Vita, Dr. Tondra L. Loder
-Jackson
EB 232H
901 13th Street South
Birmingham, AL 35294-1250
Work Phone (205) 934-8304
Education and Credentials
Constance E. Clayton Postdoctoral Fellow in Urban Education, 2002-2003
Graduate School of Education, The University of Pennsylvania, Philadelphia, PA
Doctor of Philosophy in Human Development & Social Policy, December 2002
Program in Human Development & Social Policy, School of Education & Social Policy,
Northwestern University, Evanston, IL
Master of Public Policy, June 1991
Irving B. Harris School of Public Policy, University of Chicago, Chicago, IL
Academic concentrations in urban poverty and urban policy
Bachelor of Science in Political Science, May 1989
Birmingham‑Southern College, Birmingham, AL
Phi Beta Kappa, Magna Cum Laude, & Honors Program Scholar
Professional Experience
Assistant Professor in Educational Foundations & UAB Graduate Faculty Member, Department of Leadership, Special Education, Foundations, & Technology, School of Education, The University of Alabama at Birmingham, 2003-Present
Director of College and Career Programs/Consultant, Building Your Future Program, George M. Pullman Educational Foundation in partnership with Fenger High School & University of Chicago, Chicago, IL 1992-98
Adjunct Faculty, Graduate School of Education, DePaul University, Chicago, IL 1996-97
Rothschild Fellow, United Way of Chicago, Chicago, IL 1991-92
Teaching Experience
Birmingham Civil Rights Movement
Culture & American Education: Race, Class & Gender
Exploring Education & Social Change through Life History & Film (UAB Honors Program)
Foundations of Education I: Social, Historical & Philosophical
Social Movements in Education
Urban Education
Research Interests
Primary Interests
African-American Education, Generational Succession & Social Change
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Intergenerational life histories
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Confluence of race, gender & generation
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Impact of social movements (esp. civil rights & women's movements)
Urban Education
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Social context of school leaders & educators
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Impact of watershed events
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Parent, community & school relationships
Secondary Interests
Urban youth development & after-school programs
Qualitative program evaluation
Research in Progress
Bridging the tradition of activism and professionalism within the context of contemporary urban education: Perspectives from Birmingham educators born pre- and post-Civil Rights Movement. An examination of African American educators' intergenerational perspectives on the salience of activism in enacting their roles within the Birmingham City Schools and urban communities. Principal Investigator. 2004-Present
Communities and Schools Together (C.A.S.T.) Project. An initiative of the Urban Education Project that aims to enhance parental involvement and to promote positive home-school relationships in urban schools and communities. Principal Investigator (Drs. Michael Brooks & Andrew McKnight, Co-PIs). 2005-Ongoing.
American Educational Research Association (AERA) Division G Research Group on the Social Context of Education. 2006. The Social Context of Education Research (SCER) Project was initiated within Division G with three purposes in mind: to identify the range of scholarly work that is subsumed under the heading, social context of education; to chart shifts in research and scholarly work produced on the topic since the Division's inception; and to review the origins and evolution of the Division's theoretical, methodological, pedagogical, and epistemological grounding. Questions related to these purposes were posed in the 2006 Vice Presidential Address, entitled "(Re)Visioning the Social Context of Education: Ensuring that Race, Class, and Gender Matter." This project is the result of collaboration among the past and current leadership (2003-2009) as well as members of the Division. It is being established in the hope of deepening an understanding of issues related to the Division and the field.
Grants
Spencer Foundation Small Grant Award, $39,100 Awarded 2005
Faculty Development Award, Comprehensive Minority Faculty & Student Development Program, UAB Office of Equity & Diversity, $4,000 Awarded 2004-05
The CAST Project: Communities and Schools Together, UAB Federal Initiative, $800,000 (Pending decision; In collaboration with Drs. Michael Froning, Deborah Voltz, & Andrew McKnight)
Contributor, Training and Retaining Urban Student Teachers (TRUST) Strategic Planning Team (Principal Investigator, Dr. Deborah Voltz, was awarded a $3.2 million grant from the Office of Post Secondary Education of the U.S. Department of Education, PR#P336B040025)
Qualitative Program Evaluation
Alabama Louis Stokes Alliance for Minority Participation (ALSAMP) Program, 2003-04
Howard University Evaluation Training Institute (participant), 2003
Spencer Foundation Research Training Grant, School of Education & Social Policy, Northwestern University, Summer 2002
Comer School Development Project, Northwestern University, Spring & Summer 1998, Fall 1999
Evanston Township High School Minority Algebra Enrichment Program, 1998
North Central Regional Educational Laboratory, Chicago School Public Schools partnerships, 1998, 1999
Selected Publications
International Refereed Journals
Loder, T. L. & Spillane, J. P. (2006). Big change question: How do leaders' own lives and their educational contexts influence their responses to the dilemmas and tensions they face in their daily work? Journal of Educational Change 7(1-2), 91-92.
