selected publications academic article Joshi, P. R., Digari, S., & James, M. C. (2022). The Difference a Female Teacher Makes: Analysis of Girls' School Achievement in Nepal. Educational Studies. 58(4), 511-529. Joshi, P. R., & James, M. C. (2022). An ethnic advantage: teacher-student ethnicity matching and academic performance in Nepal. Education Inquiry. 1-24. James, M. C., Wandix White, D., Waxman, H., Rivera, H., & Harmon, W. (2022). Remixing Resilience: A Critical Examination of Urban Middle School Learning Environments among Resilient African American Learners. Urban Education. 57(3), 432-462. James, M. C., Williams, J., Diaz Beltran, A. C., Vasquez Neshyba, M., Ogletree, Q., & Young, J. (2021). The Equity Paradox Typology: An Application of Critical Race Methodology to Redress Racial Harm Against Faculty of Color. Qualitative Inquiry. 27(10), 1221-1232. Moon, C. Y., Zhang, S., Larke, P. J., & James, M. C. (2020). We Are Not All the Same: A Qualitative Analysis of the Nuanced Differences Between Chinese and South Korean International Graduate Students' Experiences in the United States. Journal of International Students. 10(1), 28-49. James, M., Butterfield, V., Jones, K. L., & Mokuria, V. G (2017). Opportunity for All: An Analysis of Equality and Equity in Advanced Placement Programming in a US High School. International Journal of Innovation and Research in Educational Sciences. 4(1), 15-21. James, M., & Mokuria, V. G. (2017). Resisting total marginality: Understanding African American college students academic success and racial identity development at a predominantly White University. Journal of Research in Humanities and Social Science. 5(7), 75-86. James, M. C., Rupley, W. H., Hall, K. K., Nichols, J. A., Rasinski, T. V., & Harmon, W. C. (2016). Reform stall: An ecological analysis of the efficacy of an urban school reform initiative to improve students' reading and mathematics achievement. Cogent Education. 3(1), 1245089-1245089. James, M., Hall, K. K., Liles, V., Williams, T. L., & Marrero, S. M (2016). Total Marginality: Cumulative marginality among African American students at a predominantly White institution. Journal of Multicultural Affairs. 1(1), James, M., Nichols, J. A., Nichols, W. D., Rupley, W. H., Franks, A., Rasinski, T. V., & Paige, D. D. (2016). Tracking Exposed: The Potential for Undermining Urban High School Students' Academic Success through Course Placement Practices. IOSR Journal of Research & Method in Education. 6(3 Ver. IV), 173-180. Blake, J. J., Gregory, A., James, M., & Hasan, G. W. (2016). Early Warning Signs: Identifying Opportunities to Disrupt Racial Inequities in School Discipline Through Data- Based Decision Making. 10(3), 289-306. Marlon C. James (2014). Defiance and Black Scholar Identity Development: A Personal Reflection. Black History Bulletin. 77(1), 16-20. James, M., & Lewis, C. W (2014). Kindling the Spark of Black Male Genius through Education. Journal of African American Males in Education. 5(2), 267-282. James, M., & Lewis, C. W. (2014). Villains or Virtuosos: An Inquiry into Blackmaleness. Journal of African American Males in Education. 5(2), 105-110. James, M. C. (2011). Toward Systems of Opportunity: How to Cap Pipelines to Prisons in Schools. Journal of Curriculum and Pedagogy. 8(2), 123-127. James, M (2010). Never Quit: The Complexities of Promoting Social and Academic Excellence at a Single-Gender School for Urban African American Males. Journal of African American Males in Education. 1(3), 167-195. Bonner, F., Lewis, C. W., Bowman-Perrott, L., Hill-Jackson, V., & James, M. (2009). Definition, Identification, Identity, and Culture: A Unique Alchemy Impacting the Success of Gifted African American Millennial Males in School. Journal for the Education of the Gifted. 33(2), 176-202. Lewis, C. W., James, M., Hancock, S., & Hill-Jackson, V. (2008). Framing African American students' success and failure in urban settings - A typology for change. Urban Education. 43(2), 127-153. chapter James, M. C., Ferguson, K., Harmon, W., & Jones, K. L. (2018). We're Not Misbehaving: Cultivating the Spirit of Defiance in Black Male Students. INTERSECTIONALITY OF RACE, ETHNICITY, CLASS, AND GENDER IN TEACHING AND TEACHER EDUCATION: MOVEMENT TOWARD EQUITY IN EDUCATION. (pp. 110-123). Brill Academic Publishers. Hill-Jackson, V., Fox, B., Jackson, R., & James, M. C. (2012). Diversity in Schools Master index for this series. Diversity in Schools. 123. SAGE Publications, Inc.. institutional repository document James, M. C. (2009). Education no longer deferred: the possibilities of educating urban african american males in a single gender school
teaching activities EDCI602 Cultural Fndtns Of Educ Instructor EDCI603 Prof Dev Strat Teachers Instructor EDCI604 E-learn Classroom Mgmt Instructor EDCI630 Urban Education Instructor EDCI636 Educator As Researcher Instructor EDCI637 Urban Ed Policy Analysis Instructor EDCI641 African Amer Lrnr Urban Instructor EDCI643 Tchng In Urban Environmt Instructor EDCI644 Curriculum Development Instructor EDCI648 Urban Schools & Commun Instructor EDCI673 Anlys Of Tchng Behavr Instructor EDCI685 Directed Studies Instructor EDCI691 Research Instructor INST222 Found Educ Multicultural Socty Instructor
chaired theses and dissertations Otten, Amanda St. Clair (2016-11). Too Much Reform, Not Enough Change: A Case Study of Transformational Potential and Stakeholder Readiness for Change in an Urban Middle School.
education and training Ph.D. in Curriculum & Instruction (Urban & Multicultural Education), Texas A&M University - (College Station, Texas, United States) 2008 M.S. in Sociology, Illinois State University - (Normal, Illinois, United States) 2002
mailing address Texas A&M University Teaching, Learning And Culture (Tlac) 4232 TAMU College Station, TX 77843-4232 USA