Three Visiting Faculty to Join Ed Studies at Trinity

Three visiting faculty members will join the Educational Studies Program at Trinity College in 2022.

For Spring 2022, Professor Alexandra Lamb will join us as a Visiting Lecturer in Educational Studies to teach a new course, Educ 322: Leadership for Educational Change on Mondays 1:15-3:55pm. She earned a Bachelor’s degree in anthropology at Bowdoin, a Masters of Arts in Teaching from New York University, and plans to receive her Ph.D. in Educational Leadership from the University of Connecticut in 2022. Her research uses organizational and institutional lenses to understand how schools and districts change with the introduction of educational technology programs. Specifically, she examines how educational leaders create conditions for positive change in the presence of technology that supports deeper learning, more equitable schooling, and better student outcomes. Her most recent work in the Journal of Educational Administration examines 1:1 technology as a feature of the educational infrastructure of school districts. Previously, she was an educator, leader, and technology integrator in K-12 schools.

Also for Spring 2022, Professor Megan Mackey will return to Trinity as a Visiting Associate Professor of Educational Studies to teach Educ 218: Special Education on Wednesdays 1:15-3:55pm. Dr. Mackey is an Associate Professor of Special Education at Central Connecticut State University, where she prepares pre-service teachers to work with students with disabilities in general and special education settings, and has taught introduction to special education, behavior management, assessment, learning disabilities, differentiation, curriculum design and adaptation, mathematics, reading, and educational psychology. Prior to her work at the university level, she was a middle school special education teacher.

During the 2022-23 academic year, Professor Britney Jones will join Trinity as a Visiting Assistant Professor of Educational Studies. She earned a Bachelor’s degree and a Master of Arts in Teaching degree from Brown University, and plans to receive her Ph.D. in the Learning, Leadership, and Education Policy program at the University of Connecticut in May 2022.  Her dissertation research examines how teachers understand and enact Culturally Relevant Pedagogy, and one of her journal publications is “Preservice science teachers’ sociopolitical consciousness” in Science Education (2021). She previously taught fourth grade students for four years in Brooklyn, NY, and currently trains K-12 teachers in anti-racism and culturally relevant pedagogy workshops for the Capitol Region Education Council. In 2022-23 at Trinity, she will teach the Educ 200: Analyzing Schools introductory course and the Educ 400: Senior Research Seminar, and also offer a new 300-level research project seminar.

New Tenure-Track Assistant Professor Elise Castillo

Photo of Assistant Professor Elise Castillo
Assistant Professor Elise Castillo

The Educational Studies Program at Trinity College is pleased to announce that Elise Castillo has been hired as our newest tenure-track Assistant Professor, effective September 2021. Professor Castillo is currently a Visiting Assistant Professor of Educational Studies and Public Policy & Law at Trinity, and in 2019-20, she was Trinity’s Ann Plato Fellow. She earned her Ph.D in Education Policy from the Graduate School of Education at the University of California, Berkeley in December 2018. She also holds an MA in Education Policy from UC Berkeley, MS in Teaching (Adolescent English) from Pace University, and a BA in English and Creative Writing from Barnard College.

Professor Castillo’s scholarly identity is shaped by her personal experience as a second-generation Filipina-American, and her professional experiences as a public school teacher in a high-poverty New York City neighborhood. She is an interdisciplinary scholar whose work examines the possibilities for, and limitations to, school choice policies for advancing racially integrated, equitable, and democratic public education. Her dissertation, “Progressive Education Meets the Market: Organizational Survival Among Independent Charter Schools,” compared three charter schools in New York City and how their school leaders and board trustees endeavored to sustain their initial racial diversity and progressive teaching missions amid accountability pressures. She found that school leaders and trustees adjusted or abandoned these founding missions in order to garner resources and legitimacy in a competitive charter school market. Professor Castillo’s work has been published in American Journal of Education, Education Policy Analysis Archives, and Educational Policy.

