- Ph.D., UCLA, Higher Education and Organizational Change
- M.A., UCLA, Higher Education and Organizational Change
- M.A., University of San Diego, Leadership Studies
- B.A., University of California Santa Barbara, Sociology
Christopher B. Newman, Ph.D. 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), 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.
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:
Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (in press). What matters in college for retaining aspiring scientists and engineers from underrepresented groups. Journal of Research in Science Teaching.
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). “WeDo Science Here”: Underrepresented students’ interactions with faculty in different college contexts. Journal of Social Issues, 67(3), 553-579.
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.
Vue, R., & Newman, C. B. (2010). Critical education theory in education research. In P. Peterson, E.Baker, B. McGraw (Eds.), International encyclopedia of education (3rd ed.), Vol. 1. Oxford: Elsevier.
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.