Abiola A. Farinde. Website: abiolafarinde.com 4118 Wesley W. Posvar Hall Phone: S. Bouquet St. Fax: (412)

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1 Farinde 1 Abiola A. Farinde Website: abiolafarinde.com 4118 Wesley W. Posvar Hall Phone: S. Bouquet St. Fax: (412) Pittsburgh, PA afarinde@pitt.edu RESEARCH INTERESTS The Educational Experiences of Women and Girls of Color Black Teacher STEM Pipeline Urban Teacher Education EDUCATION Ph.D. (2014) M.Ed. (2009) B.A. (2007) University of North Carolina at Charlotte, Charlotte, NC Major: Curriculum and Instruction Focus: Urban Education Lamar University, Beaumont, TX Major: Education Administration Texas A&M University, College Station, TX Major: English RESEARCH EXPERIENCES University of Pittsburgh 2014 Present Post-Doctoral Research Fellow, Center for Urban Education, Pittsburgh, PA 2014 Present Project Manager, Ready to Learn Program, Center for Urban Education, Pittsburgh, PA University of North Carolina at Charlotte Research Associate, College of Engineering, Chancellor Diversity Challenge Grant, Service Learning: A Bridge to Engineering for Underrepresented Minorities, Charlotte, NC 2012/2013 Assessor, Children s Defense Fund Freedom School Summer Reading Program, The Center for Adolescent Literacies, Charlotte, NC Research Associate, Pathway to Teaching, Department of Middle, Secondary, and K-12 Education, Charlotte, NC

2 Farinde Research Associate, Urban Education Collaborative, University of North Carolina at Charlotte, Charlotte, NC University of North Carolina at Charlotte TEACHING EXPERIENCES Instructor, Secondary Education, Department of Middle, Secondary, and K-12 Education, Charlotte, NC Texas A&M University English Teacher/Tutor, K-12 Vanguard Learning Institute, College Station, TX Writing Consultant, Administrative Assistant, Texas A&M Writing Center, College Station, TX Public Schools Summer 2014 Summer Pre-school Teacher, Countryside Montessori School, Charlotte, NC High School English Language Arts and Reading Teacher, George Bush High School, Richmond, TX Peer Assistant Leadership (PALS) Instructor, George Bush High School, Richmond, TX National Honor Society Coordinator, George Bush High School, Richmond, TX Student Teacher, A&M Consolidated High School, College Station, TX REFEREED JOURNAL ARTICLES IN PRESS PUBLICATIONS Farinde, A., & Milner, R. (in press). Homelessness. In K. Lomotey (Ed.), Education: PK-12 and higher education volume of the Contemporary issues for people of color: Living, working and learning in the U.S. Santa Barbara, CA: Praeger, ABC-CLIO, LLC. Milner, H. R., Murray, I., E., Farinde, A., & Delale-O Connor, L. (in press). Outside of school matters: What we need to know in urban environments. Equity & Excellence in Education.

3 Farinde 3 PUBLISHED Coffey, H. M., Fitchett, P. G., & Farinde, A. (2015). It takes courage: Fostering the development of critical, social justice-oriented teachers using museum and project-based instruction. Action in Teacher Education, 37(1), Farinde, A., Leblanc, J., & Otten, A. (2015). Pathways to teaching: An examination of Black females pursuits of careers as k-12 teachers. Educational Research Quarterly, 38(3), Petty, T. M., Heafner, T. L., Farinde, A., & Plaisance, M. (2015). Windows into teaching and learning: professional growth of classroom teachers in an online environment. Technology, Pedagogy and Education, (ahead-of-print), Farinde, A., Adams, T., & Lewis, C. W. (2014). Segregation revisited: The racial education landscape of Charlotte Mecklenburg Schools. Western Journal of Black Studies, 38(3), Farinde, A., Tempest, B., & Merriweather, L. (2014). Service learning: A bridge to engineering for underrepresented minorities [Special issue]. International Journal of Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, Retrieved from Farinde, A., & Allen, A. (2013). Cultural dissonance: Exploring the relationship between White female teachers perceptions and urban Black female students disciplinary infractions. National Journal of Urban Education and Practice, 7(2), Leblanc, J. K., & Farinde, A. (2013). Culturally responsive science techniques: Encouraging African American learners in science education through movement expressiveness. National Forum of Multicultural Issues Journal, 10(2), Petty, T., & Farinde, A. (2013). Investigating student engagement in an online mathematics course. Journal of Online Learning and Teaching, 9(2), Retrieved from Farinde, A. (2012). The other gender: An examination of African American female students career aspirations. Journal of Modern Education Review, 2(5), Farinde, A., & Lewis, C. (2012). The underrepresentation of African American female students in STEM fields: Implications for classroom teachers. US-China Education Review, 2(4), REFEREED JOURNAL ARTICLES (IN REVIEW) Coffey, H., & Farinde, A. (in review). Navigating the journey to culturally responsive teaching: Lessons from the success and struggles of one first-year, Black female teacher of urban, Black students. Teaching and Teacher Education.

