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


EDUC 5010

Special Topics in Education


EDUC 8402

Policy Analysis


Selected Publications


  • 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

  • Astor, R.A., Noguera, P., Fergus, E., Gadsden, V., & Benbenishty, R. (2020). A Call for the Conceptual Integration of Opportunity Structures Within School Safety Research. School Psychology Review. doi: 10.1080/2372966X.2020.1854621

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