College of Education

Adeoye Adeyemo

Biography

Adeoye Adeyemo, a University of Illinois alum and a former collegiate scholar-athlete. He received his B.S. in Finance and M.A in Education from the University of Illinois, and received his PhD. from the University of Georgia in Social Foundations of Education. He is currently an Assistant Visiting Professor in the Education Policy and Organizational Leadership Department in the College of Education at the University of Illinois.

Adeyemo has also presented iterations of these papers at the American Sociological Association, North American Society for the Sociology of Sport, and at the American Education Research Association conferences, where his work on Black males who play high school sports is uniquely positioned to lead an expansion of research that provides in-depth analysis of their experiences, beliefs, and aspirations. Beyond understanding the experiences, beliefs, aspirations and the role of race in Black male students’ lives, Adeyemo’s future research endeavors will examine the experiences of female students who play sports, and the experiences of Black male athletes in countries such as Nigeria and other African nations, in order to more broadly engage Black males who play sports, in Science, Technology, Engineering and Math (STEM) fields. Moreover, his research will address the mental health implications of participating in football and the impact on the social determinate of health.

When researching, speaking and teaching about the issues facing urban communities and schools, Adeyemo uses his multiple identities (e.g., former college football player, Black male, sibling, former financial advisor, former Southside Chicago resident, researcher and scholar, to forge positive and impactful relationships with Black youth and other youth of color.

Key Professional Appointments

  • Assistant Professor, Education Policy, Organization and Leadership , University of Illinois, Urbana-Champaign
  • Assistant Professor, Center for African Studies , University of Illinois, Urbana-Champaign

Research & Service

Adeyemo's research centers on understanding the experiences of Black adolescents who play sports and how their neighborhood, schooling, social and cultural forces may shape their aspirations and perceptions towards athletics and academics. He has recently published articles for the Urban Education and The Urban Review. His articles offer the scholar and research communities, empirical research that highlights Critical Race Theory as well as place, as an important but often neglected concept in understanding the experiences of Black male high school students who play sports. These studies also utilize interview and observation methods to illustrate how Black students’ beliefs and aspirations were shaped within their neighborhood and school contexts.

Courses
  • EPS 590: Advanced Graduate Seminar: Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. Same as EPOL 590. 4 graduate hours. No professional credit. May be repeated in the same and separate semesters to a maximum of 8 hours.
  • EPS 202: Foundations of Education-ACP: Course is identical to EPS 201 except for the additional writing component. Same as EPOL 202. Credit is not given for both EPS 202 and EPS 201. Prerequisite: Completion of campus Composition I general education requirement.
  • EPOL 550: Methods of Educational Inquiry: Same as CI 550, EPSY 550, and SPED 550. See CI 550.
  • EPS 536: Race, Gender and Sexuality Issues: Examines contemporary theories of race, gender, class, and sexuality, as well as analyzing how their dynamics play out in U.S. public schooling and history. In an attempt to discuss a range of disciplinary and theoretical approaches to diversity, we will shift among historical, sociological, political, theoretical and pedagogical issues. Traces the place of diversity in forming notions of citizenship, community, identity, and political affiliation/alliance. While two extended examples will focus on the interplay of race, class, and gender in the school-based issues of drop out rates and gendered interactions in the classroom and playground, we will also consider contemporary theories of diversity in local and global contexts. Same as EPOL 517. 4 graduate hours. No professional credit. Prerequisite: Acceptance into the Master of Education with an emphasis on Diversity and Equity in Education Program or instructor approval.
  • SPED 550: Methods of Educational Inquiry: Same as CI 550, EPSY 550, and ERAM 550. See CI 550.
  • EPS 201: Foundations of Education: Studies some of the problems of formulating and justifying aims and policies in American education, of designing and systematizing the curriculum, of organization and social context of the public school system, and of the teaching-learning process; examined in terms of perspectives provided by social philosophy, history, sociology, and philosophy of education. Same as EPOL 201.
  • ERAM 520: Researching Race in Education: Focuses on the methods and methodology that education researchers engage to research educational equity as it relates to race, racism and racial equity in education. Drawing on the research methods literature in the social sciences, humanities and education, this course is appropriate for graduate students in education, sociology, anthropology, and others who have an interest in research methods, methodology and educational issues.
  • EPSY 550: Methods of Educational Inquiry: Same as CI 550, ERAM 550, and SPED 550. See CI 550.
  • EPS 590: Advanced Graduate Seminar: Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. Same as EPOL 590. 4 graduate hours. No professional credit. May be repeated in the same and separate semesters to a maximum of 8 hours.
  • CI 550: Methods of Educational Inquiry: Offers a graduate-level introduction to research in education, including quantitative, qualitative and mixed methods designs and approaches. Key concepts include: identifying a research problem, reviewing the literature, design and analysis, communicating evidence, and the ethics of research. Students should gain the ability to effectively evaluate and critique design/methods sections of research publications; plan and design research studies; and organize a presentation of research to an audience of peers. Same as EPSY 550, ERAM 550, and SPED 550. 4 graduate hours. No professional credit.
College of Education
1310 S. Sixth St.
Champaign, IL 61820-6925
Phone: 217-333-0960
Apply Contact Give

Apply to the College

Congratulations! You've taken the first step to becoming a student of the College of Education. The application process is different for undergraduate and graduate studies.

Send Our Office a Message

Thanks -- we will get back to you in 24 hours.