New Tenure-Track Assistant Professor of Educational Studies Stefanie Wong

The Educational Studies Program at Trinity College is pleased to announce that Jia-Hui Stefanie Wong has been selected as our newest tenure-track Assistant Professor, effective September 2019. Currently in a two-year visiting contract position at Trinity, Professor Wong stood out in our urban and global education faculty search, which attracted a very talented pool of over one hundred applicants.

Assistant Professor Stefanie Wong

The search committee praised Professor Wong’s excellence as an innovative instructor and guide for undergraduate student researchers. Her teaching discussion on her Educ 320: Anthropology and Education course demonstrated her skill in scaffolding assignments for small teams to conduct ethnographic research on campus to enrich the course readings. Furthermore, she is preparing to teach a new course, Educ 305: Immigrants and Education, with community-learning research opportunities that will engage Trinity students with diverse Hartford organizations, to creatively connect urban and global elements. Professor Wong also has received high marks from many students, especially women and people of color, on her ability to listen and engage in reflection and dialogue.

The search committee also recognized Professor Wong’s “high promise as a scholar,” based on her dissertation research as well as current and future publications. Her dissertation, “White Dominance in Diverse Schools: The Possibilities and Limits of Multicultural and Social Justice Education,” was based on a 16-month ethnographic study of how students and teachers perceive and challenge inequalities at a racially and socioeconomically diverse high school. The study explored how commitments to equity created some opportunities for students and teachers to critically understand and challenge oppression, yet also perpetuated White supremacy and other structures of power. Drawing on critical race theory and critical Whiteness studies, she argues that “even in multicultural and social justice education, the interests and needs of students of color, immigrant students, and LGBTQ+ students continued to be sidelined.” Professor Wong also has co-authored an article on the racialization of Asian American immigrant students in the journal Educational Studies, authored a chapter for a book that will be published by the University of Minnesota Press in 2019, and has additional journal manuscripts and a book project in development.

Professor Wong’s interdisciplinary training and field-based experiences make her an ideal fit for Trinity College. Professor Wong completed her joint Ph.D. degree in the Department of Educational Policy Studies and the Department of Curriculum and Instruction at the University of Wisconsin-Madison. As an undergraduate at Swarthmore College, she majored in Educational Studies and Political Science, minored in Chinese, and collaborated with faculty on an ethnographic study that she later presented at a research conference. This experience not only shaped her desire to pursue graduate school, but also her dedication to create similar fieldwork and research opportunities for undergraduate students. Professor Wong is also dedicated to advising and mentoring students, especially students of color and first-generation college students. She adds, “My commitment to equity and justice is central to my work. As an Asian American woman and second-generation immigrant, I have experienced firsthand what it means to be part of educational institutions that were not designed for people like me. In my teaching, research, and other parts of my life, I am deeply committed to working to transform institutional and societal structures in ways that challenge systems of oppression.”

Educ 350 Teaching & Learning with Profs. Jack Dougherty and Kyle Evans

Professors Jack Dougherty (Educational Studies) and Kyle Evans (Mathematics) are teaming up to redesign Educ 350: Teaching and Learning, to be offered on Fridays 1:15-3:55pm in Spring 2019. The course will delve into topics such as curriculum standards, assessment, and equity, with a special focus on science and mathematics education. For the Community Learning  component, pairs of students will design and teach two inquiry-based lessons in Hartford public elementary or middle schools during our class time, and create web portfolios that combine writing and video of their teaching and student learning. See past examples of Trinity student teaching portfolios on the web by Elaina Rollins ’16, Christina Raiti ’16, and Emily Meehan ’16.

Prerequisite is Educ 200: Analyzing Schools, or permission of either instructor. To request permission, email a one-paragraph statement of interest to either Prof. Jack Dougherty or Kyle Evans, or speak with them during office hours.

