Monika W. Shealey

Monika W. Shealey

  • College of Education and Human Development

    Office of the Dean

    Dean

    Policy, Organizational and Leadership Studies

    Professor

Phone

215-204-8017

Biography

Monika Williams Shealey, Dean of the College of Education and Human Development, is mission-driven and committed to collaborative community uplifting. She is proud to join the CEHD at Temple University because of the college's mission and commitment to excellence in education within an urban context. Dean Shealey is the first female dean in history of the College of Education and Human Development and is excited to begin her work in the college and in the community.

Shealey's research interests include examining the intersection of urban and special education, experiences of traditionally marginalized groups in teacher and special education, and culturally responsive practices in special education. Additionally, Shealey is chair of the Board of Directors for the American Association of Colleges for Teacher Education (AACTE). AACTE is the leading voice on educator preparation and represents more than 800 postsecondary education institutions with educator preparation programs.

Shealey has held academic appointments at the University of Wisconsin, Milwaukee; Florida International University in Miami; and the University of Missouri at Kansas City, where she served as associate dean. Shealey joined Rowan University in 2013 as the first African American Dean of the College of Education. In 2019, she was tapped by President Ali Houshmand to serve in her most recent (inaugural) position to lead the new Division of Diversity, Equity and Inclusion. The Division was the first of its kind in the region and strives to be a model for systemic change in higher education that results in equitable outcomes for students, faculty, and staff.

Shealey received her BA in Specific Learning Disabilities and MA in Varying Exceptionalities from the University of South Florida. She earned her EdS in reading and learning disabilities from the University of Miami and her PhD in education from the University of Central Florida.

Her research has focused on examining the experiences of minoritized groups in special education and Black women in teacher education and leadership.

Research Interests

  • urban education
  • special education

Selected Publications

  • Luet, K.M. & Shealey, M.W. (2022). A Matter of Perspectives: Studying the Persistence of Fourth-Year Urban Teachers From Two Preparation Programs. Urban Education, 57(7), pp. 1115-1144. SAGE Publications. doi: 10.1177/0042085918802630

  • BLANCHETT, W.J. & SHEALEY, M.W. (2018). Digging Deeper: Examining Conceptualizations of “Culture” and “Culturally Responsive,” Bilingual Teachers and Children Use of Technology, and Culturally Responsive Self-Regulated Strategy Development. Multiple Voices for Ethnically Diverse Exceptional Learners, 18(1), pp. 1-2. Great Lakes Equity Center. doi: 10.56829/2158-396x.18.1.1

  • Shealey, M.W. (2017). Leveraging Systems Change to Address Diversity in Special Education Teacher Preparation. In M.T. Hughes & E. Talbott (Eds.), The Wiley Handbook of Diversity in Special Education (pp. 493-508). John Wiley & Sons. Retrieved from http://978-1-118-76888-4/

  • BLANCHETT, W.J. & SHEALEY, M.W. (2017). Ethnic and Cultural Diversity: Expanding the Conversation to Include Asian American Students, Multilingual Somali Students, and Latino and African American Parents. Multiple Voices for Ethnically Diverse Exceptional Learners, 17(1), pp. 1-2. Great Lakes Equity Center. doi: 10.56829/1547-1888.17.1.1

  • SHEALEY, M.W. & BLANCHETT, W.J. (2016). “What Does Culturally Responsive Pedagogy Look Like for Teacher Candidates, In-service Teachers, and English Learners?”. Multiple Voices for Ethnically Diverse Exceptional Learners, 16(2), pp. 1-2. Great Lakes Equity Center. doi: 10.56829/1547-1888.16.2.1

  • BLANCHETT, W.J. & SHEALEY, M.W. (2016). “We Won't Be Silenced”: Senior Scholars in Special Education Respond to Deficit Derived Claims That “Minorities [Students of Color] Are Disproportionately Underrepresented in Special Education”. Multiple Voices for Ethnically Diverse Exceptional Learners, 16(1), pp. 1-3. Great Lakes Equity Center. doi: 10.56829/2158-396x.16.1.1

  • SHEALEY, M.W. & BLANCHETT, W.J. (2015). Advocacy in Action: Examining Service Delivery, Instructional Practices, and Engagement for Ethnically Diverse Exceptional Learners. Multiple Voices for Ethnically Diverse Exceptional Learners, 15(2), pp. 1-2. Great Lakes Equity Center. doi: 10.56829/2158-396x.15.2.1

  • SHEALEY, M.W. & BLANCHETT, W.J. (2015). Examining Culturally and Linguistically Diverse Parents' Perceptions and Culturally Responsive Practices and Materials. Multiple Voices for Ethnically Diverse Exceptional Learners, 15(1), pp. 1-2. Great Lakes Equity Center. doi: 10.56829/2158-396x.15.1.1

  • BLANCHETT, W.J. & SHEALEY, M.W. (2014). The 60th Anniversary of the Historic Brown Decision: We've Made Progress in Some Areas but We Aren't There Yet. Multiple Voices for Ethnically Diverse Exceptional Learners, 14(2), pp. 1-2. Great Lakes Equity Center. doi: 10.56829/2158-396x.14.2.1

  • (2014). Systems and Support for Diverse Exceptional Learners and their Families. Multiple Voices for Ethnically Diverse Exceptional Learners, 14(1), pp. 1-2. Great Lakes Equity Center. doi: 10.56829/muvo.14.1.a71825l29x614524

  • McCall, Z., McHatton, P.A., & Shealey, M.W. (2014). Special Education Teacher Candidate Assessment. Teacher Education and Special Education: the Journal of the Teacher Education Division of the Council for Exceptional Children, 37(1), pp. 51-70. SAGE Publications. doi: 10.1177/0888406413512684

