Eboni M. Zamani-Gallaher is Professor of Higher Education/Community College Leadership in the Department of Education Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign. She is also Director of the Office for Community College Research and Leadership (OCCRL) and Associate Head of the EPOL Department. She holds a PhD in Higher Education Administration with a specialization in Community College Leadership and Educational Evaluation from the University of Illinois at Urbana-Champaign. Her teaching, research, and consulting activities largely include psychosocial adjustment and transition of marginalized collegians, transfer, access policies, student development and services at community colleges.

Dr. Zamani-Gallaher received the 2018 Senior Scholar Award from the Association of College Personnel Administrators (ACPA) - College Educators International and 2017 Senior Scholar awardee of the Council for the Study of Community Colleges (CSCC). She is also an ACPA Diamond Honoree (2017) and the Association for the Study of Higher Education (ASHE) Council on Ethnic Participation Mildred B. Garcia Senior Exemplary Scholarship Awardee. Dr. Zamani-Gallaher served as president of the Council for the Study of Community Colleges (CSCC), an affiliate of the American Association of Community Colleges (2013-2014) and served as Director for Research and Scholarship for the ACPA (2015-2018).


Ph.D., Educational Organization and Leadership, University of Illinois at Urbana-Champaign, 2000

M.S., General Experimental Psychology, Western Illinois University, 1997

B.S., Psychology, Western Illinois University, 1993

Research & Service

For the last two decades, Dr. Eboni M. Zamani-Gallaher has conducted research on marginalized student populations in marginalized institutional contexts. Namely, her work has focused on access, broadening participation, and equitable postsecondary educational trajectories for diverse collegians in two- and four-year institutions. Zamani-Gallaher's scholarship specifically concerns how underrepresented and underserved students navigate open systems of admissions to further education and/or gainful employment. Her studies span policy relevant inquiry on affirmative action in college admissions, postsecondary prison education, and ADA compliance to addressing campus climate for racially minoritized students, students with disabilities, LGBTQIA collegians, and student veterans. Her work has been published in various journals and scholarly texts, including the Community College Journal of Research and Practice, Equity and Excellence in Education, Higher Education Policy, and New Directions for Student Affairs. She has authored/edited seven books including African American Females: Addressing Challenges and Nurturing the Future (Michigan State University), Working with Students in Community Colleges: Contemporary Strategies for Bridging Theory, Research, and Practice (ACPA/Stylus Publishing), and The Obama Administration and Educational Reform (Emerald Group Publishing).


Baber, L., Zamani-Gallaher, E., Stevenson, T., & Porter, J. (2019). From access to equity: Community colleges and the social justice imperative. Higher Education: Handbook of Theory and Research ( vol. 34, pp. 203-240). New York: Springer.  link >

Burn, H., Zamani-Gallaher, E., Mesa, V., & Wood, J. (2019). Transitioning STEM learners to calculus: Findings from a national survey of mathematics chairs in two-year colleges by Hispanic-serving institutional designation. The Journal of the American Mathematical Association of Two-Year Colleges, 10 (2), 5-12.  link >

Castro, E., & Zamani-Gallaher, E. (2018). Expanding quality higher education for currently and formerly incarcerated people: Committing to equity and protecting against exploitation. ( pp. 31). Bloomington, IN, US: National Institute for Transformation and Equity (NITE.  link >

Fuller, K., & Zamani-Gallaher, E. (2018). Pipelines from Prison to Postsecondary Access: Community College Pathways Behind Bars. Engaging African American Men in Community College ( pp. 185-203). Charlotte, NC, US: Information Age Publishing (IAP.  link >

Gallaway, C., & Zamani-Gallaher, E. (2018). Community colleges, the Racialized Climate, and Engaging Diverse Views through Intergroup Dialogue. ( 1 ed vol. 4, pp. 8). Champaign, IL, USA: Office of Community College Research and Leadership.  link >

Welton, A., & Zamani-Gallaher, E. (2018). Facilitating Institutional Change for Racial Equity in the Educational Pipeline. Teachers College Record, 120 (14).  link >

Welton, A., Owens, D., & Zamani-Gallaher, E. (2018). Anti-racist Change: A Conceptual Framework for Educational institutions to take systemic action Teachers College Record, 120 (14), 1-22.  link >

Fox, H., Thrill, C., & Zamani-Gallaher, E. (2017). Serving Racial Minority Students in STEM at Minority-serving Community Colleges.  link >

Bell, A., & Zamani-Gallaher, E. (2017). Access, Accommodation, and Reasoned Action in College Choice Among Collegians with Disabilities. Journal of Applied Research in the Community College, 24 (1), 95-106.  link >

Zamani-Gallaher, E. (2016). Community Colleges and the Massification of Higher Education. Encyclopedia of International Higher Education Systems and Institutions Netherlands: Springer.  link >

Zamani-Gallaher, E. (2016). Autobiographical Counternarratives from the Community College to the PhD. Community College Journal of Research and Practice, 41 (4-5), 326-328.  link >

Zamani-Gallaher, E., & Choudhuri, D. (2016). Tracing LGBTQ Community College Students' Experiences. New Directions in Community College/Wiley-Jossey Bass, 174 47-63.  link >

Zamani-Gallaher, E., Leon, R., & Lang, J. (2016). Abroad as Self-Authorship: Globalization and Reconceptualizing College and Career Readiness. International education at community colleges: Themes, practices and case studies ( pp. 111-125). Palgrave.  link >