Alumni Update: Nicole George ’18 Reflects on Educ Senior Research Seminar

Nicole George ’18 at her Ed Studies senior research presentation at Trinity College

We love hearing from Educational Studies alumni, especially when they offer to share news about their life adventures after Trinity with broader audiences, as Nicole George ’18 does below:

I am currently a full time graduate student in the School of Social Work at Virginia Commonwealth University. This is my first semester and have been required to do many written assignments within this field. I am interning at the Richmond Department of Social Services while taking four courses on campus, and am looking forward to becoming more involved with refugee and immigrant children. The Ed Studies courses I took at Trinity has been a lifesaver! I truly feel prepared. My courses involve a lot of research focusing on varying populations and Ed Studies prepared me to work with various groups of people. In particular, my Ed 400: Senior Research Seminar has been one of the most beneficial courses in preparing me for graduate school. One thing I would tell the current Ed Studies Majors is that the final research project may seem difficult and time consuming, but if you plan to go to grad school after Trinity, you will be thankful to the entire program for encouraging you to do research and gaining that independence. THANK YOU ED STUDIES FACULTY AND STAFF!

Learn more about Nicole George’s Educ 400 senior research project, “Navigating Survival Skills in a Predominantly Latin American School.” See her presentation slides and video and final draft in the Trinity College Digital Repository.

Neve Rivera ’20 on Study Abroad at DIS Copenhagen

Neve Rivera ’20, a dual major in Educational Studies and International Studies, shares about her Fall 2018 study-away experience at DIS Copenhagen, Denmark

Photo of Neve Rivera (second from right) with classmates tasting Turkish tea for the first time. She writes that her DIS Copenhagen class field studies include touring neighborhoods of Denmark known to be cultural areas. “The areas we have visited so far are predominantly filled with immigrants who are Muslim and/or from Turkey, Iran, and Afghanistan. On this very day, we were on our way to tour the Imam Ali Mosque located in Nørrebro.”

My time in Copenhagen has been a whirlwind with many challenging yet transformative experiences. My core course is “Children in a Multicultural Context.” The title seems pretty self-explanatory, but it’s not as simple as it seems. Being placed in a Red Cross Asylum Center for Unaccompanied Minors for my practicum every Thursday while also having opportunities to explore Danish classrooms of all ages, my amateur understanding of multiculturalism in child development and education has delved into areas that have made me much more open-minded and critical of the social and political complexities behind it. My course has forced me to think outside of the U.S. context of multiculturalism and, instead, focus on multicultural implications in Denmark. What does that mean? For context, in Denmark today, approximately 9% of the total Danish population (~ 5.7 million people) is of another ethnic background than Danish with the highest representations from Turkey, former Yugoslavia, Iraq, Poland, Germany, Afghanistan, and Somalia.This comprises majority of Danish classrooms to be racially and ethnically homogenous, yet the concept of multiculturalism still applies. In contrast, the United States is a nation of immigrants with a much different historical social and political background (i.e. segregation laws, Jim Crow laws, Black Lives Matter movement, DACA, affirmative action, etc.). The term multiculturalism changes in definition and with respect to social, political, and economic systems.

Specifically, being placed at an Asylum Center for Unaccompanied Minors has been the toughest yet most transformative challenge I have faced. Of the children who participate on the days I visit, it ranges between 6-14 children. Every visit brings a wave of humility, vulnerability and reassurance. I am constantly reminded of how I can use my privileges to transform the lives of children fighting to obtain their basic human rights, such as the rights to life, education, play, discrimination, and security. Here is an excerpt of something I wrote in my journal after my first visit:

These are children who travel unaccompanied for a better life and living with the fear of being rejected to have a safe, minimal lifestyle that their country of origin cannot provide them. Everything I have may be something they aspire to have solely in the fact that I have American citizenship. Our lives far apart from each other, geographically and legally – yet, we meet here, in Denmark, a place far from both of our homes. But for different reasons.

Every Thursday, before arriving at the Asylum Center, I remind myself to give my all – energy level has to be on 10! My goal is to always make each child smile or laugh at least once as a way to help distract the children from their worries at the Asylum Center. I truly believe there is a reason I was chosen to work with such a vulnerable population, but I do not know the reason, just yet. At times, I feel overwhelmed with the amount of growth I have already experienced, but it’s a feeling I encourage others to chase after. These past two months have been the most transformative time of my life!

Red Cross Asylum Center for Unaccompanied Children, photo provided by Neve Rivera.

