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Rodney Hopson

Biography

Rodney Hopson, Ph.D. serves as Professor of Evaluation in the Department of Educational Psychology, College of Education, University of Illinois-Urbana Champaign. Previously, he served as Professor, Division of Educational Psychology, Research Methods, and Education Policy in the College of Education and Human Development at George Mason University and as Hillman Distinguished Professor, Department of Educational Foundations and Leadership in the School of Education, and teaching faculty member in the Center for Interpretive and Qualitative Research and Honors College in the School of Liberal Arts at Duquesne University.

He received his Ph.D. from the Curry School of Education, University of Virginia with major concentrations in educational evaluation, anthropology, and policy, and sociolinguistics.

Key Professional Appointments

  • Professor, Educational Psychology, University of Illinois, Urbana-Champaign
  • Professor, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign
  • Dean's Fellow, College of Education, University of Illinois, Urbana-Champaign

Research & Service

Hopson’s research interests lie in social politics and policies, foundations of education, sociolinguistics, ethnography, and evaluation. Relative to his research interests, Hopson raises questions that 1) analyze and address the differential impact of education and schooling on marginalized and underrepresented groups in diverse global nation states and 2) seek solutions to social and educational conditions in the form of alternative paradigms, epistemologies, and methods for the way the oppressed and marginalized succeed and thrive despite circumstances and opportunities that suggest otherwise. Author of 8 (co-authored and co-edited books), his research and evaluation work can be found in Addiction Research and Theory, American Journal of Evaluation, Anthropology and Education Quarterly, Chicago Policy Review, Diaspora, Indigenous, and Minority Education, International Journal of Human Rights, Journal of Negro Education, New Directions for Evaluation, Review of Education Research, Race, Ethnicity, and Education, Urban Education, and in a host of international handbooks and other book titles.

Publications

Cram, A., Hopson, R., Powell, M., Williams, A., & Kaul, A. (2019). Challenges and possibilities in developing a programme-theory model through stakeholder engagement, dialogue, and reflection. Evaluation Matters—He Take Tō Te Aromatawai, 5, 113-143.  link >

Horsford, S. D., Stovall, D., Hopson, R., & D’Amico, D. (2019). School Leadership in the New Jim Crow: Reclaiming Justice, Resisting Reform. Leadership and Policy in Schools, 18(2), 177-179.  link >

Hood, S., & Hopson, R. (2018). Race and the Production of Knowledge in Black Higher Education: The Legacy and Contributions of Charles H. Thompson and the Journal of Negro Education in Evaluation. In B. L. Foster, S. W. Graham, & J. F. Donaldson (Eds.), Navigating the Volatility of Higher Education: Anthropological and Policy Perspectives (pp. 237-252). (Education Policy in Practice: Critical Cultural Studies). Information Age Publishing Inc..

Hopson, R. (2018). Apples Do Not Fall Far From Trees and Other Interesting Revelations as I Come to Age in Evaluation. New Directions for Evaluation, 2018(157), 113-116.  link >

Hopson, R., & Cram, F. (Eds.) (2018). Tackling Wicked Problems in Complex Ecologies: The Role of Evaluation. Stanford University Press.  link >

Siple, B. J., Hopson, R. K., Sobehart, H. C., & Turocy, P. S. (2018). Factors that Impede and Promote the Persistence of Black Women in Athletic Training Programs. Athletic Training Education Journal, 13(2), 131-147.  link >

Barksdale, C. L., Rodick, W. H., Hopson, R., Kenyon, J., Green, K., & Jacobs, C. G. (2017). Literature Review of the National CLAS Standards: Policy and Practical Implications in Reducing Health Disparities. Journal of Racial and Ethnic Health Disparities, 4(4), 632-647.  link >

Chouinard, J. A., & Hopson, R. (2016). A critical exploration of culture in international development evaluation. Canadian Journal of Program Evaluation, 30(3), 248-276.  link >

Hopson, R. (2016). Introduction: New directions in educational ethnography: Shifts, problems, and reconstruction. Studies in Educational Ethnography, 13, 1-13.  link >

Hopson, R. (2016). Preface. Studies in Educational Ethnography, 13, xi-xii.  link >

Hopson, R., Miller, P., & Lovelace, T. S. (2016). University–School–Community Partnership as Vehicle for Leadership, Service, and Change: A Critical Brokerage Perspective. Leadership and Policy in Schools, 15(1), 26-44.  link >

Casillas, W. D., Hopson, R., & Gómez, R. L. (2015). Making Culturally Responsive Decisions in Evaluation Practice. In C. A. Christie, & A. Vo (Eds.), Evaluation Use and Decision-Making in Society: A Tribute to Marvin C. Alkin (Evaluation and Society). Information Age Publishing Inc..

