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Education

B.A., Psychology, Southern Methodist University

M.A., Educational Leadership and Policy, Higher Education, University of Maryland, College Park

M.A., Special Education, George Washington University

Ph.D., Educational Policy and Planning, University of Texas at Austin

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Awards, Honors, Associations

Jack A. Culbertson Early Career Award University Council of Educational Administration, 2015 - 2015

Bridge People Award AERA Leadership for Social Justice Special Interest Group, 2014 - 2014

William J. Davis Award Educational Administration Quarterly, 2014 - 2014

Campus Award for Excellence in Online & Distance Teaching Center for Innovation in Teaching and Learning, 2015 - 2015

Teacher Ranked as Excellent Center for Teaching Excellence, 2011 - 2011

UCEA/AERA Division L-David L. Clark National Graduate Student Research Seminar Fellow in 2009 2009 - 2010

Barbara Jackson Scholar-University Council of Educational Administration 2007 - 2009

ACE Research Network ACT Foundation,

Research & Service

Anjalé D. Welton's scholarship examines the politics of equity in school reform and improvement. More specifically, she explores how K-12 leaders consider issues of equity when designing and implementing federal, state, and local policies. Dr. Welton is especially concerned about how shifting social-political contexts influence how school leaders dialogue about race and diversity in their school improvement decisions. Other research areas related to equity include college readiness and access, especially for students of color, and the role of student voice and activism in school improvement efforts. Her professional experiences include coordinator of a leadership and empowerment program for urban youth, a facilitator of an urban education teacher preparation program, and a teacher in large urban districts. She is also committed to providing professional development for educational leaders on issues of equity and diversity.

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Publications

Welton, A., & Williams, M. (2015) Accountability strain, college-readiness drain: Sociopolitical tensions involved in maintaining a college-going culture of a high “minority”, high poverty Texas high school. The High School Journal

Welton, A. (2013) Even more racially isolated than before: Problematizing the vision for "diversity" in a racially mixed high school Teachers College Record 115 (11), 1-42  link >

Martinez, M., & Welton, A. (2014) Examining College Opportunity Structures for Students of Color at High “Minority,” High Poverty Secondary Schools in Texas Journal of School Leadership 24 (5)  link >

Welton, A., Brock, B., & Perry, M. (2014) Building a youth leadership fortress: High school women of color as visible activist. Women Interrupting, Disrupting, and Revolutionizing Educational Policy and Practice Information Age Publishing: Charlotte, NC

LeChasseur, K., Mayer, A., Welton, A., & Donaldson, M. (2015) Situating teacher inquiry: a micropolitical perspective.. School Effectiveness and School Improvement

Welton, A., Mansfield, K., & Lee, P. (2015) Mentoring women graduate students in educational leadership: Results of a pilot survey and directions for future research. Women Leading Education network: Confronting the barriers Rowman Littlefield Education, Inc: Lanham, MD

Wiemelt, J., & Welton, A. (2015) Challenging the dominant narrative: Critical bilingual leadership (Liderazgo) for emergent bilingual Latin@ students International Journal of Multicultural Education.  link >

Welton, A., Mansfield, K., & Lee, P. (2014) Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives Mentoring & Tutoring: Partnership in Learning

Melissa, M., Alsandor, D., Cortez, L., Welton, A., & Chang, A. (2014) We are stronger together: reflective testimonios of female scholars of color in a research and writing collective Reflective Practice

Diem, S., Welton, A., Frankenberg, E., & Holme, J. (2014) Racial Diversity in the Suburbs: How Race-Neutral Responses to Demographic Change Perpetuate Inequity in Suburban School Districts Race Ethnicity and Education

Mansfield, K., Welton, A., & Grogan, M. (2014) “Truth or Consequences”: A feminist critical policy analysis of the STEM crisis International Journal of Qualitative Studies in Education 27 (9)

