Biography

James Earl Davis is the Bernard C. Watson Chair in Urban Education at Temple University and Professor of Higher Education in the College of Education and Human Development. He also holds affiliate faculty appointments in the Department of Africology and African American Studies and the Gender, Sexuality and Women’s Studies Program. With an explicit concern for gender equity in education, his research has provided new insights into how social contexts of education inform racial and gender experiences and expressions, especially for Black boys and emerging adult men. More specifically, his work has investigated the construction of gender identity and its ties to engagement and performance at different education levels, from early learning to higher education. Davis’s current research focuses on gender-based education policy and reform; social stratification and urban neighborhood-university relations; and the intersection of schooling options and housing inequality. His work has been funded by varies agencies including the National Science Foundation, U.S. Department of Education, Spencer Foundation, U.S. Department of Housing and Urban Development, and the William Penn Foundation. With research publications in numerous academic journals, books, and edited volumes, Professor Davis has sought to generate, leverage and trouble the field’s understanding of education pathways, the confluence of gender and race, and how broader contexts inform postsecondary possibilities. A former National Academy of Education/Spencer Postdoctoral Fellow and a Fulbright-Hays Scholar Davis’s scholarly work and professional contributions have been honored with the Warrior Award-International Colloquium on Black Males in Education, Distinguished Research Career Award-Center for Research and Mentoring of Black Male Students and Teachers, Association for the Study of Higher Education Distinguished Mentor Award, American Education Research Association’s Distinguished Contributions to Gender Equity in Education Research Award and AERA Fellow status. Throughout his career, he has been instrumental in advancing collaborative university relationships with schools, districts and community-based organizations, increasing external grant-funded for research and service initiatives; mentoring and supporting early career faculty and graduate students, and developing university place-based strategies and partnerships. Professor Davis holds a BA in Sociology from Morehouse College, a Ph.D. from Cornell University, and completed post-doctoral study in the Division of Education Policy at the Educational Testing Service, Princeton, NJ.

Courses Taught

Number

Name

Level

HIED 5104

College Students and Development Theory

Graduate

HIED 8101

Advanced Seminar on Higher Education Administration

Graduate

HIED 8104

Seminar on Theory in Higher Education and Leadership

Graduate

HIED 8262

Advanced Practice-Based Qualitative Research in Higher Education

Graduate

HIED 8287

Research Practicum

Graduate

EDUC 5101

Critical Understanding of Social Science Research

Graduate

EDAD 8461

Ethical Leadership

Graduate

EDAD 8461

Analytical Studies in Educational Administration

Graduate

Selected Publications

Recent

  • II, D.T.E., Edwards, K.T., & Davis, J.E. (2018). Historically White Universities and Plantation Politics: Anti-Blackness and Higher Education in the Black Lives Matter Era. URBAN EDUCATION, 53(2), pp. 176-195. doi: 10.1177/0042085918754328

  • Khalifa, M.A., Gooden, M.A., & Davis, J.E. (2016). Culturally Responsive School Leadership: A Synthesis of the Literature. Review of Educational Research, 86(4), pp. 1272-1311. doi: 10.3102/0034654316630383

  • Lofton, R. & Davis, J.E. (2015). Toward a Black habitus: African Americans navigating systemic inequalities within home, school, and community. Journal of Negro Education, 84(3), pp. 214-230. doi: 10.7709/jnegroeducation.84.3.0214

  • Gadsden, V.L., Davis, J.E., & Johnson, C.J. (2015). African American fathers and families within cultural and historical perspective. In J.L. Roopnarine & J.L. Roopnarine (Eds.), Fathers across cultures: The importance, roles, and diverse practices of dads (pp. 155-182). Santa Barbara, CA, US: Praeger/ABC-CLIO. Retrieved from http://libproxy.temple.edu/

  • Davis, J.E. (2013). Research on equitable and excellent schools: Lessons for leadership practice. In L.C. Tillman & J.J. Scheurich (Eds.), Handbook of Research on Educational Leadership for Equity and Diversity. New York: Routledge. Retrieved from http://www.worldcat.org/

  • Gastic, B. & Davis, J.E. (2013). Working toward a 21st century framework for researchers of school safety leadership in practice. In Handbook of Research on Educational Leadership for Equity and Diversity (pp. 537-551). doi: 10.4324/9780203076934-35

  • Davis, J.E. (2013). Section IV: Research on equitable and excellent schools lessons for leadership practice: Introduction. (pp. 405-408). doi: 10.4324/9780203076934-27

  • Horvat, E.M. & Davis, J.E. (2011). Schools as Sites for Transformation: Exploring the Contribution of Habitus. YOUTH & SOCIETY, 43(1), pp. 142-170. doi: 10.1177/0044118X09358846

  • Baldridgea, B.J., Hill, M.L., & Davis, J.E. (2011). New possibilities: (re)engaging black male youth within community-based educational spaces. Race Ethnicity and Education, 14(1), pp. 121-136. doi: 10.1080/13613324.2011.531984

  • Davis, J.E. (2010). Uneasy ties: Race, gender identity, and urban education reform for African American males. In The State of The African American Male (pp. 145-164).

