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William Trent

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Professor, Education Policy, Organization and Leadership

Contact

357 Education Building
368 Education Bldg (mail code 708)
(UIUC Campus Mail) Champaign, IL 61820

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William Trent

Biography

My professional career has included administration in higher education as an Associate Chancellor, Director of an Educational Opportunity Program and a TRIO project Director. I currently enjoy a professorship in Education and Sociology that has afforded me the opportunity to contribute to the diversification of scholars in both Education research and research in the Sociology of Education.

Key Professional Appointments

Director of Research Collaboration, Special Education, University of Illinois, Urbana-Champaign

Professor, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign

Professor, Sociology, University of Illinois, Urbana-Champaign

Research & Service

My past research has focused on: 1) Educational Inequality; school desegregation effects (K-12, post-secondary), benefits and consequences; social organization of schools, status attainment research, co-and extracurricular activities, comparative education; 2) Race and Ethnicity: social stratification and mobility, equality of opportunity; and 3) Complex Organization/Social Change/Education Policy.

I was PI for a study of the Summer Research Opportunity Program in the CIC and PI for an NSF funded STEM study focused on Broadening participation and understanding STEM interventions supporting successful completion.

Publications

Dixson, A. D., Ladson-Billings, G., Suarez, C. E., Trent, W. T., & Anderson, J. D. (Eds.) (2020). Condition or Process? Researching Race in Education. American Educational Research Association.

Simpson, A. T., Hebert, L., Rosu, L., Pollock, M., Trent, W., Baber, L., & Goddard, L. (2020). Impacting Teacher and Counselor Practices as They Support Traditionally Underrepresented Students to Pursue STEM Majors and Careers. In 2020 IEEE Frontiers in Education Conference, FIE 2020 - Proceedings [9274151] (Proceedings - Frontiers in Education Conference, FIE; Vol. 2020-October). Institute of Electrical and Electronics Engineers Inc..  link >

Pak, Y. K., Span, C. M., Anderson, J. D., & Trent, W. T. (2018). Where do we go from here? Reflections on building institutional diversity for lasting change. Teachers College Record, 120(14).

Trent, W. T., Owens-Nicholson, D., & McKillip, M. (2008). Looking for Love in all the Wrong Places: High School Racial Composition, the Implications of Strategic Recruitment, and Becoming a GMS Scholar. In W. T. Trent, & E. P. St John (Eds.), Resources, Assets, and Strengths Among Successful Diverse Students: Understanding the Contributions of the Gates Millennium Scholars Program (pp. 1-15). AMS Press.

Trent, W. T., & St John, E. P. (Eds.) (2008). Resources, Assets, and Strengths Among Successful Diverse Students: Understanding the Contributions of the Gates Millennium Scholars Program. (Readings on Equal Education; Vol. 23). AMS Press.

Trent, W. T., Orr, M. T., Ranis, S. H., & Holdaway, J. (2007). Transitions to college: Lessons from the disciplines. Teachers College Record, 109(10), 2207-2221.

Trent, W. T., Lee, H. S., & Owens-Nicholson, D. (2006). Perceptions of financial aid among students of color: Examining the role(s) of self-concept, locus of control, and expectations. American Behavioral Scientist, 49(12), 1739-1759.  link >

Green, D. ON., & Trent, W. T. (2005). The Public Good and a Racially Diverse Democracy. In A. Kezar, A. C. Chambers, & J. C. Burkhardt (Eds.), Higher Education for the Public Good: Emerging Voices from a National Movement Jossey-Bass.

Trent, W. T., & Gong, Y. (2005). Achieving Justice and Equality in U.S. Higher Education: An Exemplary Program to Increase the Participation of Underrepresented Students of Color. In W. R. Allen, M. Bonous-Hammarth, R. T. Teranishi, & O. C. Dano (Eds.), Higher Education in a Global Society: Achieving Diversity, Equity and Excellence (pp. 387-420). (Advances in Education in Diverse Communities: Research, Policy and Praxis; Vol. 5). JAI Press.  link >

Trent, W. T., Owens-Nicholson, D., Eatman, T. K., Burke, M., Daugherty, J., & Norman, K. (2003). Justice, Equality of Educational Opportunity, and Affirmative Action in Higher Education. In M. J. Chang, D. Witt, J. Jones, & K. Hakuta (Eds.), Compelling Interest: Examining the Evidence on Racial Dynamics in Colleges and Universities (pp. 22-48). Stanford University Press.

Beatty, A., Neisser, U., Trent, W. T., & Huebert, J. P. (Eds.) (2001). Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing. National Academies Press.  link >

Trent, W. T. (1997). Outcomes of school desegregation: Findings from longitudinal research. Journal of Negro Education, 66(3), 255-257.  link >

Trent, W. T. (1997). The Continuing Effects of the Dual System of Education in St. Louis (Testimony of William T. Trent, March 19, 1996). The Journal of Negro Education, 66(3), 336-340.  link >

Trent, W. T. (1997). Why the gap between Black and White performance in school? A report on the effects of race on student achievement in the St. Louis Public Schools. Journal of Negro Education, 66(3), 320-329.  link >

Gadsden, V. L., & Trent, W. T. (Eds.) (1995). Transitions in the life course of African-American males: Issues in schooling, adulthood, fatherhood, and families. National Center on Fathers and Families.