Diem, S., Young, M., Welton, A., Mansfield, K., & Lee, P. (2014) The Intellectual Landscape of Critical Policy Analysis International Journal of Qualitative Studies in Education

Holme, J., Diem, S., & Welton, A. (2014) Suburban School Districts and Demographic Change: The Technical, Normative and Political Dimensions of Response Educational Administration Quarterly 50 (1), 34-66

Welton, A., Diem, S., & Holme, J. (2013) Color Conscious, Cultural Blindness: Suburban School Districts and Demographic Change Education and Urban Society

Chang, A., Welton, A., Martinez, M., & Cortez, L. (2013) Becoming Academicians: A Critical Ethnographic Analysis of the Figured Worlds of Racially Underrepresented Female Faculty Negro Educational Review 64 (1-4), 97-118

Holme, J., Frankenberg, E., Diem, S., & Welton, A. (2013) School Choice in Suburbia: The Impact of Choice Policies on the Potential for Suburban Integration Journal of School Choice 7 (2), 113-141

Irizarry, J., & Welton, A. (2013) Latino Youth as Educational Researchers: Implications for Teaching and Learning in Urban Schools. Handbook of Urban Education Routledge: New York, NY

Mayer, A., Donaldson, M., LeChasseur, K., Welton, A., & Cobb, C. (2013) Negotiating Site-Based Management and Expanded Teacher Decision Making: A Case Study of Six Urban Schools Educational Administration Quarterly 49, 695-731  link >

Welton, A., & Martinez, M. (2013) Coloring the College Pathway: A More Culturally Responsive Approach to College Readiness and Access for Students of Color in Secondary Schools The Urban Review  link >

Holme, J., Welton, A., & Diem, S. (2012) Pursuing "separate but equal" in suburban Texas: A case study of Southern Independent School District. The resegregation of suburban schools: A hidden crisis in American education Harvard Education Press: Cambridge, MA

Mansfield, K., Welton, A., & Halx, M. (2012) Listening to student voice: Toward a more inclusive theory for research and practice. Global Leadership for Social Justice: Taking it from research to practice Information Age Publishing: Charlotte, NC

Mansfield, K., Welton, A., & Lee, P. (2011) Women Leading Education Network: An Opportunity for Dialogic Border Crossings and Mentoring. Gender and Education Towards New Strategies of Leadership and Power epubli, Holtzbrinck Verlagsgruppe: Berlin, Stuttgart

Reddick, R., Welton, A., Alsandor, D., Denyszyn, J., & Platt, S. (2011) Stories of success: High minority, high poverty public school graduate narratives on accessing higher education Journal of Advanced Academics 22 (4), 594-618

Welton, A. (2011) The Courage to Critique Policies and Practices from Within: Youth Participatory Action Research as Critical Policy Analysis. A Response to “Buscando la Libertad: Latino Youths in Search of Freedom in Democracy and Education, 19 (1), Article 11

Mansfield, K., Welton, A., Lee, P., & Young, M. (2010) The lived experiences of female educational leadership students Journal of Educational Administration 48 (6)

Welton, A., Harris, T., LaLonde, P., & Moyer, R.. Social justice education in a diverse classroom: Examining high school discussions about race, power, and privilege Equity and Excellence in Education

Welton, A., Williams, M., Caldwell, P., & Martinez, M.. Deconstructing the language of academia: Pre-tenure faculty of color who are first-generation college graduates. Croom Envisioning a Critical Race Praxis for Leadership: Critical Race Counter-stories Across the P-20 Pipeline

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Presentations

Cultivating socially just principals: Critically examining educational leadership preparation, policy, and practice. Symposia (2013).: Seattle, WA.

Accountability strain and college readiness drain in a high poverty, high minority high school. Paper Session, Division A-Administration, Organization and Leadership, Section 4: School Contexts and Co (2013).: San Francisco, CA.