  • Shealey, M.W., McHatton, P.A., McCray, E., & Thomas, U. (2014). “Sista Doctas” Taking a Seat at the Table: Advocacy and Agency Among Women of Color in Teacher Education. NASPA Journal About Women in Higher Education, 7(1). Informa UK Limited. doi: 10.1515/njawhe-2014-0003

  • Blanchett, W.J. & Shealey, M.W. (2013). Responding to the Needs of Ethnically and Culturally Diverse Learners with Exceptionalities and Their Families. Multiple Voices for Ethnically Diverse Exceptional Learners, 13(2), pp. 1-3. Great Lakes Equity Center. doi: 10.56829/muvo.13.2.x33u3588q689478x

  • Shealey, M.W., McHatton, P.A., & Wilson, V. (2011). Moving beyond disproportionality: the role of culturally responsive teaching in special education. Teaching Education, 22(4), pp. 377-396. Informa UK Limited. doi: 10.1080/10476210.2011.591376

  • Shealey, M.W., Watson, A.L., & Qian, Z. (2011). Chapter 6 Your Story is My Story: Examining the Research Literature on Black Women in Teacher Education. In Diversity in Higher Education (pp. 127-145). Emerald Group Publishing Limited. doi: 10.1108/s1479-3644(2011)0000009011

  • Valle-Riestra, D.M., Shealey, M.W., & Cramer, E.D. (2011). Recruiting and Retaining Culturally Diverse Special Educators. Interdisciplinary Journal of Teaching and Learning, 1(2), pp. 68-87. Retrieved from http://libproxy.temple.edu/

  • Shealey, M.W. (2011). Makin’ a Way Out of No Way: Forging a Path in Urban Special Education Research. In K.A. Scott & W.J. Blanchett (Eds.), Research in Urban Educational Settings Lessons Learned and Implications for Future Practice. Information Age Pub Incorporated. Retrieved from https://www.infoagepub.com/

  • Watson, A.L. & Shealey, M.W. (2010). Examining the experiences of Black women in teacher education. In S. Moore, R.A. Jr., & A.J.L. Jr. (Eds.), Dilemmas of Black Faculty at Predominantly White Institutions in the United States Issues in the Post-multicultural Era. Edwin Mellen Press. Retrieved from https://mellenpress.com/

  • Shealey, M.W. (2009). Voices of African‐American doctoral students in special education: addressing the shortage in leadership preparation. Race Ethnicity and Education, 12(3), pp. 349-361. Informa UK Limited. doi: 10.1080/13613320903178295

  • Shealey, M.W. & Blanchett, W.J. (2009). Students With Disabilities. Urban Education, 44(4), pp. 367-369. SAGE Publications. doi: 10.1177/0042085909337599

  • Shealey, M.W., Wilson, V.A., & Turro, D.C. (2009). “Why should I read?” 3rd grade urban students’ attitudes about reading. National Journal of Urban Education and Practice, 2(1), pp. 30-38.

  • Shealey, M.W. & Callins, T. (2007). Creating Culturally Responsive Literacy Programs in Inclusive Classrooms. Intervention in School and Clinic, 42(4), pp. 195-197. SAGE Publications. doi: 10.1177/10534512070420040101

  • Shealey, M.W. (2007). Examining reading instruction through the eyes of urban teachers. Journal of Urban Learning, Teaching & Research, 3, pp. 87-100.

  • Shealey, M.W. & Lue, M.S. (2006). Why Are All the Black Kids Still in Special Education? Revisiting the Issue of Disproportionate Representation. Multicultural Perspectives, 8(2), pp. 3-9. Informa UK Limited. doi: 10.1207/s15327892mcp0802_2

  • Shealey, M.W. (2006). The Promises and Perils of “Scientifically Based” Research for Urban Schools. Urban Education, 41(1), pp. 5-19. SAGE Publications. doi: 10.1177/0042085905282250

  • Shealey, M.W., Lue, M.S., Brooks, M., & Mccray, E. (2005). Examining the Legacy of Brown. Remedial and Special Education, 26(2), pp. 113-121. SAGE Publications. doi: 10.1177/07419325050260020601

  • Blanchett, W.J., Brantlinger, E., & Shealey, M.W. (2005). Brown 50 Years Later—Exclusion, Segregation, and Inclusion. Remedial and Special Education, 26(2), pp. 66-69. SAGE Publications. doi: 10.1177/07419325050260020101

  • Blanchett, W.J. & Shealey, M.W. (2005). The forgotten ones: African American students with disabilities in the wake of Brown. In D.N. Byrne (Ed.), Brown V. Board of Education Its Impact on Public Education, 1954-2004. Word For Word Publishing Company. Retrieved from https://books.google.com/

  • Blanchett, W.J. & Shealey, M.W. (2003). Preventing disproportionate placement of ethnically and culturally diverse students in special education by implementing culturally responsive instruction. Wisconsin State Reading Association Journal,, 43(3), pp. 1-6.

  • Lue, M.S., Thomas-Richmond, J., & Shealey, M.W. (2003). From promise to prominence: Diversity lessons learned from firsts at a 21st century predominantly White university. E-Journal of Teaching and Learning in Diverse Settings, 1, pp. 55-66.

  • Shealey, M.W., McCray, E.D., & Singleton, D. A love letter to Black women in higher education: Examining the brilliance and deception of “Black Girl Magic”. In A.F. Osanloo, M.R. Brown, & N. Arnold (Eds.), The Trials, Tribulations & Triumphs of the Ten: Leading While Women in Colleges of Education in Higher Education.