Contacts

The 2013-14 Education and Inequality team includes:

Sean Reardon
Professor of Education and (by courtesy) Sociology

Reardon investigates the causes, patterns, trends, and consequences of social and educational inequality. In particular, he studies issues of residential and school segregation and of racial/ethnic and socioeconomic disparities in academic achievement and educational success. In addition, his work develops methods of measuring social and educational inequality (including the measurement of segregation and achievement gaps) and methods of causal inference in educational and social science research.

Prudence L. Carter
Professor of Education and (by courtesy) Sociology

Carter’s research and teaching expertise are in the areas of social inequality and the sociology of education, with a particular focus on race, ethnicity, class, gender, culture and identity.  She is the author of the award-winning book, Keepin’ It Real: School Success beyond Black and White and Stubborn Roots: Race, Culture, and Inequality in U.S. & South African Schools, and co-editor of Closing the Opportunity Gap: What America Must Do to Give Every Child an Even Chance (all published by Oxford University Press). Her most recent research focused on cultural flexibility, social boundaries, and group dynamics among educators and students in different school contexts. Carter is the incoming faculty director of the John W. Gardner Center for Youth and Their Communities.

Rachel Lotan
Professor of Education

Lotan is the Director of the Stanford Teacher Education Program (STEP). Her teaching and research focus on teaching and learning in academically and linguistically diverse classrooms as well as teacher education. Previously, she co-directed the Program for Complex Instruction at Stanford, where she worked on the development, research and worldwide dissemination of complex instruction, a pedagogical approach to creating equitable classrooms. For ten years before starting graduate work, Lotan taught English and French in junior high and high school.

Jelena Obradovic
Assistant Professor of Education

Obradovic examines how contextual risk and adversity influence children’s adaptation across multiple domains of functioning over time. She is interested in identifying the biological, behavioral, and environmental processes that enable some highly disadvantaged children to demonstrate remarkable resilience, while placing others at risk for maladaptive outcomes. She primarily studies how exposure to environmental risk and adversity interacts with children’s stress reactivity and self-regulatory abilities to influence their social, emotional, and cognitive development.

Elizabeth (Liza) Dayton
Postdoctoral Fellow in Education

Dayton received her Ph.D. in sociology from Johns Hopkins University (2012), following a B.A. in psychology from Stanford (2003), M.A. in sociology from Stanford (2004), and M.A. in sociology from Johns Hopkins (2009). Her dissertation, supported by an American Educational Research Association grant, demonstrated that supportive family relationships statistically promote first-generation college-going, protect against downward educational mobility, and perpetuate educational success from one generation to the next. Dayton has also examined the potential for intergenerational educational mobility among the children of adults returning to community college, and how switching school and neighborhood contexts via housing and school voucher programs affects youth outcomes. She has performed extensive classroom observations with the Baltimore Education Research Consortium. Dayton’s research interests lie in three overlapping areas: intergenerational educational mobility; the value of noncognitive skills (such as attitudes and effort) for education and career; and the role of families in shaping children’s noncognitive skills and educational and occupational trajectories.

Ken Shores
Doctoral Candidate in Education Administration and Policy Analysis

Shores received his B.S. in Economics from the University of Rhode Island in 2003. Prior to coming to Stanford, he was a teacher for five years in Pueblo Pintado, a small Navajo community in the northwest region of New Mexico. He also taught for two years in Quito, Ecuador. Ken studies patterns and trends of educational inequality and the political tools at our disposal for addressing these inequalities. His current work investigates the effects of court-ordered school finance reform.