4 Farinde 4 Farinde, A., & Fitchett, P. (in review). Searching for satisfaction: Workplace climate, school context and job satisfaction among Black female teachers. Urban Education. Farinde, A., Allen, A., & Lewis, C. (in review). Factors influencing Black female teachers job satisfaction and intention to remain in the k-12 classroom. Equity and Excellence in Education. Milner, R., Delale-O Connor, L., Murray, I., & Farinde, A. (in review). Reflections on Brown to Understand Milliken v. Bradley: What if we are focusing on the wrong policy questions? Teachers College Record. BOOK CHAPTERS Allen, A., & Farinde, A. (in press). Do soft skills produce hard results?: Creating a college graduation culture in urban schools. In A. Allen, S. D. Hancock, & C. W. Lewis (Eds.). Uncompromised achievement in PreK-12 urban schools: A blueprint for boosting access, equity, and achievement. Charlotte, NC: Information Age. Petty, T., Heafner, T., Farinde, A., & Plaisance, M. (2014). Establishing a mentoring relationship between pre-service and mentor teachers through windows into teaching and learning. In T. L. Heafner, R. Hartshorne, & T. Petty (Eds.), Exploring the effectiveness of online education in k-12 environments. (pp ). Hershey, PA: IGI Global. Heafner, T. L., Petty, T. M., Plaisance, M., & Farinde, A. (2013). Designing for Critical Thinking: Online Communication Platforms in Teacher Education. In L. Liu & D. Gibson (Eds.), Research Highlights in Technology and Teacher Education. SITE book. CONFERENCE PROCEEDINGS Petty, T. M., Heafner, T. L., Farinde, A. & Plaisance, M. (2014). Windows into teaching and learning (WiTL): Influences on the Professional Development of Practicing Classroom Teachers. Proceedings of the Society for Technology & Teacher Education International Conference Chesapeake, VA: AACE. Heafner, T., Petty, T., Plaisance, M. & Farinde, A. (2013). Designing for critical thinking and learning: Online communication platforms in teacher education. Proceedings of the Society for Technology & Teacher Education International Conference 2013 (pp ). Chesapeake, VA: AACE. Petty, T., & Farinde, A. (2013). Investigating student engagement in an online mathematics course. Proceedings of the Society for Technology & Teacher Education International Conference 2013 (pp ). Chesapeake, VA: AACE. Petty, T., & Farinde, A. (2013). Windows into teaching and learning: Student-to-student engagement in teacher education. Proceedings of the 1 st Annual Graduate Student Poster Session Symposium: Conversations in Urban Education. (pp. 6-7).