Becoming Academicians: Figured Worlds of Pre-Tenure Female Faculty of Color. Paper Session, Division J- Postsecondary Education, Section 4: Faculty, Curriculum, and Teaching (2013).: San Francisco, CA.

Troubling Policy Discourse: Gender and the STEM Crisis. Paper Session, Division D- Measurement and Research Methodology, Section 3: Qualitative Research Methods (2013).: San Francisco, CA.

Drawing upon social, navigational, and resistant capital: Assistant professors of color confront the inequitable terrain of the academy (2012).: Las Vegas, NV.

Coloring the college pipeline: Students of color and the role of community cultural wealth in college access and choice (2012).: Vancouver, BC.

School improvement grants and the discord between socially just intentions and policy mandates (2012).: Vancouver, BC.

Situating teaching inquiry: a micropolitical perspective (2012).: Vancouver, BC.

The role of teachers unions in urban school decentralization (2012).: Vancouver, BC.

Coloring the college pipeline: students of color and the role of community cultural wealth in college access and choice (2012).: Vancouver, B.C.

Critical policy analysis: Unpacking macro-level policies that elicit micro-level politics for historically marginalized school communities. Symposium (2012).: Denver, CO.

School improvement grants and the discord between socially just intentions and policy mandates (2012).: Vancouver, B.C.

The future of socially just leadership: Identity, critical pedgagoy, and dialogue in leadership preparation. Dialogue session (2012).: Denver, CO.

Mentoring women in educational leadership: Acknowledging identity intersections, promoting scholarship, and agency. Conversation/Dialogue Session (2011).: Pittsburgh, PA.

Navigating Networks of Opportunity: Understanding How Students Connect to Postsecondary Resources in Segregated Versus Integrated High Schools. Session: Segregation, Desegregation, and Integration: Fr (2011).: St. Louis, MO.

Student Voices Contextualize the Realities of Integrated Versus High Poverty, High Minority High Schools. Session: The Importance of Forefronting Student Voice in Educational Leadership Research Endea (2011).: Pittsburgh, PA.

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Grants

Principal Investigator Assistant Professors of Color Navigating the Academy, Campus Research Board, 2012 - 2013

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Service

Editorial Board International Journal of Urban Educational Leadership, 2013 - present

Editorial Board Journal of Research in Leadership Education, 2013 - present

Associate Editor Educational Administration Quarterly, 2013 - present

Editorial Board Information Age Publishing (IAP) book series, New Directions in Educational Leadership: Innovations in Research, Teaching and Service, 2012 - present

Member University Council of Educational Administration, 2011 - present

Member Women Leading in Education Across Continents, 2009 - present

Special Issue on Women and Social Justice: Guest Editor Journal of School Leadership, 2009 - present

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Courses

Intro to Educational Leadershp Multiple perspectives for understanding theory and practice in the governance and operation of complex organizations in P-12 school systems. Focusses on leadership development and the changing role of the school leader in leading learning-focused schools dedicated to significant and continuous growth for every student. Course Information: Prerequisite: Graduate standing in the College of Education or consent of instructor. Class Schedule Information: Priority will be given to department majors.

Poli & Cultural Context of Ed The political and social environment of public education in the United States; analysis of the power structure and its influence on educational policy making at the district level; examination of the evolving roles of state and federal agencies, the courts, private organizations, and interest groups in school governance. Studies the tension between the ideal of a democratically controlled public school system and the growing power of educational experts. Course Information: Prerequisite: Graduate standing in the College of Education or consent of instructor.

Democracy/Politics Critical examination of democratic principles of education, especially as it pertains to equity and social justice. Addresses the fundamental question of "Who gets access to the fundamental right of education and how?" Application of theories and concepts to the role of district leaders in implementing socially just educational settings. Course Information: 4 graduate hours. No professional credit. Prerequisite: EOL 548 or consent of instructor.

Anjale Welton

Associate Professor, Education Policy, Organization and Leadership

Contact

Office

375 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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