Dr. Shanyce L. Campbell is an Assistant Professor at the University of Pittsburgh Center for Urban Education, where she currently teaches quantitative methods, mixed-methods and, social policy and urban education. Dr. Campbell’s research focuses on understanding how policies and practices influence access to quality learning opportunities for students marginalized by the educational system. Employing quantitative, qualitative, and mixed methods, she explores various institutional factors associated with advancing marginalized students’ opportunities to learn including instructional quality, school-community partnerships, and curriculum.
Dr. Campbell earned her Bachelor of Science (summa cum laude) in Accounting with a Minor in Economics from North Carolina A&T State University, a Historically Black College and University (HBCU). She earned her Ph.D. in Public Policy from the University of North Carolina at Chapel Hill, where she was the first Black person and woman to graduate from the program. She was also a postdoctoral fellow in the School of Education at the University of Michigan.
Prior to joining the School of Education, Dr. Campbell was an assistant professor at the University of California, Irvine.
Quantitative Methods II
Social Policy and Urban Education
Equitable Opportunities to Learn for Students of Color
Quantitative Research Methods
Mixed Methods Research Methods
Sandoval, C., van Es, E., Campbell, S.L., & Santagata, R. (2020). Creating Coherence in Teacher Preparation: Examining Teacher Candidates’ Conceptualizations and Practices for Equity. Teacher Education Quarterly.
Campbell, S. L. (2019). Capitalizing on achievement: A critical examination of school-based mentoring programs and student achievement. In Carrillo, J.F., Parker, D., Conder, T. (Eds). Mentoring Students of Color: Naming the Politics of Race, Social Class, Gender, and Power. Leiden, The Netherlands: Brill | Sense Publishers.
Campbell, S.L. (2018). Forgive Them Father: Understanding Acts of Violence Towards Black Women in Higher Education. In Sankofa Waters, M., Evans-Winters, V. E., & Love, B. L. (Eds.). Celebrating Twenty Years of Black Girlhood: The Lauryn Hill Reader. Bern, Switzerland: Peter Lang U.S.
Campbell, S. L., & Ronfeldt, M. (2018). Observational Evaluation of Teachers: Measuring More Than We Bargained for? American Educational Research Journal, 55(6), 1233–1267.
Ronfeldt, M & Brockman, S., & Campbell, S. L. (2018). Does cooperating teachers’ instructional effectiveness improve preservice teachers’ future performance? Educational Researcher, 47(7), 405-418.
Principal Investigator. “A Mixed Methods Study of Teacher Education Programs’ Role in Fostering Candidates’ Equity Dispositions.” National Academy of Education/Spencer Postdoctoral Fellowship ($70,000)
Principal Investigator. “Teacher Education Programs’ Role in Fostering Candidates’ Equity Dispositions.” California Teacher Education Research and Improvement Network (CTERIN) ($25,000)
Co-Investigator, National Institutes of Health (NICHD R01). “Education and Transition to Adulthood” (PI: Andrew Penner). ($3,220,000)
Awards and Honors:
- AERA Palmer O. Johnson Memorial Award for the most outstanding article appearing in an American Educational Research Association-sponsored journal (2009)
- National Academy of Education/Spencer Postdoctoral Fellowship (2019-2020)
Board of Directors – Treasurer, Blackgirl Gold Unapologetic, Incorporated
Community Member Volunteer, Youth Mentoring Action Network