Center for Research on Expanding Educational Opportunity

National Research Publications 

• Snyder, J., & Bristol, T. J. (2015). Professional accountability for improving life, college, and career readiness. Education Policy Analysis Archives, 23(6), 1 – 30.(link is external)
• Bristol, T.J. (2015). Teaching Boys: Towards a theory of gender relevant pedagogy. Gender and Education, 27(1), 53- 68.(link is external)
• Stosich, E. L. & Bristol, T. J. (2018). Moving from teacher quality to advancing a new perspective on teaching quality: A critical synthesis. Stanford Center for Opportunity Policy in Education.(link is external)
• Bristol, T. J. & *Martin-Fernandez, J. (2019). The added value of Latinx and Black Teachers for Latinx and Black students: Implications for policy. Policy Insights from Behavioral and Brain Science, 6(2), 147-153.(link is external)
• Bristol, T. J. (2020). Black men teaching: Toward a theory of social isolation in organizations. Race Ethnicity and Education, 23(3), 288-306.(link is external)
• Woodson, A. N. & Bristol, T. J. (2020). Male teachers of color: Charting a new landscape for educational research. Race Ethnicity and Education, 23(3), 281-287.(link is external)
• Bristol, T. J. & *Ballard, A. (2022). Teaching in an age of state sanctioned lynching: Employing culturally sustaining pedagogy to respond to persistent social inequity. In D. Hucks, Y. Sealy-Ruiz, V. Showunmi (Eds.), Purposeful teaching and learning in diverse contexts: Implications for equity, access, and achievement. Charlotte: Information Age Publishing. (link is external)
• Gist, C. D. & Bristol, T. J. (2022). Introduction. In C.D. Gist & T.J. Bristol (Eds.), Handbook of Research on Teachers of Color and Indigenous Teachers. American Educational Research Association.(link is external)
• C.D. Gist & T. J. Bristol (Eds.). (2022) Handbook of Research on Teachers of Color and Indigenous Teachers. The American Educational Research Association.(link is external)
• Bristol, T. J. & *Manchanda, S. A historical examination of teacher certification exams. In M. T. Winn & L. T. Winn (Eds.), The Encyclopedia of Social Justice in Education. Bloomsbury.
• Woodson, A. N. & Bristol, T. J. (Eds.) Men Educators of Color in U.S. Public Schools. Routledge.
• Bristol, T. J., Jones, M. E., & Noonan, J. (2024). Mixed Messages and Diversity Management: Misalignment between District Intention and Action Aimed at Hiring Teachers of Color. American Journal of Education. Advance online publication. https://doi.org/10.1086/729560

State Research Publications

• Bristol, T. J. (2020). A tale of two types of schools: An exploration of how school working conditions influence Black male teacher turnover. Teachers College Record, 122 (3),1 – 41.(link is external)(link is external)(link is external)

• White, T., Bristol, T. J., & Britton, T. A. (2022). The role of a social justice learning community: A mixed-method exploration of efficacy in non-cognitive development between teacher fellowship recipients. Urban Education, doi 10.1177/00420859221114875(link is external)(link is external)(link is external)

Local Research Publications

• Bristol, T. J. (2014). Not strangers: How social distance influences Black male teachers’ perceptions of their male students of color. In Y. Sealy-Ruiz, C. Lewis, & I. Toldson (Eds.), Teacher education and the black community. Charlotte: Information Age Publishing.

• Bristol, T. J. & Mentor, M. (2018). Policing and teaching: The positioning of Black male teachers as agents in the universal carceral apparatus. The Urban Review, 50(2), 1-17.

• Bristol, T. J. (2018). To be alone or in a group: An exploration into how the school-based experiences differ for Black male teachers across one urban school district. Urban Education, 53(3), 1-21.

• Goings, R. B., Bristol, T. J., & Walker, L. (2018). From refugee to teacher: The transition experiences of one Black male immigrant nontraditional health education major at an HBCU. Journal for Multicultural Education, 12 (2), 126- 143.

• Waite, S, Mentor, M., & Bristol, T. J. (2018). Growing our own: Reflections on developing a pipeline for male educators of color. Journal of the Center for Policy Analysis and Research, 1(1), 148-166.

• Bristol, T. J. & Shirrell, M. (2019). Who is here to help me?: The work-related social networks of teachers of color. American Educational Research Journal, 56(3), 868-898.

• Bristol, T. J. & Goings, R. B. (2019). Exploring the boundary heightening experiences of Black male teachers: Lessons for teacher education. Journal of Teacher Education, 70(1), 51-64.

• Bristol, T. J. & *Esboldt, J. (2020). Curricular contradictions: Negotiating between pursuing national board certification and an urban district’s direct instruction mandate. Harvard Educational Review, 90 (3), 474 – 496.

• Bristol, T. J., Wallace, D. J, *Manchanda, S., & *Rodriguez, A. (2020). Supporting ethnoracially diverse male preservice teachers of color: Evidence from an alternative teacher certification program. Peabody Journal of Education, 95(5), 484-497.

• Noonan, J. & Bristol, T. J. (2020). “Taking care of your own”: Parochialism, pride of place, and the drive to diversify teaching. AERA Open, 6 (4), 1 - 12.

• Scallon, A. M., Bristol, T. J., & *Esboldt, J. (2021). Teachers’ perceptions of principal leadership practices that influence teacher turnover. Journal of Research on Leadership Education.

• Yuan, T., Waite, S, Bristol, T. J, & Mentor, M., &. (2023). NYC men teach: Listening to and supporting early-career Asian American male teachers in English teaching. English Leadership Quarterly, 45 (3), 5- 12.