Professor Castillo’s commitment to equity and inclusion make her an ideal fit for Trinity and the Educational Studies Program. In her teaching, she fosters learning environments for students to examine K–12 public schools, education policy, and school reform through the lenses of racial equity, social justice, and democracy. In describing her approach to teaching, Professor Castillo writes, “I am committed to fostering an inclusive and equitable learning environment that supports the success of all students, regardless of their prior academic preparation. For example, I am mindful of how the ‘hidden curriculum’ on college campuses, or implicit expectations and norms, may be less familiar to first-generation students and others from historically marginalized groups. I strive to make the hidden curriculum explicit by, for instance, sharing exemplary samples of past student writing, so that my students see what constitutes an appropriate writing style and tone.”

Professor Castillo’s ongoing research and teaching includes projects connected to the broader Hartford community. In a Hartford-based research study, she is investigating the motivations of Asian American parents who participate in metropolitan Hartford’s magnet school system. In her upper-level elective, “Privatization and Public Policy,” Professor Castillo designed a partnership with The Connecticut Mirror, a nonprofit, nonpartisan digital news site focused on state politics and policy. In Fall 2020, students each wrote pieces on privatization topics impacting Connecticut residents, which were published in The Connecticut Mirror’s “CT Viewpoints” section in a special collection entitled “Bantam Banter.”

Professor Castillo is also committed to supporting and mentoring students underrepresented in higher education. She says, “As a Filipina-American woman, I seldom see my identity represented in the academy. Thus, it is professionally and personally important to me to mentor students from underrepresented and historically marginalized groups.”

Anti-Racist Educational Resources

A letter to students and alumni of the Educational Studies Program at Trinity College, from Professors Stefanie Wong and Jack Dougherty:

Teaching for Black Lives, from Rethinking Schools

During these recent days of protest against police brutality, we have heard from some of you who are seeking resources about anti-racist education. One alumna wrote to ask for book recommendations about race and education to share with other teachers at their school. Another wrote to ask for readings about systemic racism and white privilege to advance their own learning and to better educate white folks around them.

In response, we offer this list of resources, which are drawn from courses we have taught at Trinity, or from other educators and activists who have kindly shared their recommendations. First, let’s recognize some key principles:

• We all start from different places when learning about race and power. The paths we follow depend on our prior experiences and knowledge, how we identify ourselves racially and how other people identify us.

• We must recognize the dimensions of privilege and power we hold, especially in relation to systems of racism, white supremacy, and anti-blackness. If we have privilege, we should listen most closely to the voices of those most affected by oppression.

• At different points along our paths, we may not agree with each other. But genuine learning requires us to respect one another, and also for each of us to grow in understanding of ourselves and others.

• Reading can promote deeper reflection and insight into other people’s perspectives. But reading alone does not alter racism. We also need dialogue, experience, and thoughtful action.

Black lives matter.

Provocative readings on anti-racism and education:

Ibram X. Kendi, How to Be an Antiracist (One World/Random House, 2019), preview at — When updating my Educ 309 Race Class and Ed Policy seminar a year ago, I added the introduction and first chapter from this autobiographical reflection by Kendi, whose first publication won the National Book Award. Kendi seeks to shift our focus from opposing “racist people” to challenging “racist policies,” and whether or not you agree with his approach, it will make you think. To dig further, pair his book with a critical review by Kelefa Sanneh, “The Fight to Redefine Racism,” The New Yorker, August 12, 2019. – JD

Bettina Love, We Want To Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom (Beacon Press, 2019) — I assigned this book in my Educ 312: Education for Justice course in Spring 2020, and students really enjoyed it. Love pushes her readers to interrogate how our current education systems, as well as the reforms we often hear of to improve education, are rooted in racism and anti-blackness. Instead, she argues that educators should engage in abolitionist teaching, working in solidarity with communities of color to understand and resist oppression and nurturing joy, creativity, and resistance in young people of color. – SW

Ta-Nehisi Coates, Between the World and Me (Penguin Random House, 2015) — Written as a letter to his teenage son, Coates reflects on the hopes and fears of being black in the United States. – SW

Video clips to promote deeper discussion:

Trevor Noah, “George Floyd and the Dominos of Racial Injustice,” The Daily Show, May 29, 2020, — Recent protests across the globe were sparked by a series of videos that captured racism on camera, such as the shooting of jogger Ahmaud Arbery in Georgia, the Central Park woman who phoned police against bird watcher Christian Cooper, and the Minneapolis police homicide of George Floyd. Speaking directly to the camera, commentator Trevor Noah explains the domino effect of these videos, and how to interpret news coverage of Black Lives Matter protests. Current educators and future historians need to draw on videos like these to make sense of this video-driven movement. – JD