5 Farinde 5 Farinde, A. (2011). The other gender: An examination of African American female students career aspirations. Proceedings of the Hawaii International Conference on Education. ONLINE ARTICLES AND RESEARCH BRIEFS (NON-REFEREED) Allen, A., Farinde, A. Lewis, C. (2013). The landscape of advanced classes in CMS. UNC Charlotte Urban Institute. Retrieved from Lewis, C., & Farinde, A. (2012). High school graduation rates in CMS: A focus on the forgotten percentage. UNC Charlotte Urban Institute. Retrieved from Farinde, A. (2011). Urban African American female students pursuit of science, technology, engineering, and mathematics (STEM) careers: Implications for classroom teachers. (UERPC Research Brief, September 2011, No. 1) Charlotte, NC: University of North Carolina Charlotte, Middle, Secondary, K-12 Education, UNCC Urban Education Research and Policy Collaborative. Farinde, A. (2011). The effect of SAT scores on urban African American female students admission into college: Policy analysis (UERPC Research Brief, September 2011, No. 2) Charlotte, NC: University of North Carolina Charlotte, Middle, Secondary, K-12 Education, UNCC Urban Education Research and Policy Collaborative. NATIONAL REPORTS (NON-REFEREED) REPORTS Lewis, C., Watson, M., Farinde, A., & Scott, L. (2012). 5 th Annual Great Teachers for our City Schools Summit: Helping teachers build parent engagement. Denver, CO: Interwest Equity Assistance Center U.S. Department of Education. Lewis, C., Watson, M., Farinde, A., & Scott, L. (2012). Building support for urban student success: What should I really know about English Language Learners. Denver, CO: Interwest Equity Assistance Center U.S. Department of Education. Lewis, C., Watson, M., Farinde, A. & Scott, L. (2012). Cultural competence: An integral aspect of meeting the needs of children and youth who are refugees. Interwest Equity Assistance Center U.S. Department of Education. Lewis, C., Watson, M., Farinde, A., & Scott, L. (2012). Title IX Trainer of Trainers Session Salt Lake City, Utah. Interwest Equity Assistance Center U.S. Department of Education. STATE REPORTS (NON-REFEREED)

6 Farinde 6 Milner, H. R., Delale-O Connor, L, Farinde, A., & Childs, J. (2014). Opportunity gaps in Florida: A review of literature and statewide data on school counselors, teacher quality, and disciplinary referrals. Gainesville, FL: Southern Legal Counsel. LOCAL REPORTS (NON-REFEREED) Farinde, A., Delale O Connor, L., Alvarez, A., Murray, I. (2015). Ready to learn program spring 2015 interim report. Pittsburgh, PA: Center for Urban Education. Lewis, C., Watson, M., Farinde, A. & Scott, L. (2012). A final report to the Charlotte Housing Authority. Charlotte, NC: Charlotte Housing Authority. RESEARCH GRANTS Farinde, A., Merriweather, L., Tempest, B. (2014). Service Learning: A Bridge to Engineering for Underrepresented Minorities. Center for Teaching and Learning. ($200). Role: Principal Investigator. Status: Funded. INTERNATIONAL PRESENTATIONS Farinde, A., & Leblanc, J. (2015). Retaining teachers of color: In-service Black female teachers perspective on teacher preparation programs Biennial Conference of the UWI Schools of Education. Bridgetown, Barbados. Farinde, A., Tempest, B., & Merriweather, L. (2015). Reimagining engineering: Informal science learning through service learning community engagement Biennial Conference of the UWI Schools of Education. Bridgetown, Barbados. Petty, T. M., Heafner, T. L., Farinde, A. & Plaisance, M. (2014). Windows into teaching and learning (WiTL): Professional Development of Practicing Classroom Teachers. The Society for Technology & Teacher Education International Conference Jacksonville, FL. Heafner, T. L., Petty, T. M., Farinde, A. & Plaisance, M. (2013). Windows into teaching and learning (WiTL): Designing critical thinking and learning in online communication platforms in teacher education. The Society for Technology & Teacher Education International Conference New Orleans, LA. Petty, T., & Farinde, A. (2013). Investigating student engagement in an online mathematics course. The Society for Information Technology and Teacher Education Conference New Orleans, LA. New Orleans, LA. Farinde, A. (2011). The other gender: An examination of African American female students career aspirations. 10 th Annual Meeting of the Hawaii International Conference on Education. Honolulu, HI.