Faculty Search: Assistant Professor in Educational Studies (Urban and Global Education)

The interdisciplinary Educational Studies Program at Trinity College, located in the capital city of Hartford, Connecticut, seeks an outstanding tenure-track Assistant Professor in the area of Urban and Global Education. The successful candidate will bridge Trinity’s dual strengths — urban engagement and global learning — by teaching and researching in areas such as anthropology of education, immigrants and schools, bilingual or multicultural learning, comparative education, and/or ethnographic methods. In addition, the candidate will teach one section of the introductory urban education course with participant-observation placements in nearby Hartford public schools, and contribute to the Community Action Gateway for first-year students. Applicants should hold a doctorate in education or a social science discipline before the position begins in August 2019, as well as teaching experience and a research program. Excellent opportunities to collaborate with the Anthropology Department, the Center for Hartford Engagement and Research, the Center for Urban and Global Studies, the Center for Caribbean Studies, the Consortium on High Achievement and Success, and the Office of Study Away at Trinity. Teaching load is 2/2 for the first two years (and 3/2 thereafter) with a one-semester leave every fourth year. Competitive salary and benefits, plus a start-up expense fund. Learn more about the Educational Studies Program and Trinity College.

Educational Studies majors dinner, Trinity College, April 2017

Apply by September 30th 2018 at to receive full consideration. Submit a cover letter (connecting your teaching and research interests with our urban liberal arts college), CV, graduate school transcripts (official or unofficial), a sample syllabus, a sample of scholarly writing, and contact information (including email addresses) for three references. Once a completed dossier is submitted, automatic emails will be generated to each reference provider, directing each referee to a unique URL where he or she must go to upload a letter of recommendation. Applicants using Interfolio (or other dossier service) should provide the appropriate unique Interfolio email address for each reference letter writer.

Trinity College is a coeducational independent, nonsectarian liberal arts college with approximately 2,200 undergraduate students and 200 faculty members, located in Hartford, Connecticut. Candidates should have a strong commitment to undergraduate and interdisciplinary teaching in a liberal arts context, and a well-articulated plan for sustained research. The College is an Equal Opportunity/Affirmative Action Employer committed to attracting and supporting a faculty of women and men who fully represent the racial, ethnic, and cultural diversity of the United States. We seek applications from minorities, women, and other under-represented groups.

Dan Douglas Joins Ed Studies Faculty at Trinity

Dan Douglas

Trinity College welcomes Dan Douglas as a three-year Visiting Assistant Professor in Educational Studies and Social Science Research Methods, beginning in Fall 2018. Professor Douglas completed his Ph.D. in Sociology at the City University of New York, where he specialized in the sociology of education and research methods, and gained valuable experience in both quantitative and qualitative work. Currently, Professor Douglas is a senior researcher at the Education and Employment Research Center at Rutgers University in New Jersey, where he guides several projects focused on higher education policy and student success and serves as the center’s head of quantitative research.

His dissertation was a mixed-methods study of the social and political history of K-12 teacher evaluation systems, particularly  “value-added” assessment that purports to measure teacher quality based on student performance on standardized tests. He also served as project manager for the CUNY Academic Momentum study of community college student retention and degree completion. His research has appeared in leading journals such as The American Journal of Education, Sociological Quarterly, and Educational Evaluation and Policy Analysis. In addition to educational research, he has also published articles and chapters on social capital during the great recession, Iranian Americans, Armenians in the US, and entries on Dr. Dre and Snoop Dogg in The Encyclopedia of African American History.

Professor Douglas is a native of Brooklyn, New York, where he attended public schools. “I’ve always been most at home in classrooms where difference is the rule rather than the exception,” he wrote. In addition, as a first-generation college student, he strives to be a resource and advocate for those who are new to higher education. During Fall 2018, he will teach one section of the introductory Educ 200: Analyzing Schools course and also offer a new course, Educ/Socl 303: Sociology of Education. In Spring 2019, he will teach Socl 201 Research Methods in Social Sciences, and also design a brand-new elective course in Educational Studies. He will also be providing Social Science research support for the Educational Studies, Sociology, and Political Science departments.

Teaching Tolerance article by Stefanie Wong

Teaching Tolerance published this short article by Professor Stefanie Wong: The Election, One Year Later: Struggling with Critical Conversations at a Midwestern High School.