Anti-racist teaching resources for K-12 education:

Teaching for Black Lives, edited by Dyan Watson, Jesse Hagopian, Wayne Au. (Rethinking Schools Publication, 2018). — The Rethinking Schools organization continually impresses me with the quality of classroom teachers’ reflections and curricular materials for engaging young people with challenging issues. I’ve assigned their materials in my courses and also handed them directly to Trinity students who are headed into teaching. See also this recent Washington Post recommendation with excerpts from the book. – JD
— To encourage educators to engage with the text, Rethinking Schools is currently offering the book at a 40% discount with code T4BL40, until June 11, 2020. — SW

Black Lives Matter at School — In 2016, educators in Seattle launched a Black Lives Matter day of action at their schools. The movement has since expanded to a week of action at various schools and districts across the country. The website includes lesson plans and other classroom resources, including ways to participate in the week of action. — SW

The 1619 Project by Nikole Hannah-Jones and contributors for the New York Times received a 2020 Pulitzer Prize for its account of the legacy of slavery on the 400th anniversary of the arrival of the first Africans to the American continent. The Pulitzer Center created The 1619 Project Curriculum with reading guides and activities to engage K-12 learners, and also a full PDF version of the original publication. — JD

Everyday Antiracism: Getting Real About Race In School, edited by Mica Pollock (The New Press, 2008) — An edited volume designed to reach educators and parents. Each chapter is short and encourages readers to consider everyday implications. — SW

Education Week’s list of Classroom Resources for Discussing Racism, Policing, and Protest, June 2, 2020 — SW

Resources that may be especially important for white educators:

White Fragility: Why It’s So Hard for White People to Talk About Racism, by Robin DiAngelo (2018), with publisher’s discussion guide for educators

Feeling White: Whiteness, Emotionality, and Education, by Cheryl Matias (2016)

For White Folks Who Teach In The Hood … and the Rest of Y’all Too: Reality Pedagogy and Urban Education, by Christopher Emdin (2016)

We Can’t Teach What We Don’t Know: White Teachers, Multiracial Schools, 3rd edition, by Gary Howard (2016)

Other resources to understand racism, white supremacy, and anti-blackness in the current moment:

From #BlackLivesMatter to Black Liberation, by Keeanga-Yamahtta Taylor (2016)

Freedom Is a Constant Struggle: Ferguson, Palestine, and the Foundations of a Movement, by Angela Davis (2016)

Take Action Steps:

Investigate our institutions — Thoughtfully designing and carrying out a research project can be a good way to understand and draw attention to structural problems and potential solutions. For example, we recently shared our findings from a First-Generation/Low-Income Student Focus Group at Trinity (January 2020). Also, the Educ 309 Race Class & Ed Policy students presented their findings from interviews with first-year students about perceptions of race and social class in Hartford and Trinity (October 2019).

Change your teaching practice — What concrete curricular and/or pedagogical changes can you make to center black lives and anti-racism in your teaching? How can you push your colleagues, department, school, and/or district to do the same?

Talk to people in your life, particularly if you and they have privilege — How can you challenge family members, friends, neighbors, and loved ones to think differently about oppression, race, and racism?

Buy from people of color owned businesses — If you are making purchases, consider buying from businesses owned by people of color. For example, if you plan to buy any of the books on this list, check out these lists of black-owned bookstores.

Protest or support protestors — If you are able, consider attending protests or marches for causes you support. But remember that protests are not the only ways to support anti-racist activism. See, for example, this resource, 26 Ways To Be In The Struggle Beyond the Streets, developed by disability rights activists.

Donate — If you are able, consider making financial contributions to organizations doing anti-racist work, especially organizations that are led by people of color.

Share more resources:

Expand on our starter list by sharing more anti-racist educational resources that you value, and tell us why. We encourage you to share these on Twitter and tag both of us: @stefaniejwong and @doughertyjack.

