AM in Sociology and Social Policy, 2007. Teacher and Author, Concord Academy.
Kirsten Dinnall Hoyte is the author of Black Marks(Akashic Books, 2006). She was awarded the Astraea Emerging Writer Award in 2006 and was a finalist for A Room of Her Own's Gift of Freedom Award in 2007.
PhD in Sociology and Social Policy, 2016. Assistant Professor, School of Criminal Justice, University at Albany, State University of New York. Faculty Affiliate, University of Chicago Crime Lab.
Awarded the University at Albany President’s Award for Exemplary Public Engagement, 2019. Hureau's Seminar in Public Criminology was recognized for creating innovative service and partnership projects that address the complexities of the criminal justice system.
PhD in Sociology and Social Policy, 2015. Vice President for Science, Center for Policing Equity.
Senior Research Associate, Urban Institute, 2014-2019.
Tracey Lloyd Tracey Lloyd is Vice President for Science at the Center for Policing Equity, where she uses the National Justice Database to answer pressing questions about police-youth interactions and the use of force. Prior to joining CPE, she directed studies of school discipline and policing at the Urban Institute's Justice Policy Center and co-led their Policing and Crime Prevention research team.
Winner of the Distinguished Contribution to Research Article Award, American Sociological Association Latino/a Sociology Section, 2011.
Winner of the 2008 American Sociological Association Dissertation Award for best dissertation submitted in the previous calendar year for her dissertation, "Southern Becoming: Immigrant Incorporation and Race Relations in the Rural and Small-Town U.S. South."
Winner of the Grawemeyer Award in Education, 2019.
PROSE Award Finalist, Association of American Publishers, 2020.
What would it take to transform industrial-era schools into modern organizations capable of supporting deep learning for all? Jal Mehta and Sarah Fine’s quest to answer this question took them inside some of America’s most innovative schools and classrooms—places where educators are rethinking both what and how students should learn.
The sociology of education, the contributors show, largely works with themes, concepts, and theories that were generated decades ago, even as both the actual world of education and the discipline of sociology have changed considerably. The moment has come, they argue, to break free of the past and begin asking new questions and developing new programs of empirical study. Both rallying cry and road map, Education in a New Society will galvanize the field.
Evelyn Green Davis Fellow, Radcliffe Institute for Advanced Study, 2016-2017.
Winner of the Morningstar Family Teaching Award, Harvard Graduate School of Education, 2014.
The Futures of School Reform, edited by Jal Mehta, Robert B. Schwartz, and Frederick M. Hess, represents the culminating work of a three-year discussion among national education leaders convened by the Harvard Graduate School of Education. Harvard Education Press (2012).
Winner of the Spencer Foundation's Exemplary Dissertation Award for his dissertation, "The Transformation of American Educational Policy, 1980-2001: Ideas and the Rise of Accountability Politics," 2010.
Winner of the American Educational Research Association (AERA) Outstanding Dissertation Award in the Politics of Education, 2008.