- PhD, UCLA, Higher Education and Organizational Change
- MA, UCLA, Higher Education and Organizational Change
- MA, University of San Diego, Leadership Studies
- BA, University of California Santa Barbara, Sociology
Christopher B. Newman, PhD is an assistant professor in the Department of Leadership Studies. Dr. Newman has served the field of higher education in various capacities including: research analyst at the UCLA Higher Education Research Institute, campus coordinator for an AmeriCorps Program at the UCLA Center for Community Learning, and as a recruiter and admissions counselor at the University of Southern California, Rossier School of Education.
His research focuses primarily on outcomes, inequities and undergraduate student experiences in Science, Technology, Engineering and Mathematics (STEM). He also studies college readiness and pathways into postsecondary education for underrepresented students.
Dr. Newman has served as a consultant to the National Science Foundation's Colloquy on Minority Males and has presented his work at the American Educational Research Association (AERA), Association for the Study of Higher (ASHE), Association for Institutional Research (AIR), the American Association for the Advancement of Science (AAAS), the National Society of Black Physicists (NSBP), and the International Leadership Association (ILA) professional conferences. He is co-editor (with Dr. Shaun R. Harper) of the volume, Students of Color in STEM.
Newman, C. B., Hilton, A. A., Hinnant-Crawford, B., & Platt, S. (under contract). Multicultural Education in the 21st Century: Innovative Research and Practices. Charlotte: Information Age Publishing.
Harper, S. R., & Newman, C. B. (Eds.), (2010). Students of color in STEM. New Directions for Institutional Research, No. 148. San Francisco: Jossey-Bass.
Peer Reviewed Journal Articles:
Newman, C. B. (2015). Rethinking race in student-faculty interactions and mentoring relationships of African American undergraduate engineers and computer sciene majors? Journal of Women and Minorities in Science and Engineering, 21(4), 323-346.
Wood, J. L., & Newman, C. B. (in press). Predictors of faculty-student engagement for Black men in urban community colleges: An investigation of the Community College Survey of Men (CCSM). Urban Education.
Newman, C. B., Wood, J. L., Harris, F. (in press). Black men’s perceptions of sense of belonging with faculty members in community colleges. Journal of Negro Education, 84(4).
Harper, S. R., & Newman, C. B. (in press). Surprise, sensemaking, and success in the first college year: Black undergraduate men's academic adjument experiences. Teachers College Record, 118(8).
Wood, J. L., Newman, C. B., & Harris, F. (2015). Self-efficacy as a determinant of academic integration: An examination of first-year Black males in the community college. Western Journal of Black Studies, 39(2).
Wood, J. L., Newman, C. B., & Harris, F. (2015). An exploratory investigation of the effect of racial and masculine identity on focus: An examination of White, Black, Mexicano, Latino, and Asian men in community college. Culture, Society & Masculinities, 7(1).
Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented groups. Journal of Research in Science Teaching, 51(5), 555-580.
Newman, C. B. (2011). Engineering success: The role of faculty relationships with Black collegians.The Journal of Women and Minorities in Science and Engineering, 17(3), 193-207.
Hurtado, S., Eagan, M. K., Tran, M. C., Newman, C. B., Chang, M. J., & Velasco, P. (2011). “We Do Science Here”: Underrepresented students’ interactions with faculty in different college contexts. Journal of Social Issues, 67(3), 553-579.
Newman, C.B. (2015). An inspirational and onerous journey from the great migration to the academy. In R. T. Palmer, J. L. Wood, B. L. McGowan, D. Hibbler, Jr. (Ed.). Black Men in the Academy: Narratives of Resiliency, Inspiration, and Success.
Newman, C. B., & Jackson, M. B. (2013). Collaborative partnerships in engineering between historically black colleges and universities and predominantly white institutions. In R. T. Palmer, D. C. Maramba, & M. Gasman (Eds.), Fostering success of ethnic and racial minorities in STEM. NewYork: Routledge.
Newman, C. B., Mmeje, K., & Allen, W. R. (2012). Historical legacy, ongoing reality: African American men at predominantly white institutions of higher education. In A. A. Hilton, J. L. Wood, & C. W. Lewis (Eds.), Black males in postsecondary education: examining their experiences in diverse institutional contexts. Charlotte: Information Age Press.
Hurtado, S., Newman, C. B., Tran, M. C., & Chang, M. J. (2010). Improving the rate of success for underrepresented racial minorities in STEM fields: Insights from a national project. In S. R. Harper, & C. B. Newman (Eds.), Students of color in STEM: An evolving research agenda. New Directions forInstitutional Research, No. 148. San Francisco: Jossey-Bass.
Mmeje, K., Newman, C. B., Kramer, D. A., & Pearson, M. A. (2009). The changing academy:Developmental approaches to engaging emerging populations in higher education. In S. R. Harper & S. J. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches fordiverse populations. New York: Routledge.