Loder, T. L. & Spillane, J. P. (2005). Is a principal still a teacher?: U.S. women administrators' accounts of role conflict and role discontinuity. School Leadership & Management, 25(3), 263-279.
National Refereed Journals
Loder-Jackson, T. L. & Sims, M. J. (forthcoming July 2008). On indignation, hope and a call to action: Assessing Hurricane Katrina's impact on urban education. [Special issue guest editors] Urban Education.
Loder, T. L., Sims, M. J., Coker, A. D., Collins, L., Brooks, M., Voltz, D., & Calhoun, C. (2007, Winter). On becoming and being faculty-leaders in urban education and also being African American...Seems promising. Advancing Women in Leadership Online Journal, 23. http://www.advancingwomen.com/awl/winter2007/Loder.htm
Loder, T. L. (2005). Women administrators' negotiate work-family conflicts during changing times: An intergenerational perspective. Educational Administration Quarterly, 41(5), 741-776.
Loder, T. L. (2005). On deferred dreams, callings, and revolving doors of opportunity: African American women's reflections on becoming principals. The Urban Review, 37(3), 243-265.
Loder, T. L. (2005). African American women principals' reflections on social change, community othermothering, and Chicago Public School reform. Urban Education, 40(3), 298-320.
Loder, T. L. & Hirsch, B. J. (2003). Inner-city youth development organizations: The salience of peer ties among early adolescent girls. Applied Developmental Science, 7(1), 2-12.
Hirsch, B. J., Roffman, J. G., Deutsch, N. L. Flynn, C. A., Loder, T. L., & Pagano, M. E. (2000). Inner-city youth development organizations: Strengthening programs for adolescent girls. Journal of Early Adolescence, 20(2), 210-230.
Chapters in Edited & Refereed** Volumes
Loder-Jackson, T. L. (forthcoming April 2008). The confluence of race, gender, and generation in the lives of African-American women principals. In Linda Tillman (Ed.), The handbook of African American education.** Thousand Oaks, CA: Sage.
Loder-Jackson, T. L. (forthcoming 2008). Mary McCleod Bethune. In Kofi Lomotey (Ed.), Encyclopedia of African American education. Thousand Oaks, CA: Sage.
Coker, A. D., Loder, T. L., Sims, M., Collins, L., Voltz, D. & Coker, M. (2007). Lifting as we climb: Six African American women explore the creation of an intellectual community. In Rene'e Martin (Ed.), Transforming the academy: Struggles and strategies for the advancement of women in higher education, 2nd ed.**
Loder, T. L. (2006). Dilemmas confronting urban principals in the post-civil rights era. In Joe L. Kincheloe, Kecia Hayes, Karel Rose, and Philip M. Anderson (Vol. Eds.), The Praeger handbook of urban education (pp. 70-77). Westport, CT: Greenwood.
Conference Publications
Loder, T. L. (2006). On indignation and hope: Race, class, Katrina, and education. In Rosalind P. Hale & Charlotte M. Harris (Eds.), Pedagogy of Indignation: Race, Class, and Hurricane Katrina (pp. 94-105). Santa Barbara, CA: Women Educators.
Loder, T. L. (2006). On indignation and hope: Race, class, Katrina, and education. In Charlotte M. Harris, Kyana Jackson, & Doris G. Johnson (Eds.), Research on Women and Education SIG of the American Educational Research Association 31st Annual Fall Conference Proceedings. http://www.rwesig.net/confproceedings.htm
Book Review
Loder, T. L. (June/July 2006). Why we can't leave public schools behind: The inseparable legacy of American public education and democracy. [Review of the books Leave No Child Behind and The Public Schools] Educational Researcher, 35(5), 30-35.
Dissertation
Loder, T. L. (2002). On women becoming and being principals: Pathways, patterns, and personal accounts. Dissertation Abstracts International, 63 (11A) 3804.
Publicity
“Inquiry: Tondra Loder, Ph.D., Tracking teachers across generations." (Fall 2006). UAB Education [Newsletter], 8(2), 6-7. Research on Birmingham metropolitan area educators featured.
“Education looks for future teachers among minority grade-school kids.” (May 15, 2006). UAB Reporter, 30(25), pp. 1, 4. Service to Councill Elementary School featured.
“Moving on up: From teacher to leader.” (Spring/Summer 2006). UAB Magazine, 26(2), 39. Research on women teachers' transition to administration featured.