Ed Studies Senior Toast to the Class of 2020

The Educational Studies Program faculty and students gathered by video conference for a Senior Toast to the Class of 2020. Professor Stefanie Wong compiled a slideshow of senior photos on top of a Trinity graduation background, and Professor Dan Douglas played “Sing (It To the World)” by The Chemical Romance on his guitar. Many glasses were raised high and tears were shed as we sent off the graduating class during this unforgettable year.

“What Kind of Progressive Education? The Case of Charter Schools”: Lecture by Ann Plato Fellow Elise Castillo

Dr. Elise Castillo, the Ann Plato Post-Doctoral Fellow in the Educational Studies Program and the Public Policy & Law Program at Trinity College in 2019-20, presents her lecture on video, titled “What Kind of Progressive Education: The Case of Charter Schools.”

Summary: What is “progressive education”? Can a charter school be progressive? In this lecture, Castillo will discuss different meanings of this phrase and draw upon case-study research of three New York City charter schools to illustrate how they defined it in terms of social efficiency, often at the expense of pedagogical and political progressivism.

The fellowship is named for Ann Plato, a 19th-century author and teacher of African American and Native American descent, who lived and wrote in Hartford. She was the second woman of color in the United States to publish a book, and the first to publish a book of essays and poems, titled Essays: Including Biographies and Miscellaneous Pieces, in Prose and Poetry (1841).

Biography: Elise Castillo studies the political and social dimensions of public education policymaking, particularly regarding market-oriented education reforms, such as charter schools and other forms of school choice. She is interested in how education policies and advocacy processes related to market-based reforms impact educational equity and democracy, particularly among minoritized communities. Her recent research examines progressive and community-based charter schools, the experiences of students of color with disabilities in charter schools, and the politics surrounding policymakers’ use of research. As an educator, Elise is committed to supporting her students’ capacities to critically engage with issues related to equity, democracy, and the public good. A former middle and high school English teacher, Elise holds an MA and PhD in Education Policy from the Graduate School of Education at the University of California, Berkeley, an MS in Secondary Teaching from Pace University, and a BA in English and Creative Writing from Barnard College. Learn more at her Trinity College faculty profile and her personal web page.

Next academic year, Dr. Castillo will continue her role as a Visiting Assistant Professor of Educational Studies and Public Policy & Law at Trinity College.

Careers in Teaching and Youth Work: Advice from Trinity Alumni

Wednesday October 2nd, 2019, 6:30-7:30pm, in Grand Room, Career Development Center

Updated: See video part 1 and video part 2 from this event.

Join us at this special event for Trinity College alumni to share advice with current students on different pathways to working with young people, whether in classrooms, counseling, or community organizations. Hartford-area alumni will join us in person, and others will join us via video conference. Professor Jack Dougherty will moderate the discussion. Co-sponsored by the Center for Student Success and Career Development and the Educational Studies Program. See also the Pathways to Teaching advising web pages. Open to the entire Trinity community.

Questions for alumni panelists:

1) What is your current position in teaching or youth work, and what path did you take into this profession?

2) Thinking back to when you were a Trinity student, what advice do you wish someone had given you about teaching or youth work?

Confirmed panelists:

Crisanne M. Colgan, MA ’74, Ph.D. is currently Adjunct Professor in the Master’s Degree program in Education at the University of St. Joseph, following a 41 year career in public and non-public schools. Crisanne graduated with a BA in French and English from the University of Connecticut. After graduating with a master’s degree in French from Trinity College, she earned a Sixth Year Diploma in Professional Education and a PhD in Curriculum and Instruction from the University of Connecticut. Crisanne began her career as a high school teacher of French and English, and the World Languages department chair. After serving as assistant principal in two districts, Crisanne was appointed the Senior Director of Instruction for the Avon, CT school district. Crisanne was also Principal of Roaring Brook School in Avon for 19 years.

Nicole George ’18 earned her bachelor’s degree in Educational Studies and Psychology, with a minor in Legal Studies, from Trinity College. Currently she is working toward her Master of Social Work degree at Virginia Commonwealth University, where her concentration is in Clinical Practice, with a focus on providing counseling and therapy to refugee and immigrant children.

