Travis J. Bristol

Peter Paul Assistant Professor

Dr. Travis Bristol is a Peter Paul Assistant Professor, a university-wide endowed professorship, in English education, with an affiliation in educational leadership and policy studies. He is a former high school English teacher in New York City public schools, teacher educator with the Boston Teacher Residency program, and World Bank consultant. From 2010 – 2014, Dr. Bristol worked on several World Bank projects in Guyana, which included supporting senior education officials create teacher professional development courses and assisting senior policy members in the Ministry of Education draft the 2014-2019 Education Strategic Plan. Most recently, Dr. Bristol was a research and policy fellow at the Stanford Center for Opportunity Policy in Education.

In 2013, Dr. Bristol received dissertation fellowships from the American Educational Research Association, the Ford Foundation, and the National Academy of Education/Spencer Foundation. In 2015, he was awarded the inaugural teacher diversity research award from the American Association of Colleges for Teacher Education.

His research agenda is centered on three interrelated strands: (1) district and school-based practices that support teachers of color; (2) national, state, and local education policies that enable and constrain the workplace experiences and retention for teachers of color; (3) the intersection of race and gender in schools. Dr. Bristol’s study on Black male teachers has been highlighted in NPR, the Washington PostEducation Week,  NBC News, and Fox News. He is the principal investigator for the New York City Office of the Mayor’s NYC Young Men’s Initiative, which focuses on recruiting and supporting 1,000 male teachers of color. Dr. Bristol most recently contributed to the #rethinkhighschool initiative, part of the multi-million dollar XQ America project, aimed at using the latest science, understanding, and expertise in a galvanizing effort to create a new model for school in America. His discussions on how to engage youth authentically reflect his involvement in the project. 

A.B., Amherst College, English (2003)

M.A., Stanford University, Teaching of English (2004)

Ph.D., Columbia University, Education Policy (2014)

SED EN501: Teaching Text

SED ED502/503: Foundations of Education

Bristol, T. J. & Goings, R. B. (forthcoming). Exploring the boundary heightening experiences of Black male teachers: Lessons for teacher education. Journal of Teacher Education.

Woodson, A. & Bristol, T.J. (forthcoming). Perspectives on Black male teachers (Co-edited Special Issue). Race, Ethnicity & Education.

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).

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.

Bristol, T.J. (2017). Why Teachers and Students Stay Home: A Mixed-Method Analysis of Teacher and Student Absenteeism Across Nine Schools in Guyana. International Journal of Comparative Education and Development, 19(4), 134-149.

Bristol, T.J. (2017). 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, 1-21.

Bristol, T. J. (2016, May 15). The Troubling Shortage of Latino and Black teachers – and What to Do About it. The Washington Post.

Paris, D. & Bristol, T. J. (2016, May 14). Culturally Sustaining Pedagogy Increases Student Engagement. Education Week Teacher.

Bristol, T. J. (2015). Male Teachers of Color Take a Lesson from Each Other. Phi Delta Kappan, 92,(2), 36-41.

Snyder, J., & Bristol, T. J. (2015). Professional Accountability for Improving Life, College, and Career Readiness. Education Policy Analysis Archives23, 6.

Bristol, T.J. (2015). Teaching Boys: Towards a Theory of Gender Relevant Pedagogy. Gender and Education, 27,(1), 53-68.

Bristol, T. J. (2018). Supporting and Retaining an Ethnoracially Diverse Educator Workforce: At the Intersection of Research, Policy, and Practice: University of Pennsylvania Graduate School of Education, Philadelphia, PA.

Bristol, T. J. (2018). Policy Levers for Increasing the Ethnoracial Diversity of Teachers in Urban Public Schools. Brown University, Providence, RI.

Bristol, T. J. (2017). Research that Informs Practice and Policy Solutions for Increasing, Supporting, and Retaining Teachers of Color. Harvard Graduate School of Education, Cambridge MA.

Bristol, T. J. (2017). More than Recruitment: Supporting and Retaining Teachers of Color. Yale University, New Haven, CT.

Bristol, T. J. (2017) Organizing for Diversity in a Flat World. Organization for Economic Co-operation and Development, Paris, France.

Bristol, T. J. (2016). Collaboration with Experts Session: Increasing Diversity of the Teacher Workforce. Council for Chief State School Officers Network for Transforming Educator Preparation, Kansas City, MO.

Bristol, T. J. (2016). Research on the Effects of a Non-Diverse Teaching Force Coupled with Recommendations for Research, Practice, and Policy. U.S. Department of Education National Teacher Diversity Summit, Washington D.C.

Bristol, T. J. (2016). A Call to Increase the Racial & Ethnic Diversity of Tennessee’s Teaching Force: The Intersection of Research, Policy, & Practice. State Collaborative on Reforming Education, Nashville, TN.

Bristol, T. J. (2015) Teacher Diversity: The Urgency of Now. The Education Trust. Washington D.C.

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