“Ideas & Innovations” news short on women principals' work-family balance research (p. 7). UAB Magazine, Fall 2004
Bacon's “Alone at the Top” (July 25, 2005). Research on women principals referenced in The Daily Times (Salisbury, MD), The Asheville Citizen (NC), The Courier-Journal (Louisville, KY), & The Olympian (WA).
Selected National Conference Presentations: Refereed
Loder, T. L., McKnight, A. N., Brooks, M., McGrew, K., & Voltz, D. (2007, April). Unmasking subtle and concealed aspects of parent involvement: Perspectives from urban African American parents. Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL.
Loder, T. L., Sims, M. J., & Collins, L. (2006, November). On becoming and being faculty-leaders in urban education and also being African American...Seems promising. Presentation at the annual meeting of the National Association of Multicultural Education, Phoenix, AZ.
Loder, T. L. (2006, October). Activist or accommodationist?: An Intergenerational Perspective on African-American Women Educators in Post-Civil Rights Birmingham. Presentation at the annual fall meeting of the Research on Women and Education SIG of the American Educational Research Association, Detroit, MI.
Christensen, L. M., Loder, T. L., Volker, V., Fincher, L. M. H. (2006, April). The historical legacy of the Civil Rights Movement. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Loder, T. L., Sims, M. J., Voltz, D. (2005, November). New directions for urban teacher preparation and retention in the context of post-civil rights Birmingham, Alabama. Paper presented at the National Association of Multicultural Education Conference. Atlanta, GA.
Christensen, L. M. & Loder, T. L. (2005, November). Keeping the dream alive through in-service and pre-service teacher education: Alabama educators’ reflections on teaching an innovative Civil Rights Movement course. Interactive presentation conducted at the National Association of Multicultural Education Conference. Atlanta, GA.
Loder, T. L. (2005, April). Bridging the tradition of activism and professionalism within the context of contemporary urban education. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
Coker, A. D., Loder, T. L., Sims, M., Collins, L., Voltz, D. & Coker, M. (2005, April). Lifting as we climb: Six African American women build an intellectual community against the odds. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
Coker, A. D., Loder, T. L., Sims, M., Collins, L., Voltz, D. & Coker, M. (2004, October). Lifting as we climb: Six African American women explore the creation of an intellectual community. Paper presented at the 30th annual fall conference of the Research on Women and Education SIG of the American Educational Research Association, Cleveland, OH.
Loder, T. L. (2003, October). On mothering and leading in Chicago public schools: The dilemmas of African American women principals post-1988 reform. Paper presented at the 29th annual fall conference of the Research on Women and Education SIG of the American Educational Research Association, Knoxville, TN.
Loder, T. L. (2003, April). Is a principal still a teacher?: Role discontinuity in the lives of women administrators. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Loder, T. L. (2003, January). On women becoming and being principals: Personal accounts of school administrators born pre- and post- Civil Rights Movement. Paper presented at the 24th Annual Ethnography in Education Conference, University of Pennsylvania, Philadelphia, PA.
Loder, T. L. (2002). Making trade offs between family & the principalship: A life course perspective on women’s pathways to school administration. Paper presented at the annual conference of the Black Graduate Student Association, Northwestern University, Evanston, IL.
Loder, T. L. (2002, April). Race, gender, and generation: A life course perspective on women school administrators’ life trajectories and career patterns. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Loder, T. L. (2001). The life trajectories and career patterns of two cohorts of women school administrators. Poster session presented at the biennial meeting of the Society for the Study of Human Development, Ann Arbor, MI.
Loder, T. L. (2001, April). The salience of peers for early adolescent girls and inner city youth development organizations. Poster session presented at the annual meeting of the Society for Research on Child Development, Minneapolis, MN.
Loder, T. L. (2000, March). They make you feel like it's home: Girls' experiences at inner city Boys and Girls Clubs. Group panel presenter with B. J. Hirsch, N. L. Deutsch, & J. G. Roffman at the Urban Girls Conference, Buffalo, NY.
Selected National & Local Invited Presentations and Sessions
Loder, T. L. (2007, March). Presenter. Slavery's impact on African American women: A community dialogue. The Birmingham Civil Rights Institute, Birmingham, Alabama.
Loder, T. L. (2006, March). Session Chair & Presenter. A critical evaluation of Ruby Payne's work and other class and poverty theories. UAB School of Education Urban Education Project Spring Brown Bag Series, Birmingham, AL.
Loder, T. L. (2005, October). On indignation and hope: Race, class, Katrina, and education. Paper presented at the 31st annual fall conference of the Research on Women and Education SIG of the American Educational Research Association, Diversity Task Force Plenary Session with K. Johnson (chair) & M. J. Sims, Dayton, OH.