Brigit Rioual ’14 earned her bachelor’s degree in Educational Studies and Sociology at Trinity College. Currently she teaches first through third grade students at the Montessori Magnet School, a city-suburban interdistrict public school, located across from campus at the Learning Corridor. While at Trinity, she began to enroll in teacher preparation courses at the University of Saint Joseph, and earned her Master’s degree, with elementary education certification and a focus on reading and language arts in 2017. She also completed training through the Association Montessori International in Spring 2019.

Brigit Rioual and Montessori Magnet students on first day of school, Fall 2019. Photo: Tom Sullivan.

Stacey Lopez ’11 earned her bachelor’s degree in Educational Studies, with a minor in Community Action, from Trinity College, and her Master of Social Work degree from the University of St. Joseph in 2017. Her internships and community learning experiences at Trinity College served as a strong catalyst for a career committed to facilitating diversity and equity when working with young people of color. Currently, she is the social worker at Opportunity Academy, a program of Our Piece of the Pie, Inc. in Hartford, CT where she supports over-aged and under-credited high school students in reaching their academic, personal, and career goals. In the past ten years, Stacey has had different roles that integrate her bicultural identity, youth development and education background, community building skills, and clinical training in the mental health and not for profit sectors. Prior to OPP, she worked as a licensed in-home clinician for youth and families at Wheeler Clinic and was a W.E.B. Du Bois Diversity Fellow at the Center for Counseling and Psychological Health at UMass-Amherst. Stacey also served as the Project Director for summer youth programs at the Christian Activities Council, Director of Youth Development at Billings Forge Community Works, and Program Coordinator for the Office of Community Service and Civic Engagement at Trinity College. She participates in the Latino Social Workers Network, which is a part of the National Association of Social Workers (NASW)-CT chapter and has recently joined Trinity College’s CHER Advisory board.

Cara Midlige ’17 earned her bachelor’s degree in Educational Studies, with a minor in Community Action, from Trinity College, and her master’s degree in childhood education from the Relay Graduate School of Education. Cara recently complete her two years as a Teach for America Corps Member, and is continuing to teach 3rd grade students at PS 86 The Kingsbridge Heights School in the Bronx, NYC.

Joseph Orosco ’19 earned his bachelor’s degree in Engineering and Urban Studies at Trinity College. He grew up in Pomona, CA, and identifies as a first-generation college student and also a Chicano/Native American. Joseph enrolled in Teach for America and is currently teaching Algebra I at Desert Pines High School in the Clark County School District, while obtaining his Masters in Education of Mathematics from the University of Las Vegas, Nevada.

Jeanika Browne-Springer ’12 earned her bachelors degree in Theatre & Dance: Arts in the Community, with minors in Studio Arts and Urban Studies, and also completed teacher certification coursework at the University of Saint Joseph in K-5 Elementary Education. She also worked with students in art class at the Montessori school, after school in Grace Academy’s enrichment clubs, and through Trinity’s Rising Stars mentoring program. Following graduation she completed a semester of student teaching at Breakthrough Magnet School in Hartford and remained there as an intern and building substitute, while working part time as a café operator at TheaterWorks. The following year she moved on to Betances Early Reading Lab in Hartford as an Associate Teacher, leading reading intervention groups, hands-on science lessons, and completing her Masters in Multiple Intelligences through the University of Saint Joseph’s cohort program. Luckily her coursework at Trinity qualified her for certification cross endorsements in Theater Education and in Dance. Over the past five years, she has been a second grade teacher at Global Communications International Baccalaureate Academy in Hartford, coaching the drill team after school, and continuing work in Hartford’s community theater scene with HartBeat Ensemble and Night Fall. Recently she accepted a position in Development & Marketing with Hartford Performs, a non-profit partnership with Hartford Public Schools to connect classrooms with the city’s vibrant arts community and train teachers in arts integration for their daily curriculum. While she never would’ve thought she’d end up in an office job as a grant writer for an organization, her experiences in the classroom make her a strong advocate for the arts in education, and connector of dots within the arts world.

