Assistant Professor, Education Policy, Organization and Leadership
375 Education Building
1310 S Sixth St (mail code 708)
Champaign (UIUC Campus Mail), IL 61820
Flores, O. J., & Kyere, E. (2021). Advancing Equity-Based School Leadership: The Importance of Family–School Relationships. Urban Review, 53(1), 127-144. link >
Flores, O. J., & Gunzenhauser, M. G. (2021). Justice in the Gaps: School Leader Dispositions and the Use of Data to Address the Opportunity Gap. Urban Education, 56(2), 261-288. link >
Flores, O. J., & Patrón, O. E. (Accepted/In press). Latino Men Using Compañerismo to Navigate the Unchartered Waters of the Doctoral Program: A Conceptual Model. Journal of College Student Retention: Research, Theory and Practice. link >
Gunzenhauser, M. G., Flores, O. J., & Quigley, M. W. (2021). Race-Conscious Ethics in School Leadership: From Impersonal Caring to Critical Responsibility. Teachers College Record, 123(2), 1-40. Advance online publication.
Patrón, O. E., Flores, O. J., & Medina, Ø. (2021). The (unspoken) pact: a composite counternarrative of Latino males’ compañerismo in a doctoral program at a predominantly white institution in the midwest. International Journal of Qualitative Studies in Education, 34(4), 295-314. link >
Flores, O. J., & Gunzenhauser, M. G. (2019). The problems with colorblind leadership revealed: a call for race-conscious leaders. International Journal of Qualitative Studies in Education, 32(8), 963-981. link >
Flores, O. J. (2018). (Re)constructing the Language of the Achievement Gap to an Opportunity Gap: The Counternarratives of Three African American Women School Leaders. Journal of School Leadership, 28(3), 344-373. link >
EOL 542: Leading Learning-Centered Schools (EOL 542) Provides an overview and analysis of the administrative, supervisory, and leadership functions of building-level administrators; emphasizes the design and implementation of effective educational programs on a school-wide basis; analyzes administrative tasks and processes that focus on learning-centered schools. Same as EPOL 540. 4 graduate hours. No professional credit. Prerequisite: EOL 540 or consent of instructor. Priority will be given to department majors.
EOL 561: Educational Politics and Policies (EOL 561) Same as EPOL 530. See EPOL 530.
EPOL 515: Introduction to Diversity & Equity (EPOL 515) Designed to broaden and deepen students' reflective understanding of diversity and equity and promote a critical and analytical approach to research on relevant topics, as well as support the development of scholar-practitioners. While diversity is inclusive of social and economic status, gender, race, religion, sexuality, ethnicity, ability, and culture, the course is organized around intersectional identity formations as they continue to inform educational and workforce policies and practices. Throughout this course, students will examine the definitions, role, function and effects of diversity and equity in broadly defined educational structures. The dynamics of power and privilege impact the ways in which diversity and equity manifest, particularly via educational and social policies.
EPOL 530: Educational Politics and Policies (EPOL 530) Examines the legislative and political processes in the formulation of current federal and state educational policies, together with the evaluation of policy and the formulation of policy alternatives.
EPOL 540: Leading Learning-Centered Schools (EPOL 540) Provides an overview and analysis of the administrative, supervisory, and leadership functions of building-level administrators; emphasizes the design and implementation of effective educational programs on a school-wide basis; analyzes administrative tasks and processes that focus on learning-centered schools.
EPS 576: Introduction to Diversity & Equity (EPS 576) Same as EPOL 515 and SPED 513. See SPED 513.
SPED 513: Introduction to Diversity & Equity (SPED 513) This course, geared to education non-majors, offers an introduction to ways of thinking about educational theories, concepts, and practices as they relate to philosophical discussions surrounding social justice, especially as pertaining to race, class, gender and disability. Broadens students' reflective understanding of the development of educational institutions and practices and, through an emphasis on class discussion, promotes a critical and analytical approach to thinking about the evaluating these institutions and practices.