Hood, S., Hopson, R., & Kirkhart, K. E. (2015). Culturally Responsive Evaluation. In K. E. Newcomer, H. P. Hatry, & J. S. Wholey (Eds.), Handbook of Practical Program Evaluation (4 ed., pp. 281-317). Jossey-Bass.  link >

Siple, B. J., Hopson, R. K., Sobehart, H. C., & Turocy, P. S. (2015). Who Should Mentor Me? Giving a Voice to Black Women Athletic Training Students. Athletic Training Education Journal, 10(2), 146-158.  link >

Collins, P. M., & Hopson, R. (2014). Editors' Notes. New Directions for Evaluation, 2014(143), 1-7.  link >

Hood, S., Hopson, R., & Frierson, H. (Eds.) (2014). Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice. (Evaluation and Society). Information Age Publishing Inc.

Hood, S., Hopson, R., & Frierson, H. (2014). Epilogue: Toward the Next Generation and New Possibilities of Culturally Responsive Evaluation. In S. Hood, R. Hopson, & H. Frierson (Eds.), Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice (Evaluation and Society). Information Age Publishing Inc..

Hood, S., Hopson, R., & Frierson, H. (2014). Introduction: This Is Where We Continue to Stand. In S. Hood, R. Hopson, & H. Frierson (Eds.), Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice (Evaluation and Society). Information Age Publishing Inc..

Hopson, R. K. (2014). Justice signposts in evaluation theory, practice, and policy. New Directions for Evaluation, 2014(142), 83-94.  link >

Hopson, R. K. (2014). Reconstructing ethnography and language policy in Colonial Namibian schooling: Historical perspectives on St Mary's High School at Odibo. In Ethnography and Language Policy (pp. 99-118). Taylor and Francis.

Hopson, R. (2014). Why Are Studies of Neighborhoods and Communities Central to Education Policy and Reform? Urban Education, 49(8), 992-995.  link >

Symonette, H., Mertens, D. M., & Hopson, R. (2014). The Development of a Diversity Initiative: Framework for the Graduate Education Diversity Internship (GEDI) Program. New Directions for Evaluation, 2014(143), 9-22.  link >

Hopson, R. K., & Dixson, A. D. (2013). Guest Introduction: Intersections, theories, and meanings of race, racism, and educational ethnography. In R. K. Hopson, & A. D. Dixson (Eds.), Race, Ethnography and Education Routledge.  link >

Kim-Prieto, C., Copeland, H. L., Hopson, R., Simmons, T., & Leibowitz, M. J. (2013). The role of professional identity in graduate school success for under-represented minority students. Biochemistry and Molecular Biology Education, 41(2), 70-75.  link >

Frazier-Anderson, P., Hood, S., & Hopson, R. (2011). Preliminary Considerations of an African American Culturally Responsive Evaluation System. In S. D. Lapan, M. T. Quartarolli, & F. J. Riemer (Eds.), Qualitative Research: An Introduction to Methods and Designs (pp. 347-372). (Research Methods for the Social Sciences). Jossey-Bass.

Hopson, R., & Dixson, A. D. (2011). Intersections, theories, and meanings of race, racism, and educational ethnography. Ethnography and Education, 6(1), 1-7.  link >

Hopson, R. K. (2011). Language rights and the San in Namibia: A fragile and ambiguous but necessary proposition. International Journal of Human Rights, 15(1), 111-126.  link >

Hopson, R. K., & Dixson, A. D. (Eds.) (2011). Race, Ethnography, and Education. Ethnography and Education, 6(1).

McCarty, T. L., Collins, J., & Hopson, R. K. (2011). Dell Hymes and the new language policy studies: Update from an underdeveloped country. Anthropology and Education Quarterly, 42(4), 335-363.  link >

Miller, P. M., Brown, T., & Hopson, R. (2011). Centering love, hope, and trust in the community: Transformative urban leadership informed by Paulo Freire. Urban Education, 46(5), 1078-1099.  link >

Stokes, H., Chaplin, S. S., Dessouky, S., Aklilu, L., & Hopson, R. K. (2011). Addressing social injustices, displacement, and minority rights through cases of culturally responsive evaluation. Diaspora, Indigenous, and Minority Education, 5(3), 167-177.  link >

Hopson, R. K. M., Hotep, U., Schneider, D. L., & Turenne, I. G. (2010). What's Educational Leadership Without an African-Centered Perspective? Explorations and Extrapolations. Urban Education, 45(6), 777-796.  link >

Yarbrough, D. B., Shulha, L. M., Hopson, R., & Caruthers, F. A. (2010). The Program Evaluation Standards: A Guide for Evaluators and Evaluation Users. (3 ed.) SAGE Publishing.