Additional contributors:

Luke Forshaw ’03 earned his bachelor’s degree in Psychology at Trinity College, and also completed the elementary teacher certification program through the consortial program with the University of Saint Joseph. Luke has been an educator in the Darien School District in Connecticut since 2003, and currently he is the principal at Ox Ridge Elementary School. He earned his masters and doctoral degrees in curriculum and teaching from Teachers College in New York City, and also teaches graduate students for the University of Saint Joseph. Since Luke is meeting with his PTO during our event, he sent this video clip with advice on getting involved in working with young people and their families, and balancing teaching and graduate work.

Luke Forshaw and students at Maker Faire event. Photo by

Jason Symmes ’09 earned his bachelor’s degree in Economics from Trinity College, where he also served as a teaching assistant for Educational Studies. He enrolled in Citizen Schools, a non-profit AmeriCorps program, where he worked in a South Boston middle school and earned his master’s degree. Currently he teaches mathematics and coaches students at Methuen High School in Massachusetts. Since Jason will be coaching during our event, he sent these responses to our reflection questions:

What is your current position in teaching or youth work, and what path did you take into this profession? So I realized during my junior year at Trinity that I wanted to be a teacher and a coach. I think I was against it before this time because my father had been saying it to me since I was really young, and I didn’t want to do what he said. I was unsure how to get there, being late in my junior year, and I worked with Professor Dougherty to help make my own path. Although I completed my degree in economics, I took as many education classes as I could, and became a teaching assistant for an education class and an economics class. I then decided to apply to Citizen Schools, a non-profit AmeriCorps program that allowed me to earn my masters degree in education while gaining valuable experience in a South Boston middle school. Those two years were amazing and gave me the experience and the education necessary to get a job at Methuen High School, located in a Massachusetts city on the New Hampshire border that has great diversity and resources. I am entering my 9th year here and have really grown as an educator. I was able to get a second masters degree in school administration a few years ago but I am still too involved with teaching my AP Statistics courses and coaching golf and lacrosse. I enjoy everyday and I recommend paving your own path and just plow through.

Thinking back to when you were a Trinity student, what advice do you wish you had heard from someone in the field of teaching or youth work? One of the greatest education experiences I ever had was working in a Hartford elementary school through the Educ 200: Analyzing Schools course at Trinity. It really opened me eyes to education in a city setting and that was when I decided that this is what my life work would be. My advice: make sure that you really enjoy working with students and understand that plenty of days are going to be hard, and some days you are going to want to quit, but the rewarding part of the job is seeing students succeed and the gratitude that they eventually have.

Danyelle Doldoorian ’14 earned her bachelor’s degree in Educational Studies and Mathematics from Trinity College. She currently teaches mathematics and coaches high school students at the Blair Academy in Blairstown, New Jersey. Since Danyelle will be coaching during our event, she sent these responses to our reflection questions:

What is your current position in teaching or youth work, and what path did you take into this profession? My pathway to private school teaching was kind of a whirlwind. I expected to teach in public school, but when a recruiter came to the Career Development Center to meet with people interested in teaching in private day or boarding schools, I figured I might as well show up. He interviewed me and sent my information to many schools he thought I’d work well with. I received many, many inquiries from schools looking for exactly what I was looking to do: teach math, coach basketball, and coach field hockey. Nearly all of the schools were boarding schools. I had not attended one, but the more I thought about it the more appealing it was to be completely immersed in the lives of the students and the school. I loved my time as a freshman seminar leader, helping with both classwork and transition into college life, and this seemed very similar. I took an interview at Bair Academy in New Jersey. I absolutely fell in love with it and took the job. I now teach math, coach JV field hockey, am the assistant varsity girls’ basketball coach, live in a dorm on campus as a dorm parent, do dorm duty once a week, and have a few other responsibilities. I have weekend duty every so often, I teach on Saturdays, and have to drive a bus to weekend activities for the kids as well as athletic events. Living on campus with the kids is great as you get to really know them, and you also have the amazing bonus of free housing and meals. If anyone is interested in boarding school life specifically, please reach out to me!! There is so much info I can give you. It is a completely immersive experience which is absolutely draining and absolutely invigorating and rewarding at the same time. If having autonomy in the classroom and taking kids on random 10PM McDonald’s runs sounds appealing to you…let me know!

