & Davis, J.E. (1994). Hidden voices of black men: The Meaning, Structure, and Complexity of Manhood. Journal of Black Studies, 25(1), pp. 20-40. doi: 10.1177/002193479402500102

  • Davis, J.E. (1993). Ethical and legal issues in suicide. British Journal of Nursing (Mark Allen Publishing), 2(15), pp. 777-780. doi: 10.12968/bjon.1993.2.15.777

  • Hunter, A.G. & Davis, J.E. (1992). Constructing gender: An Exploration of Afro-American Men's Conceptualization of Manhood. Gender & Society, 6(3), pp. 464-479. doi: 10.1177/089124392006003007

  • Davis, J.E. (1989). Construct validity in measurement. A pattern matching approach. Evaluation and Program Planning, 12(1), pp. 31-36. doi: 10.1016/0149-7189(89)90019-0