Bledsoe, K. L., & Hopson, R. K. (2009). Conducting Ethical Research and Evaluation in Underserved Communities. In D. M. Mertens, & P. E. Ginsberg (Eds.), The Handbook of Social Research Ethics (pp. 391-406). SAGE Publishing.  link >

Brown, L. I., Kouyate, M., & Hopson, R. K. (2009). Making so big a dream near and dear to all African American males. In H. Frierson, W. Pearson, & J. Wyche (Eds.), Black American Males in Higher Education: Diminishing Proportions (pp. 113-133). (Diversity in Higher Education; Vol. 6).  link >

Hopson, R. K. (2009). "Oshinglisha oshapi eyi etia teka": English, colonial power, and education in 20th century Owambo and 21st century Namibia. In B. Brock-Utne, & G. Garbo (Eds.), Language and Power: The Implications of Language for Peace and Development (pp. 221-231). African Books Collective.

Hopson, R. K. (2009). Reclaiming Knowledge at the Margins: Culturally Responsive Evaluation in the Current Evaluation Moment. In K. E. Ryan, & J. B. Cousins (Eds.), The SAGE International Handbook of Educational Evaluation (pp. 429-446). SAGE Publishing.  link >

Hood, S., & Hopson, R. K. (2008). Evaluation roots reconsidered: Asa Hilliard, a fallen hero in the "Nobody Knows My Name" project, and African educational excellence. Review of Educational Research, 78(3), 410-426.  link >

Hopson, R. K., Camp Yeakey, C., & Boakari, F. M. (2008). Introduction. In Advances in Education in Diverse Communities: Research, Policy and Praxis (C ed., pp. xvii-xxv). (Advances in Education in Diverse Communities: Research, Policy and Praxis; Vol. 6, No. C).  link >

Hopson, R. K., & Hays, J. (2008). Schooling and education for the San (Ju|'hoansi) in Namibia: Between a rock of colonialism and the hard place of globalization. In Advances in Education in Diverse Communities: Research, Policy and Praxis (C ed., pp. 171-197). (Advances in Education in Diverse Communities: Research, Policy and Praxis; Vol. 6, No. C).  link >

Hopson, R. K., Greene, J. C., Bledsoe, K. L., Villegas, T. M., & Brown, T. A. (2007). Rebuilding Schools, Restoring Communities: A Vision of Urban Educational Evaluation. In W. T. Pink, & G. W. Noblit (Eds.), International Handbook of Urban Education (pp. 905-926). Springer.  link >

Mertens, D. M., & Hopson, R. K. (2006). Advancing evaluation of STEM efforts through attention to diversity and culture. New Directions for Evaluation, 2006(109), 35-51.  link >

Hood, S., Hopson, R., & Frierson, H. (2005). Introduction: This is Where We Stand. In S. Hood, H. Frierson, & R. Hopson (Eds.), The Role of Culture and Cultural Context in Evaluation: A Mandate for Inclusion, the Discovery of Truth and Understanding (Evaluation and Society). Information Age Publishing Inc..

Hood, S., Frierson, H., & Hopson, R. (Eds.) (2005). The Role of Culture and Cultural Context in Evaluation: A Mandate for Inclusion, the Discovery of Truth and Understanding. (Evaluation and Society). Information Age Publishing Inc.

Hopson, R., & Hood, S. (2005). An Untold Story in Evaluation Roots: Reid E. Jackson and His Contributions Towards Culturally Responsive Evaluation. In S. Hood, H. Frierson, & R. Hopson (Eds.), The Role of Culture and Cultural Context in Evaluation: A Mandate for Inclusion, the Discovery of Truth and Understanding (Evaluation and Society). Information Age Publishing Inc..

Hopson, R. (2005). Reinventing evaluation. Anthropology and Education Quarterly, 36(3), 289-295.  link >

Greene, J. C., Millett, R. A., & Hopson, R. (2004). Evaluation as a Democratizing Practice. In M. T. Braverman, N. A. Constantine, & J. K. Slater (Eds.), Foundations and Evaluation: Contexts and Practices for Effective Philanthropy (pp. 96-118). Jossey-Bass.

Hopson, R. K. (2004). 13. CHILD PROTECTION AND SURVIVAL IN SOUTHERN AFRICA: FOCUS ON CHILD WELFARE POLICY IN NAMIBIA. Advances in Education in Diverse Communities: Research, Policy and Praxis, 4, 307-334.  link >

SenGupta, S., Hopson, R., & Thompson-Robinson, M. (2004). Cultural competence in evaluation: An overview. New Directions for Evaluation, 2004(102), 5-19.  link >

Thompson-Robinson, M., Hopson, R., & SenGupta, S. (2004). Editors’ notes. New Directions for Evaluation, 2004(102), 1-4.  link >

Thompson-Robinson, M., Hopson, R., & SenGupta, S. (Eds.) (2004). In Search of Cultural Competence in Evaluation: Toward Principles and Practices. New Directions for Evaluation, (102).