Thinking back to when you were a Trinity student, what advice do you wish you had heard from someone in the field of teaching or youth work? As a Trinity student I wish someone had told me that private school requires no teaching certification and is AWESOME! I went to public school and thought that’s where I wanted to end up, so I was always slightly anxious about how I would make that happen without earning a teaching certification during my undergrad. If that’s you…no need to panic! Private school is a fantastic option! I am absolutely in love with my job. Teaching is the best job in the world and I’m lucky I am able to do it at a place that gives me 100 times more than I could ever give it, no matter how hard I try every day to even the score.

Jill Mack is the Licensure Officer for Educators and School Counselors at the University of Saint Joseph. She will visit the Trinity campus to advise students about the USJ teacher licensure program at this event, Wednesday October 2nd, and she also will be at Peter B’s Cafe in the Trinity Library on Thursday, October 31st from 9am – 2pm (please email to schedule an appointment).

Anthony Jack, author of The Privileged Poor, speaks on Sept 26th at Trinity College

Anthony JackAnthony Jack, Assistant Professor of Education at the Harvard Graduate School of Education, and author of a best-selling new book, The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students, will speak on Thursday, September 26th, 2019 at Trinity College in Hartford, Connecticut.

12:15-1:15pm “On Diversity: Access Ain’t Inclusion,” Common Hour lecture in the Washington Room, second floor of Mather Hall. This event is open to the public. Seating is limited to 450 people, so arrive early. Parking also is limited, so we recommend that visitors enter the Broad Street gate near New Britain Avenue, park near the Ferris Athletic Center, and walk a short distance toward the center of campus to Mather Hall. See Trinity campus map. Books may be signed during the last 15 minutes of this event.

Other events on this day:

11am-12 noon Anthony Jack meets with students in the Educ 309: Race Class and Ed Policy seminar, who are conducting a related study at Trinity. McCook Hall 305.

1:30-2:30pm  Lunch discussion with Anthony Jack for Trinity faculty and staff in Rittenberg Lounge, Mather Hall. Seating is limited. Please RSVP to Books may be signed during the last 15 minutes of this event.

2:55-4:10pm Conversation with Anthony Jack for Trinity student leaders in Hamlin Hall. Contact for more info. Books may be signed during the last 15 minutes of this event.

Bettina Gonzalez4:30-5:30pm Video “(Un)Privileged: The Cost of Being Poor at An Elite Institution,” and discussion with director, Bettina Cecilia Gonzalez (Trinity ’16) in Terrace B & C, second floor of Mather Hall. Open to the public. (Un)Privileged is a documentary that explores the social and personal issues faced by many low-income and first-generation undergraduate students across wealthy private colleges and universities in the United States. The film includes a cast of diverse first-generation and low-income students from Trinity College in Hartford, Connecticut, Vassar College in Poughkeepsie, New York, and Columbia University in the heart of New York City.

Evening discussions: Resident Assistants and PRIDE leaders will organize small-group follow-up discussions with members of the Trinity community on topics raised earlier in the day by Anthony Jack.

About the speaker: Anthony Abraham Jack, a native of Miami, received a scholarship to attend Gulliver Preparatory School, an elite private high school in South Florida. He went on to receive degrees from Amherst College and Harvard University. He is currently a Junior Fellow at the Harvard Society of Fellows, an Assistant Professor at the Harvard Graduate School of Education, and the Shutzer Assistant Professor at the Radcliffe Institute for Advanced Study.

About the book and lecture: Elite colleges are accepting diverse and disadvantaged students more than ever before, but access does not equal inclusion. Anthony Jack studies how poor students are often failed by the top schools that admit them and reframes the conversation surrounding poverty and higher education. His work explains the paths of two unique groups. First, the “privileged poor”: students from low-income, diverse backgrounds who attended elite prep or boarding school before attending college. The second are what Jack calls the “doubly disadvantaged”—students who arrive from underprivileged backgrounds without prep or boarding school to soften their college transition. Although both groups come from economically disadvantaged backgrounds, the privileged poor have more cultural capital to navigate and succeed—in the college environment and beyond. In many ways, rather than close the wealth gap, campus cultures at elite schools further alienate poor students by making them feel like they don’t belong. To challenge these deeply ingrained social, cultural, and economic disparities on campus, we must first begin to question what we take for granted. Jack speaks to how organizations—from administrators and association organizers, to educators and student activists—can ask the right questions and bridge the gap.