Loder, T. L. (2005, April). Session Chair. The TRUST Initiative: Innovative teacher preparation and retention strategies in the urban South. Interactive symposium conducted at the annual meeting of the American Educational Research Association, Montreal, Canada with Deborah Voltz, Michael Froning, Claudia Williams (Birmingham City Schools), & Elaine Hill (Birmingham City Schools).
Loder, T. L. (2002, April). Social change, maternal leadership, and conflicts with young mothers: Dilemmas for African American principals in urban public schools. The Aspiring Principals Program. The University of Pennsylvania, Philadelphia.
Loder, T. L. (2000). Youth Organizations: Bridging the gap between participants, advisors, and evaluators. Panelist at the annual meeting of the Society for Research on Adolescence, Chicago, IL.
Academic and Community Service
National Level
Organizations
Member, Diversity Task Force of the Research on Women and Education AERA SIG
Conferences
Peer Reviewer, Research on Women and Education SIG, AERA 2006 Conference
Section Co-Chair, Division G (Social Context), 2005 Program of the American Educational Research Association (AERA), Montreal, Canada
Peer Reviewer, Research on Women and Education SIG, AERA 2004 Conference
Peer Reviewer, Research on Women and Education SIG, AERA 2004 Conference
Peer Reviewer, Division G, AERA 2004 Conference
Academic Journals
Peer Reviewer, Applied Developmental Science
Peer Reviewer, Educational Evaluation & Policy Analysis
Peer Reviewer, Journal of Marriage & the Family
University Level
UAB Commission on the Status of Women, 2005 (Chair, Campus Climate & Environment Committee; Member, Executive Committee)
UAB Faculty Senate, 2005-2007 (Member, Curriculum & Research Committee)
Faculty Ad Hoc Committee, Office of the Vice President for Equity & Diversity, 2003-04
UAB Diversity Contact Officer, 2004-present
Guest lecturer, UAB Black Alumni Black History Month Speakers Series, 2005
Faculty Marshal, UAB Spring Commencement, 2004
UAB African American Faculty Association
School/Departmental Level
Diversity Committee, UAB School of Education, 2004-present (Co-chair, 2004-06)
Inaugural Member, Training and Retaining Urban Student Teachers (TRUST) Initiative, UAB School of Education, 2004-present
Inaugural Member, The Urban Education Project, UAB School of Education 2003-present
Member, Curriculum & Programs Committee, UAB School of Education, 2003-present.
Member, NCATE Steering Committee, UAB School of Education, 2003-2005
Member, Doctoral Dissertation Committee, 2005 (Ms. Jewel Satchel)
School/Community Level
TRUST Urban Teacher Enhancement Program (UTEP) Faculty Liaison, Hayes High School & Whatley Elementary School, 2005-06
Councill Elementary Young Teachers Association (CEYTA), 2004-present
Chairperson, STARS Academic Education Ministry, The New City Center, 2004-05
Professional & Civic Affiliations
American Educational Research Association (AERA)
AERA Division G (Social Context of Education)
Emerging Scholars Interdisciplinary Network (ESIN)
Leadership Birmingham Class of 2007
Research Focus on Black Education (AERA SIG)
Research on Women and Education (RWE) (AERA SIG)
Women Educators, Inc. (RWE 501(c)3 Affiliate)
Honors, Awards, and Fellowships
Accepted, Leadership Birmingham Class of 2006-07
Accepted, UAB Honors Program Seminar Proposal entitled “Exploring Education, Social Change, & Identity through Life Story and Film,” Spring 2007
Coker, A. D., Loder, T. L., Sims M. J., Collins, L., Voltz, D. L., & Coker, M. (2005, April). Lifting as we climb: Six African American women explore the creation of an intellectual community. Paper presented at 2005 UAB Minority Research Day, Birmingham, Alabama. Outstanding Abstract Award.
Spencer Foundation Dissertation Award, 2001
Northwestern University Dissertation Year Fellowship, 2001 Award Finalist
Sybil N. Heide Fellowship, Northwestern University, 2000-2002
Illinois Consortium for Educational Opportunity Program Fellowship, 1997-2001
Patricia Roberts Harris Fellowship, University of Chicago,1989-1991
Beverly Head Memorial Scholarship, Birmingham-Southern College,1985-1989
Featured as one of Ebony magazine's 50 Leaders of Tomorrow, November 1992
Documentary Film Production
Co-producer, Brick by Brick: Reflections on Philadelphia Public Education, Scribe Video Center, Philadelphia, PA, 2003.