Hopson, R. (2003). The problem of the language line: Cultural and social reproduction of hegemonic linguistic structures for learners of African descent in the USA. Race Ethnicity and Education, 6(3), 227-245.

Hopson, R. (2002). Making (More) Room at the Evaluation Table for Ethnography: Contributions to the Responsive Constructivist Generation. In K. E. Ryan, & T. A. Schwandt (Eds.), Exploring Evaluator Role Identity (pp. 37-56). (Evaluation and Society). Information Age Publishing Inc..

Hopson, R. K., & Obidah, J. E. (2002). When Getting Tough Means Getting Tougher: Historical and Conceptual Understandings of Juveniles of Color Sentenced as Adults in the United States. The Journal of Negro Education, 71(3), 158-174.  link >

Hopson, R. (2001). Global and local conversations on culture, diversity, and social justice in evaluation: Issues to consider in a 9/11 era. American Journal of Evaluation, 22(3), 375-380.  link >

Hopson, R. K., Peterson, J. A., & Lucas, K. J. (2001). Tales from the 'hood': Framing HIV/AIDS prevention through intervention ethnography in the inner city. Addiction Research and Theory, 9(4), 339-363.  link >

Hopson, R. (2000). Editor’s notes. New Directions for Evaluation, 2000(86), 1-3.  link >

Hopson, R., Lucas, K. J., & Peterson, J. A. (2000). HIV/AIDS talk: Implications for prevention intervention and evaluation. New Directions for Evaluation, 2000(86), 29-42.  link >

Hopson, R. (Ed.) (2000). How and Why Language Matters in Evaluation. New Directions for Evaluation, (86).

Hopson, R. K. (1999). Minority issues in evaluation revisited: Re-conceptualizing and creating opportunities for institutional change. American Journal of Evaluation, 20(3), 445-451.  link >

Teaching

As the first born of two passionate and lifelong learners and teachers, I am blessed to inherit a spirit of resolve and perseverance, an unwavering commitment to my fellow man, and an increased desire to leave the world a better place than the one into which I was born. It is these qualities that I have attempted to nourish and expand during my professional academic and administrative career. I find the rewards and challenges of teaching extremely exhilarating and I hope and imagine myself tapping into and exposing my students, young and old, to an unraveling and a reopening of their intellectual growth, interests and passions, sometimes despite their initial frustrations and unwillingness.

Courses

Ethnographic Methods in Educ (EPOL 585) This course focuses on goals, nature, and methodological means of ethnographic research in educational settings broadly defined. Such research aims to describe and, moreover, to understand the ways of living of teachers, students, administrators, parents, and other participants in relevant social spaces. The class will be grounded in the disciplinary perspectives of cultural anthropology, linguistic anthropology, and cultural studies. We will have an ongoing discussion of how one conducts ethnographic research, and all members of the class will conduct their own mini-study.

Qualitative Inquiry Methods (EPSY 578) Introductory course addressing the practice of qualitative inquiry. Topics include developing inquiry questions appropriate for qualitative studies; designing qualitative studies; generating data via interviews, observations, document analyses; analyzing and interpreting qualitative data; judging the quality of inquiry; representing and reporting qualitative inquiry; addressing ethical and political issues in the conduct of qualitative inquiry.

Comp.Assist Qual Data Analysis (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Synchronous attendance required. Moodle LMS. Computer Assisted Qualitative Data Analysis (CAQDAS) in Education and the Social Sciences

Comp.Assist Qual Data Analysis (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Computer Assisted Qualitative Data Analysis (CAQDAS) in Education and the Social Sciences

Intersect Eval/Ed Res Theories (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Title: Intersectional Theories in Evaluation and Educational research The aim of the course is to develop an ability to formulate and analyze educational and social problems from diverse interpretative intersectional frameworks of intersectionality. By examining the development of intersectionality, students will use their methodological innovations and approaches to bridge theory, practice, and praxis. Using primarily evaluation and educational research interpretive tools, students use dimensions of intersectionality – race, gender, class, sexuality, culture, ableism… - to build arguments, apply concepts, and develop deeper understandings of the situated, contextual, relational, and reflective nature of power and inequality in evaluation and educational research

Ethnographic Methods in Educ (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. This course focuses on goals, nature, and methodological means of ethnographic research in educational settings broadly defined. Such research aims to describe and, moreover, to understand the ways of living of teachers, students, administrators, parents, and other participants in relevant social spaces. The class will be grounded in the disciplinary perspectives of cultural anthropology, linguistic anthropology, and cultural studies. We will have an ongoing discussion of how one conducts ethnographic research, and all members of the class will conduct their own mini-study. 4 graduate hours. No professional credit.