Sponsored by: Academic Affairs; Center for Teaching and Learning; Dean of Students Office; Educational Studies Program; Office of Diversity, Equity and Inclusion; Enrollment and Student Success; Neuroscience Program; and Political Science Department.

Video of Anthony Jack speaking at TEDx Cambridge in June 2019:

Backpack Full of Cash video documentary, Monday April 8th 2019

Backpack Full of Cash, a video documentary about the privatization of public schools, will be shown on Monday April 8th 2019 from 6:30-8pm at McCook Auditorium, Trinity College, 300 Summit St, Hartford CT. This event is sponsored by the Educational Studies Program and the Office of Urban Educational Initiatives at Trinity College. Jack Dougherty and Robert Cotto Jr. will give a brief introduction. Free and open to the public.

View the trailer:

About the film: Narrated by Matt Damon, this feature-length documentary explores the growing privatization of public schools and the resulting impact on America’s most vulnerable children. Filmed in Philadelphia, New Orleans, Nashville and other cities, BACKPACK FULL OF CASH takes viewers through the tumultuous 2013-14 school year, exposing the world of corporate-driven education “reform” where public education — starved of resources — hangs in the balance. Learn more at

Pathways to Teaching and Youth Work: Advice from Trinity Alumni, March 12th 2019

Tuesday March 12, 2019 in McCook 201 conference room, 6:30-7:30pm

Join us at this special event for Trinity College alumni to share advice with current students on different pathways to working with young people, whether in classrooms, counseling, or community organizations. Hartford-area alumni will join us in person, and others will join us via Skype video conference. Professor Jack Dougherty will moderate the discussion. See also the Pathways to Teaching advising web pages hosted by the Educational Studies Program. Open to the entire Trinity community.

Ed Studies alumni panelists with Professor Jack Dougherty

Confirmed panelists:

Elaina Rollins ’16 completed her bachelor’s degree in Educational Studies, and a minor in Legal Studies. She currently teaches 2nd grade at Achievement First North Brooklyn Prep Elementary School in Brooklyn, New York and received her master’s degree in childhood education from the Relay Graduate School of Education. Learn more about Achievement First Teachers in Residence program.

Emily Meehan ’16 graduated with a bachelor’s degree in Educational Studies. She was a 2016 Teach for America corps member and currently works as a 6th grade English/Language Arts teacher at Blackstone Valley Prep Middle School 1 in Central Falls, Rhode Island. She is also pursuing her Master’s in Urban Education Policy from Brown University. Learn more about Teach for America.

Veronica Armendariz ’16 completed her bachelor’s degree in Educational Studies. She currently teaches algebra at Chicago Bulls College Prep in Chicago, IL, and is the process of receiving her teaching licensure from the State of Illinois. Learn more about the Noble charter school network and teaching in Illinois.

Begaeta Nukic Ahmić ’11 earned her bachelor’s degree in Educational Studies and Mathematics. After Trinity she completed the Teacher Certification Program for College Graduates (TCPCG) at the University of Connecticut, a full-time, one-year intensive master’s program that prepares college graduates to teach in a certification area. She currently teaches algebra at Roosevelt Senior High School in Washington DC.

Stacey Lopez ’10 earned her bachelor’s degree in Educational Studies, with a minor in Community Action, from Trinity College, and her Master of Social Work degree from the University of St. Joseph. Currently she works as an in-home clinician for youth and families at Wheeler Clinic in Hartford CT. Previously, she was a W.E.B. Du Bois Diversity Fellow at the Center for Counseling and Psychological Health at UMass-Amherst, Project Director for summer youth programs at the Christian Activities Council, Director of Youth Development at Billings Forge Community Works, and Program Coordinator for the Office of Community Service and Civic Engagement at Trinity College.

Kate McEachern Bermingham ’07 graduated with a bachelor’s degree in Educational Studies and Psychology. She earned her teaching certification through Trinity’s consortial program at University of St. Joseph in West Hartford, and completed her master’s degree. She currently teaches at the Expeditionary Learning Academy at Moylan School (ELAMS), a Hartford public school near campus.