Dr. Eddie Fergus is an applied researcher at Temple University. His work explores the effects of educational policy and practice as it intersects the lives of populations living in vulnerable conditions. More specifically, his policy work extrapolates the relationship between discipline codes of conduct, gifted program practice, and academic referral processes and the educational outcomes of low-income and racial/ethnic minority student populations. This work also outlines policy and practice changes in order for schools to develop as protective environments for vulnerable populations. Dr. Fergus consults on these policy and practice changes with state departments of education (e.g., California and Texas) and the U.S. Department of Justice on disproportionality. Additionally, his publications include basic research on educational outcomes of populations in vulnerable conditions, and data workbooks focused on monitoring policy and practice changes.

Courses Taught




URBE 8602

Theory Seminar in Urban Schools


Selected Publications


  • Astor, R.A., Noguera, P., Fergus, E., Gadsden, V., & Benbenishty, R. (2021). A Call for the Conceptual Integration of Opportunity Structures Within School Safety Research. School Psychology Review, 50(2-3), pp. 172-190. doi: 10.1080/2372966X.2020.1854621

  • Fergus, E. (2021). The beliefs about race and culture operating in our discipline strategies: a commentary. Preventing School Failure, 65(3), pp. 216-222. doi: 10.1080/1045988X.2021.1888686

  • Fergus, E. (2019). Confronting our beliefs about poverty and discipline. Phi Delta Kappan, 100(5), pp. 31-34. doi: 10.1177/0031721719827542

  • Fergus, E. (2018). The role of policy in promoting efficient and quality discipline reform. School Psychology Review, 47(2), pp. 199-202. doi: 10.17105/SPR-2018-0019.V47-2

  • Fergus, E. (2017). The Integration Project Among White Teachers and Racial/Ethnic Minority Youth: Understanding Bias in School Practice. Theory into Practice, 56(3), pp. 169-177. doi: 10.1080/00405841.2017.1336036

  • Fergus, E. (2017). “Because I’m Light Skin.. They Think I’m Italian”: Mexican Students’ Experiences of Racialization in Predominantly White Schools. Urban Education, 52(4), pp. 460-490. doi: 10.1177/0042085916666931

  • Voulgarides, C.K., Fergus, E., & Thorius, K.A.K. (2017). Pursuing Equity: Disproportionality in Special Education and the Reframing of Technical Solutions to Address Systemic Inequities. Review of Research in Education, 41(1), pp. 61-87. doi: 10.3102/0091732X16686947

  • Fergus, E. (2017). Confronting colorblindness. Phi Delta Kappan, 98(5), pp. 30-35. doi: 10.1177/0031721717690362

  • Gregory, A. & Fergus, E. (2017). Social and emotional learning and equity in school discipline. Future of Children, 27(1), pp. 117-136. doi: 10.1353/foc.2017.0006

  • Fergus, E. (2016). Understanding Latino Student Racial and Ethnic Identification: Theories of Race and Ethnicity. Theory into Practice, 55(1), pp. 20-27. doi: 10.1080/00405841.2016.1116861

  • Fergus, E. (2016). Global to local: What influences racial and ethnic identity construction among Latino/a adolescents? In Race and Colorism in Education (pp. 117-131).

  • Fergus, E. (2016). Social Reproduction Ideologies: Teacher Beliefs about Race and Culture. In D.J. Connor, B.A. Ferri, & S.A. Annamma (Eds.), DisCrit : Disability Studies and Critical Race Theory in Education (pp. 117-130). New York: Teachers College Press. Retrieved from

  • Fergus, E., Sciurba, K., Martin, M., & Noguera, P.A. (2014). Single-sex schools for Black and Latino boys: An intervention in search of theory. In K.C. Vaughans, W. Spielberg, & K.C. Vaughans (Eds.), The psychology of Black boys and adolescents, Vols. 1-2 (pp. 189-218). Santa Barbara, CA, US: Praeger/ABC-CLIO. Retrieved from

  • Fergus, E. (2013). "Special' Culturally and Linguistically Diverse Males in New York City. In C.D. Yawn & F.E. Obiakor (Eds.), Urban Special Education : The New York Experience. London: United Kingdom: Kendall Hunt Publishing Company. Retrieved from

  • Ahram, R., Fergus, E., & Noguera, P. (2011). Addressing Racial/Ethnic Disproportionality in Special Education: Case Studies of Suburban School Districts. TEACHERS COLLEGE RECORD, 113(10), pp. 2233-2266. Retrieved from

  • Martin, M., Fergus, E., & Noguera, P. (2010). Responding to the needs of the whole child: A case study of a high-performing elementary school for immigrant children. Reading and Writing Quarterly, 26(3), pp. 195-222. doi: 10.1080/10573561003769582

  • Fergus, E., Noguera, P., & Martin, M. (2009). Construction of race and ethnicity for and by Latinos. In Handbook of Latinos and Education: Theory, Research, and Practice (pp. 170-181).

  • Fergus, E. (2009). Understanding Latino students' schooling experiences: The relevance of skin color among Mexican and Puerto Rican High School Students. Teachers College Record, 111(2), pp. 339-375.