Professor of Educational Studies
Angela Johnson is a Professor of Educational Studies. She is a former high school physics teacher and long-time collective member of off our backs, the radical feminist news journal. She graduated in physics from Bryn Mawr College and earned her doctorate in the social foundations of education from the University of Colorado at Boulder, with an emphasis in anthropology. She teaches courses in educational equity, assessment, educational policy, and research methods. She has authored and co-authored numerous articles and book chapters on the experiences of women of color in predominantly White science contexts and on other issues involving equity and excellence in science and science education.
Areas of Research Specialization
- Women of color in science
- Retaining under-represented minorities in science
- Retaining under-represented minorities in college
Areas of Teaching Specialization
- Diversity, equity and multicultural education
- Educational research methods
- Educational policy
A.B. in Physics at Bryn Mawr College, 1987
Ph.D. in Social Foundations of Education at University of Colorado, Boulder, 2001
- Chapter in the Handbook of Research on Science Education, Volume IIAbout the handbook: "Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives." Co-author, with Margaret Eisenhart and Heidi Carlone, of the chapter "Cultural perspectives in science education," a literature review of anthropological approaches to the study of science education, with a special focus on equity in science education.
- Recent article: "Unpacking 'culture' in cultural studies of science education: cultural difference versus cultural production"This article was co-authored with Heidi Carlone. It was published in a special issue of the journal Ethnography and Education. The special issues has just been published in book form by Routledge, entitled Ethnographies of science education: Situated practices of science learning for social/political transformation.
- Editorial board member, Journal of Research in Science TeacherEditorial board member 2010-2013. (2012 impact factor: 2.64; ranked 6/203 among education and educational research journals)