  • Joe, E.M. & Davis, J.E. (2009). Parental influence, school readiness and early academic achievement of african american boys. Journal of Negro Education, 78(3), pp. 260-276.

  • Gadsden, V.L., Davis, J.E., & Artiles, A.J. (2009). Introduction: Risk, equity, and schooling: Transforming the discourse. Review of Research in Education, 33(1). doi: 10.3102/0091732X08330002

  • Davis, J.E. (2009). Toward understanding African American males and K-12 education. In The SAGE Handbook of African American Education (pp. 399-416). doi: 10.4135/9781412982788.n25

  • Davis, J.E. (2006). Research at the margin: Mapping masculinity and mobility of African-American high school dropouts. International Journal of Qualitative Studies in Education, 19(3), pp. 289-304. doi: 10.1080/09518390600696612

  • Davis, J.E. (2005). Black boys at school: Negotiating masculinities and race. In Educating Our Black Children: New Directions and Radical Approaches (pp. 169-182). doi: 10.4324/9780203995648-23

  • Davis, J.E. (2003). Early schooling and academic achievement of African American males. Urban Education, 38(5), pp. 515-537. doi: 10.1177/0042085903256220

  • Gadsden, V.L., Fagan, J., Ray, A., & Davis, J.E. (2003). Fathering indicators for practice and evaluation; The fathering indicators framework. In Conceptualizing and Measuring Father Involvement (pp. 339-366). doi: 10.4324/9781410609380

  • Davis, J.E. (2002). Race, Gender, and Sexuality: (Un)Doing Identity Categories in Educational Research. Educational Researcher, 31(4), pp. 29-32. doi: 10.3102/0013189X031004029

  • Gadsden, V., Fagan, J., Ray, A., Davis, J.E., & Univ., P.P. (2001). The Fathering Indicators Framework: A Tool for Quantitative and Qualitative Analysis. Retrieved from http://libproxy.temple.edu/

  • Brown, M.C. & Davis, J.E. (2001). The historically black college as social contract, social capital, and social equalizer. Peabody Journal of Education, 76(1), pp. 31-49. doi: 10.1207/S15327930PJE7601_03

  • Brown, M.C. & Davis, J.E. (2000). Black Sons to Mothers: Compliments, Critiques, and Challenges for Cultural Workers in Education. P. Lang. Retrieved from https://books.google.com/

  • Polite, V.C. & Davis, J.E. (1999). African American Males in School and Society: Practices and Policies for Effective Education. Retrieved from http://libproxy.temple.edu/

  • Morris, M., Berstene, T.G., & Davis, J.E. (1999). Ethical Challenges. American Journal of Evaluation, 20(1), pp. 113-114. doi: 10.1177/109821409902000110

  • Davis, J.E. (1999). Commentary: Advocacy, Care, and Power. American Journal of Evaluation, 20(1), pp. 119-122. doi: 10.1177/109821409902000113

  • Davis, J.E., Perkins, W.E., & Univ., P.P. (1996). Fathers' Care: A Review of the Literature. Retrieved from http://libproxy.temple.edu/

  • Curry, B.K. & Davis, J.E. (1995). The Obligations of Faculty as Researchers. Academe, 81(5), pp. 40-43. Academe. Retrieved from http://libproxy.temple.edu/

  • DAVIS, J.E. & JORDAN, W.J. (1994). THE EFFECTS OF SCHOOL CONTEXT, STRUCTURE, AND EXPERIENCES ON AFRICAN-AMERICAN MALES IN MIDDLE AND HIGH-SCHOOL. JOURNAL of NEGRO EDUCATION, 63(4), pp. 570-587. doi: 10.2307/2967296

  • DAVIS, J.E. (1994). COLLEGE IN BLACK-AND-WHITE - CAMPUS ENVIRONMENT AND ACADEMIC-ACHIEVEMENT OF AFRICAN-AMERICAN MALES. JOURNAL of NEGRO EDUCATION, 63(4), pp. 620-633. doi: 10.2307/2967299

  • Hunter, A.G. & Davis, J.E. (1994). Hidden voices of black men: The Meaning, Structure, and Complexity of Manhood. Journal of Black Studies, 25(1), pp. 20-40. doi: 10.1177/002193479402500102

  • Davis, J.E. (1993). Ethical and legal issues in suicide. Br J Nurs, 2(15), pp. 777-780. England. doi: 10.12968/bjon.1993.2.15.777

  • Hunter, A.G. & Davis, J.E. (1992). Constructing gender: An Exploration of Afro-American Men's Conceptualization of Manhood. Gender & Society, 6(3), pp. 464-479. doi: 10.1177/089124392006003007

  • Davis, J.E. (1989). Construct validity in measurement. A pattern matching approach. Evaluation and Program Planning, 12(1), pp. 31-36. doi: 10.1016/0149-7189(89)90019-0