Joi Spencer, PhD

Joi Spencer
Phone: (619) 260-7819
Fax: (619) 849-8159
Office: Mother Rosalie Hill Hall 205E

Associate Dean & Associate Professor

  • Ph.D. University of California, Los Angeles
  • M.A. Stanford University
  • B.A. Stanford University
Dr. Spencer is Associate Dean and Associate Professor in the School of Leadership and Education Sciences at the University of San Diego. Her work sits at the intersection of mathematics education, teacher education and educational equity. She received an AERA dissertation year fellowship for her thesis, “Balancing the Equation: African American Students’ Opportunities to Learn Mathematics with Understanding in Two Central City Middle Schools.” Her scholarly work seeks to understand and shift the mathematics learning opportunities of African American and other minority students. Towards this end, Dr. Spencer designed and runs the STEAM Academy, an interactive summer experience for 6-12th grade students from under-served and minority communities. Spencer is currently CO-PI on NSF’s Informal Science Learning Grant, “Bridging the World of Work and Informal STEM Education.”  Dr. Spencer currently chairs the Editorial Board for the Journal for Research in Mathematics Education (JRME) and is the president of the California Association of Mathematics Teacher Educators. 

Scholarly Work

Bartell, T. G. Wager, A. A., Edwards, A. R., Battey, D., Foote, M. Q., and Spencer, J. (2017). T oward a framework for research linking equitable teaching with the Standards for Mathematical Practice. Journal for Research in Mathematics Education. 48(1). 7-21.

Spencer, J. & White, D. (2016). Learning to teach equity: Cases and commentaries on facilitating mathematics teacher professional development. In D.Y. White, S. Crespo & M. Civil (Eds.),Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms. Association for Mathematics Teacher Educators (AMTE). (Section Editor).

Spencer, J. & Molina, S. (2016). Mentoring graduate students through the action research journey using guiding principles. Educational Action Research.

Spencer, J. (2016). Moving from the outside in or what white colleagues need to do to get it right with their white students. In N.M. Russell, C.M. Haynes & F. Cobb (Eds.), Interrogating whiteness and relinquishing power: White faculty’s commitment to racial consciousness in STEM classrooms (pp.223-226). Peter Lang.

Spencer, J. & Hand, V. (2015). The racialization of mathematics education. In L. Drakeford (Ed.)The Race Controversy in American Education(p.237-258). Santa Barbara, CA: Praeger.

Stinson, D. W., & Spencer, J. (Eds.). (2013). Privilege and oppression in the mathematics preparation of teacher educators. Journal of Urban Mathematics Education, 6(1).

Spencer, J. (2013). Views from the black of the math class.  In M. Katz & M. Rose, (Eds.) Public Education Under Seige (p.21-29). Philadelphia, PA: University of Pennsylvania Press. (Reprint).

Spencer, J. (2012). Views from the Black of the Math Class. Dissent. Winter 2012.

Quezada, R., Lattimer, H. & Spencer, J. (2011). Opportunities and Obstacles in Action Research as a Pathway to Developing as a Practitioner Researcher. In Saleh, I. & M.S. Khine (Eds.) Practitioner Research in Teacher Education: Theory and Best Practices (Peter Lang International).

Spencer, J., Santagata, R. & Park, J. (2010). Keeping the mathematics on the table in urban, mathematics professional development: A Model that integrates dispositions towards students. In M. Q. Foote (Ed.) Mathematics teaching and learning in K-12: Equity and professional development. New York: Palgrave.

Hubbard, L. & Spencer, J. (2009). Achieving equity through charter schools: More than tinkering at school structure. Perspectives in Education. 27(4), 395-405.