In the fall of 2016, anthropologist Jia-Hui Stefanie Wong was observing students and educators at a high school when the presidential election took place. This winter, she followed up to see what had changed in the last year.

Meet Ed Studies external reviewers

To all students enrolled in Ed Studies courses:

Come meet with our external reviewers, Professor Grace Kao from Yale University and Professor Lucy Mule from Smith College, in this once-a-decade opportunity to share your feedback about the Educational Studies Program with outside evaluators.

Grace Kao
Lucy Mule





In response to your feedback, we now have TWO student-only sessions on Monday February 5th 2018:

4-4:30pm in McCook 201 conference room
Facilitator: Jennifer Martin ’18


6-6:30pm in Seabury Hall S205 (the classroom where Educ 300 meets at 6:30pm)
Facilitators: Nicole George ‘18 and Julia Burdulis ‘21

Questions to discuss:

  • What’s working with the Ed Studies Program?
  • What aspects could be improved?
  • Your reactions to recommendations in Part 9 of the Ed Studies self-assessment report?

See also the full schedule for this two-day external review.

Updated: Read the Feb 13th 2018 External Reviewer Report by Professors Kao and Mule

Educational Inequality through Digital Storytelling

Public lecture by Alvin Chang

Tuesday, February 27th 2018, 12:15-1:15pm
Terrace Rooms, Mather Hall, Trinity College, Hartford CT

Updated: see Alvin’s Google Slides presentation and video further below

Photo by

Alvin Chang is Senior Graphics Reporter at, and previously was a data journalist at the Connecticut Mirror in Hartford CT.

Explore his series of interactive digital essays on inequality, poverty, racism, and education:


“We Can Draw School Zones to Make Classrooms Less Segregated,” Vox, January 8, 2018,

“This Game Shows How College Admissions Discriminates Against the Poor,” Vox, November 1, 2017,

“The Subtle Ways Colleges Discriminate Against Poor Students, Explained with a Cartoon,” Vox,

“School Segregation Didn’t Go Away. It Just Evolved.,” Vox, July 27, 2017,

“Living in a Poor Neighborhood Changes Everything about Your Life,” Vox, June 6, 2016,

“This Cartoon Explains How the Rich Got Rich and the Poor Got Poor,” Vox, May 23, 2016,

Video of presentation in four parts:


Co-sponsored by the Educational Studies Program, Educational Technology, Sociology Department, Urban Education Initiative, Bridging Divides Series, and others at Trinity College. For questions, contact

Downloadable PDF flyer:

Download (PDF, 133KB)

Faculty Job: Ed Studies and Social Science Research Methods

Visiting Assistant Professor in Educational Studies & Social Science Research Methods, Trinity College, Hartford CT

Trinity College, located in the capital city of Hartford, Connecticut, invites applications for a 3-year visiting assistant professor in Educational Studies and Social Science Research Methods. This new position is designed to enhance undergraduate teaching and learning in qualitative and quantitative methods in the interdisciplinary Educational Studies Program and the Sociology Department, and the College at large.

The successful candidate will teach four courses per year:

In addition, the candidate will provide support for social science teaching, learning, and research, as part of a larger team of professionals.

Candidates must be ABD or hold a PhD in education, sociology, or a related field, with college-level teaching experience. Excellent opportunities to collaborate with urban education partners, the Community Learning Initiative, the Liberal Arts Action Lab, the Consortium on High Achievement and Success, and the Center for Urban and Global Studies at Trinity.

Please submit a cover letter, CV, graduate school transcripts (unofficial or official), sample syllabus (or other evidence of teaching experience), and contact information for at least three references (who we will contact if your application advances) at

Review of applications will begin on January 2nd, 2018 and continue until position is filled. Applications from women and minorities are especially encouraged. Trinity College is an Equal Opportunity / Affirmative Action Employer.

Search committee members: Co-chairs Jack Dougherty (Ed Studies) and Steve Valocchi (Sociology), Rachel Moskowitz (Public Policy & Law), Stefanie Wong (Ed Studies), Robert Walsh (Social Sciences Librarian)