7 Farinde 7 NATIONAL Farinde, A., & Adams, T. (2015). Inequitable education: An examination of the educational landscape of k-12 predominantly White and Black schools Annual Meeting of the American Education Research Association. Chicago, IL. LeBlanc, J. K., Bozeman, D., Stuessy, C. S., Farinde, A., & Stone, K. (2015). Science education in the borderlands: An examination of science readiness for Latina/o learners in Texas. National Association of Research in Science Teaching 2015 Annual International Conference. Chicago, IL. Leblanc, J. K., Otten, A., & Farinde, A. (2014). From curriculum control to progressivism: An examination of teaching philosophies from pre-service teachers observing at alternative schools. American Association for Teaching and Curriculum 21st Annual Conference. Tampa, FL. Farinde, A., & Leblanc, J. K. & Otten, A. (2014). Pathways to teaching: An examination of Black females pursuits of careers as k-12 teachers Annual Meeting of the American Education Research Association. Philadelphia, PA. Leblanc, J. K., Farinde, A., & Otten, A. (2014). Preparing teachers for technology-based learning environments: transformative reflections from pre-service teachers Annual Meeting of the American Education Research Association. Philadelphia, PA. Coffey, H., & Farinde, A. (2013). Culturally relevant or not? One black female teachers experience with Black advanced placement students. Pursuing Extraordinary Outcomes in Public Education National Conference, Charlotte, NC. Farinde, A., & Leblanc, J. K. (2013). The poverty of cultural dissonance: Examining the importance of culture in the teaching and disciplining of Black female students Annual Meeting of the American Education Research Association. San Francisco, CA. Farinde, A. (2011). The underrepresentation of African American female students in STEM fields: Implications for classroom teachers. 9 th Annual National Urban Education Conference. Wilberforce, OH. REGIONAL Leblanc, J. K., & Farinde, A. (2013). Culturally responsive science techniques. 12 th Annual 2013 Region 6-Texas NAME Conference. San Marcos, TX. Leblanc, J. K., & Farinde, A. (2012). Culturally responsive science techniques: Encouraging African American learners in science education through movement expressiveness. 11 th Annual 2012 Region 6-Texas NAME Conference. College Station, TX.

8 Farinde 8 LOCAL Farinde, A. (2014). Teacher education programs development of urban teachers: Voices of black female teachers. 2nd Annual Graduate Student Poster Session Symposium: Conversations in Urban Education, University of North Carolina at Charlotte, Charlotte, NC. Tempest, B., Merriweather, L., Farinde, A. (2014). Service Learning: A Bridge to Engineering for Underrepresented Minorities. Service Learning Showcase, Center for Teaching and Learning. Charlotte, NC. Petty, T., & Farinde, A. (2013). Windows into teaching and learning: Student to student engagement in teacher education. Conversations in Urban Education. Inaugural Graduate Student Poster Session Symposium: Conversations in Urban Education, University of North Carolina at Charlotte, Charlotte, NC. Heafner, T. L., Plaisance, M., Farinde, A., & Petty, T. M. (2012, November). Windows into Teaching and Learning (WiTL): Designing Critical Thinking and Learning in Online Communication Platforms in Teacher Education. Scholarship of Teaching and Learning (SoTL) Grant Project Poster Presentation. Center for Teaching and Learning, University of North Carolina at Charlotte, Charlotte, NC. LOCAL INVITED GUEST LECTURES Farinde, A. & Ash, A. (2013). Piedmont IB middle school college readiness. Professional Development, University of North Carolina-Charlotte, Charlotte, NC. Watson, M., Scott, L., & Farinde, A. (2012). Using the ipad for Instruction and Curriculum Development. Anita Stroud Foundation. Charlotte, NC. Farinde, A. (2011, November). Adolescence and secondary schools. Invited guest speaker for the SECD 4140: Adolescence and Secondary Schools, University of North Carolina-Charlotte, Charlotte, NC. Farinde, A., & Doyle, K. (2011, September). Urban education and community planning. Invited guest speaker for the Geog 4000 Neighborhood Planning Seminar, University of North Carolina- Charlotte, Charlotte, NC. JOURNAL EDITORIAL BOARD SERVICE Psychology of Women Quarterly, Sage.

9 Farinde 9 REVIEWER 2014 Present Psychology of Women Quarterly, Sage Present Urban Education 2012 Present High School Journal, The University of North Carolina Press 2014 Exploring the Effectiveness of Online Education in K12 Environments, Hershey, LICENSURE Pennsylvania: IGI Global. Principal Certificate (Grades EC-12), April 2010 Teacher Certificate English Language Arts and Reading (Grades 8-12), December 2007 ESL Certificate English as a Second Language Supplemental (Grades 8-12), April 2011 TEACHING University of North Carolina at Charlotte, Charlotte, NC MDSK2100: Diversity and Inclusion in Secondary Schools MDSK6260: Teacher Leadership (Teacher s Associate) 2012 MAED 5232/5252: Teaching Mathematics to Middle & Secondary School Learners (Teacher s Associate) PROFESSIONAL AFFILIATIONS 2012 Present American Educational Research Association 2012 Present Texas National Association for Multicultural Education