Tozer, S. E., & Trent, W. T. (1992). Harry Broudy's Contribution to Case Study in the Professional Preparation of Teachers. Journal of Aesthetic Education, 26(4), 61-78.  link >

Trent, W. T., & Braddock, J. H. (1992). Extracurricular activities in secondary schools. In M. C. Alkin (Ed.), Encyclopedia of Educational Research (pp. 476-481). Macmillan.

Braddock, J. H., & Trent, W. T. (1991). Correlates of Academic Performance among Black Graduate and Professional Students. In W. R. Allen, E. G. Epps, & N. Z. Haniff (Eds.), College in Black and White: African American Students in Predominantly White and in Historically Black Public Universities (Frontiers in Education). SUNY Press.

Trent, W. T. (1991). Focus on Equity: Race and Gender Differences in Degree Attainment, 1975-76; 1980-81. In W. R. Allen, E. G. Epps, & N. Z. Haniff (Eds.), College in Black and White: African American Students in Predominantly White and in Historically Black Public Universities (Frontiers in Education). SUNY Press.

Trent, W. T. (1991). Student Affirmative Action in Higher Education: Addressing Underrepresentation. In P. G. Altbach, & K. Lomotey (Eds.), The Racial Crisis in American Higher Education (Frontiers in Education). SUNY Press.

Thornton, C. H., & Trent, W. T. (1988). School Desegregation and Suspension in East Baton Rouge Parish: A Preliminary Report. The Journal of Negro Education, 57(4), 482-501.  link >

Trent, W. T., & Copeland, E. J. (1987). Effectiveness of state financial aid in the production of black doctoral recipients. Southern Education Foundation.

Trent, W. T., Braddock, J. H., & Henderson, R. D. (1985). Chapter 8: Sociology of Education: A Focus on Education as an Institution. Review of Research in Education, 12(1), 295-336.  link >

Trent, W. T. (1984). Comparisons of race and gender degree attainment in 1975-76 and 1980-81: a focus on equity. Southern Sociological Society.

Trent, W. T. (1984). Equity Considerations in Higher Education: Race and Sex Differences in Degree Attainment and Major Field from 1976 through 1981. American Journal of Education, 280-305.

Trent, W. T. (1983). Leading and Misleading School Desegregation Efforts. Contemporary Sociology, 12(5), 485-487.  link >

Trent, W. T. (1983). Race and sex differences in degree attainment and major field distributions from 1975-76 to 1980-81. (Report; No. 339). Center for Social Organization of Schools, Johns Hopkins University.

Trent, W. T., & McPartland, J. M. (1982). The Sense of Well-Being and Opportunity of America's Youth: Some Sources of Race and Sex Differences in Early Adolescence.

Broh, C. A., & Trent, W. T. (1981). Assessment of current knowledge about the effectiveness of school desegregation strategies: A review of qualitative literature and expert opinion on school desegregation. Center for Education and Human Development Policy, Institute of Public Policy Studies, Vanderbilt University.

Trent, W. T. (1981). Contrasts, trends and implications of student course enrollments and extra curricular memberships in desegregated high schools: A report to the National Institute of Education, United States Department of Education. Center for Social Organization of Schools, Johns Hopkins University.

Trent, W. T., & McPartland, J. M. (1981). Race comparisons of student course enrollments and extracurricular memberships in segregated and desegregated high schools. (Report; No. 314). Center for Social Organization of Schools, Johns Hopkins University.

Trent, W. T. (1970). College compensatory programs for disadvantaged students. (Report; No. 3). ERIC Clearinghouse on Higher Education, George Washington University.

Trent, W. T. (1969). Career Counseling and Placement Needs of Black Students at Integrated Colleges. Journal of College Placement, 30(1), 65-68.

Teaching

My staple course has been the Sociology of Education course. In addition I offer seminars on Access to and in higher education; Education and Stratification, and Education Policy.

Courses

Access to Higher Education (EOL 579)

Access to Higher Education (EPOL 556) Explores current practices, conditions, and policies shaping access to college at the undergraduate level. The course is based in a sociological approach to understanding conditions of access to higher education. Provides an opportunity to examine and discuss current research on class, race, gender, institutional policy, and individual factors that are known to impact participation in higher education. Particular attention is given to stratification in higher education including but not limited to: the historical and legal context of access; points of access; pathways to higher education; and the effects of various policies and programs.

Education and Stratification (EPOL 557) Examines the varied and complex interplay between social stratification and education. Through readings covering the theoretical work on stratification and education, students will examine a variety of social inequalities, focusing mainly on educational inequalities. With an emphasis on substantive and methodological critique of empirical works on education and stratification, this course is appropriate for any graduate student interested in the topic of educational inequalities and methodological issues relevant to research on this topic.

Access to Higher Education (EPS 579)

Education and Stratification (EPS 581)