Zamani-Gallaher, E., & Bragg, D. (2015). Research, Policy, and Practice in Action: The Office of Community College Research and Leadership - University of Illinois at Urbana-Champaign. Community College Journal of Research and Practice, 39 (10), 950-953.  link >

Zamani-Gallaher, E. (2014). The Obama Administration and Educational Reform. Bingley , UK: Emerald Group Publishing.  link >

Zamani-Gallaher, E., Lester, J., Bragg, D., & Hagedorn, L. (2014). ASHE Series Reader on Community Colleges 4th edition. ( 4th ed pp. 830). Boston, MA, USA: Pearson.  link >

Flowers, R., Luzynski,, C., & Zamani-Gallaher, E. (2014). Male Transfer Student Athletes and Schlossberg’s Transition Theory. Journal for the Study of Sports and Athletes in Education, 8 (2), 99-120.  link >

Zamani-Gallaher, E. (2017). Conflating Gender and Identity: The Need for Gender-fluid Programming in Community Colleges. New Directions for Community Colleges 179 89-99.  link >

Zamani-Gallaher, E., & Fuller, K. (2016). Altering the Pipeline to Prison and Pathways to Postsecondary Education. Update on Research and Leadership Office of Community College Research and Leadership, University of Illinois at Urbana-Champaign.  link >

Stevenson, T., & Zamani-Gallaher, E. (2016). Racialized and gendered experiences of African American female faculty at public community colleges. Transforming understandings of diversity in higher education: Demography, democracy and discourse ( pp. 180-201). Sterling, VA, USA: Stylus.  link >


Institutional Change for Racial Equity in Higher Education: Recommendations for Necessary Action (2019). AERA: Toronto, Ontario, CA.

A Wake-Up Call: Mathematics as an Equalizer for Social Justice and Equity (2019). AERA: Toronto, Ontario, CA.

GET OUT: The Disembodiment of Black Faculty and Staff (Practitioner/Scholar) Identity in Predominantly White Institutions (2019). AERA: Toronto, Ontario, CA.

Critical Learning on Community Colleges: The American Council on Education Framing Discussions for Higher Education Leaders (2019). CSCC: San Diego, CA.

Mathematics as Whiteness: Deconstructing Interest Convergence and Institutional Culture in Community Colleges (2019). CSCC: San Diego, CA.

Anti-racist Change: A Conceptual Framework for Educational Institutions to Take Systemic Action (2018). ASHE: Tampa, FL.

Observing Teaching in a Field of Whiteness: Community College Mathematics Classrooms at Minority Serving Institutions as Sites for Equitable Practices (2018). ASHE: Tampa, FL.

The Politics of Institutional Identity: Understanding STEM Pathways at a Hispanic-Serving Community College (2018). ASHE: Tampa, FL.

Diversity and Divergence: Getting Beyond Enrollment to Bolster Educational Equity (2017). University of North Texas: Denton, TX.

Striving for Black Male Success in the Community College (2019). AERA: Toronto, Ontario, CA.

Meet the Editors: ACPA Publications Board (2018). ACPA - College Educators International: Houston, TX.

Me, myself and I-dentity: Reconciling critiques of insider research (2017). Association for the Study of Higher Education: Houston, TX.

Programs, structures, and instructional strategies that facilitate diverse learners transitioning to and through calculus in two-year colleges (2017). American Mathematical Association of Two-Year Colleges: San Diego, CA.

Meaningful Mentorship: Exploring Domains and Sharing Experiences for the Next Generation of Two-Year College Researchers and Practitioners (2019). CSCC: San Diego, CA.

Racial Justice Strategies in Two-Year Colleges: Past, Present, and Future (2018). ACPA - College Educators International: Houston, TX.

Time to Tilt: Collegiate Contradictions, Professorial Paradoxes, and Asserting Black Minds Matter (2017). Indiana Association of Blacks in Higher Education (IABHE) and Indiana Student Affairs Association (ISAA): Terre Haute, IN.


Principal Investigator Embedding Equity within Pathways Catalog of Services, Gates Foundation, 2018 - 2020

Principal Investigator Transfer and the Undergraduate STEM Pipeline at Two-year Hispanic Serving Institutions, National Science Foundation, 2017 - 2020

Principal Investigator Collaborative Research: Transitioning Learners to Calculus in Community Colleges (TLC3): Advancing Strategies for Success in STEM, National Science Foundation, 2016 - 2019

Principal Investigator Strengthening Career and Technical Education - Perkins V Consulting, Technical Assistance, Applied Research and Evaluation (FY20), Illinois Community College Board, 2015 - 2019


Dr. Zamani-Gallaher's approach towards instructional delivery and design are grounded in critical theory, more specifically, the organizing conceptual framework for her teaching is critical pedagogy as she finds it useful in engaging students in active learning, analytic thinking especially in terms of calling to question cultural hegemony. In her courses, she encourages students to challenge interest convergence and marginalization as well as policies and practices that oppress or act to suppress access and equity. She embraces central tenets of adult learning theory that values the experiences of students and the expertise they bring to the program. Hence, she seeks to develop scholars and educational leaders with the knowledge, skills, and dispositions for helping to build learning communities within a global culturally pluralistic society.

Zamani-Gallaher, Eboni

Professor, Educational Policy, Organization & Leadership, Curriculum & Instruction



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

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