Joi Spencer, PhD

Joi Spencer
Phone: (619) 260-4540
Fax: (619) 849-8159
Office: Mother Rosalie Hill Hall 205H
Assistant:

Sara Saragosa
sarasaragosa@SanDiego.edu
(619) 260-4540

Interim Dean & Professor, School of Leadership and Education Sciences

  • Ph.D. University of California, Los Angeles
  • M.A. Stanford University
  • B.A. Stanford University

Dr. Spencer is Interim Dean and 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 and seeks to interrogate, investigate and improve the mathematics learning opportunities of African American and other minoritized youth. Towards this end, Dr. Spencer, along with colleagues Perla Myers and Odesma Dalrymple design and run STEAM Academy, an interactive summer experience for middle and high school students from under-serviced, minority communities in San Diego. Spencer is also currently CO-PI on NSF’s Informal Science Learning Grant, “Bridging the World of Work and Informal STEM Education.”  This study seeks to understand how we can build culturally responsive and sustaining STEM learning experiences for Latinx students. Dr. Spencer recently chaired the Editorial Board for the Journal for Research in Mathematics Education (JRME) and is the president of the California Association of Mathematics Teacher Educators (CAMTE). In addition to her work in mathematics education, Dr. Spencer developed the PHD in Education for Social Justice program at University of San Diego, which welcomed its first cohort in Fall 2019. Her most recent publication, Access, Power and Participation in Mathematics Classrooms captures the role of observation in advancing equity in the teaching and learning of mathematics.   

Scholarly Work

Spencer, J. (Ed.) (2019). Observing for Access, Power and Participation in Mathematics Classrooms as a Strategy to Improve Mathematics Teaching and Learning. Mathematical Sciences Research Institute. Berkeley, CA.

Molina, S. & Spencer, J. (2019). Feedback sessions as rehearsal spaces: Preparing teacher candidates for professional presentations of their action research studies. Educational Action Research.

Valoyes-Chávez L., Martin D.B., Spencer J., Valero P. (2017) White Supremacy, Anti-Black Racism, and Mathematics Education:    Local and Global Perspectives. In: Kaiser G. (eds) Proceedings of the 13th International Congress on Mathematical Education.  ICME-13 Monographs. Springer.

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. www.dissentmagazine.org.

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.

News

Syllabi