ABRIDGED CURRICULUM VITA

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EDUCATION
Ph.D.    Public Policy and Sociology   . .   University of Michigan, 2005
M.A.     Sociology                                 . .  Kansas State University, 1999
B.A.      Psychology                              . .  Grambling State University, 1997

PROFESSIONAL EXPERIENCE____________________________________________

2013-       Professor, Duke University
.               . . . Sociology
.               . . . Director, Program for Research on Education and Development of Youth (REDY)

2011-13   Princeton University
.               . . . Associate Professor of Sociology and African American Studies

2007-11   Princeton University
.               . .. . Assistant Professor of Sociology and African American Studies

2006-7     University of Texas at Austin
.               . . .. Assistant Professor of Sociology

2005-6     University of Michigan
.            . .   . . Research Fellow, Panel Study of Income Dynamics, ISR

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SCHOLARSHIP

Books

1) Harris, Angel L. 2011. Kids Don't Want to Fail: Oppositional Culture and the Black-White Achievement Gap. Cambridge, MA: Harvard University Press.

2) Robinson, Keith and Angel L. Harris. 2014. The Broken Compass: Parental Involvement with Children's Education. Cambridge, MA: Harvard University Press.

 

Articles

1) Chavous, Tabbye M., Angel Harris, Deborah Rivas, Lumas Helaire, and Laurette Green. 2004. “Racial Stereotypes and Gender in Context: African Americans at Predominantly Black and Predominantly White Colleges.”  Sex Roles 51: 1-16. (Read Article)

2) Mahoney, Joseph L., Angel L. Harris, and Jacquelynne S. Eccles.  2006. “Organized Activity Participation, Positive Youth Development and the Over-Scheduling Hypothesis.”  Society for Research on Child Development Social Policy Report, 20 (4):3-30. (Read Article)

3) Harris, Angel L. 2006.  “I (Don’t) Hate School: Revisiting ‘Oppositional Culture’ Theory of Blacks’ Resistance to Schooling.”  Social Forces 85: 797-834. (Read Article)

4) Harris, Angel L., and Keith Robinson. 2007.  “Schooling Behaviors or Prior Skills?: A Cautionary Tale of Omitted Variable Bias within the Oppositional Culture Theory”  Sociology of Education 80:139-57. (Read Article)

5) Lacy, Karyn and Angel L. Harris.  2008.  “Breaking the Class Monolith: Understanding Class Differences in Black Adolescents’ Attachment to Racial Identity.”  Pp. 152-178 in Social Class: How does it Work?, edited by Dalton Conley and Annette Lareau.  New York: Russell Sage Foundation Press. (Read Chapter)

6) Harris, Angel L.  2008.  “Optimism in the Face of Despair: Black-White Differences in Beliefs about School as a Means for Upward Social Mobility.”  Social Science Quarterly 89:629-51. (Read Article)

7) Harris, Angel L., Monica Trujillo, and Kenneth Jamison.  2008. “Academic Outcomes among Latino/a and Asian Americans: An Assessment of the Immigration Effect.”  Annals of the American Academy of Political and Social Science 620: 90-114. (Read Article)

8) Harris, Angel L.  2009.  “Oppositional Culture Theory.”  Pp. 329-333 in The Encyclopedia of the Life Course and Human Development, edited by Deborah Carr.  Gale Publishing Group, Michigan: Macmillan. (Read Entry)

9) Harris, Angel L., and Marta Tienda.  2010. “Minority Higher Education Pipeline: Consequences of Changes in College Admissions Policy in Texas.”  Annals of the American Academy of Political and Social Science 627: 60-81. (Read Article)

10) Harris, Angel L. and Kris Marsh.  2010. “Is a Raceless Identity an Effective Strategy for Academic Success Among Blacks.” Social Science Quarterly 91: 1242-1263. (Read Article)

11) Harris, Angel L. 2010. “Black Americans in the 21st Century: Should we be Optimistic or Concerned?” The Review of Black Political Economy 37: 241-52. (Read Article)

12) Yates, Scott, Angel L. Harris, Ricardo Sabates, and Jeremy Staff. 2010. “Young People’s Ambition and Future Employment Outcomes in the United Kingdom.” Journal of Social Policy, London School of Economics. (Read Article)

13) Jeremy Staff, Angel L. Harris, Ricardo Sabates, Laine Briddell. 2010. “Uncertainty in Early Occupational Aspirations: Role Exploration or Floundering?” Social Forces 89: 659-683. (Read Article)

14) Harris, Angel L.  2010. “Gender, Perceptions of Opportunity, and Investment in Schooling.” Pp. 284-308 in Growing Gaps: Educational Inequality Around the World, edited by Paul Attewell and Katherine Newman, Oxford University Press. (Read Chapter)

15) Ricardo Sabates, Angel L. Harris, Jeremy Staff.  2011. “Ambition Gone Awry: The Long-Term Socioeconomic Consequences of Misaligned And Uncertain Ambitions During Adolescence.” Social Science Quarterly 92: 959-77. (Read Article)

16) Harris, Angel L., and Marta Tienda.  2011. “Hispanics in Higher Education and the Texas Top Ten Percent Law.” Race and Social Problems 4:57-67. (Read Study)

17) Harris, Angel L., “Harris, Angel L., "Can Members Of Marginalized Groups Remain Invested In Schooling?: An Assessment From The United States And The United Kingdom." Forthcoming in Education, Democracy, and Justice. Edited by Danielle Allen and Robert Reich. Chicago: University of Chicago Press.

18) Robinson, Keith and Angel L. Harris. "Racial and Social Class Differences in How Parents Respond to Inadequate Achievement: Consequences for Children's Future Achievement."Social Science Quarterly.

19) Rosenblum, Alexis, William Darity Jr., Angel L. Harris, and Tod Hamilton. "Looking Through the Shades: The Effect of Skin Color by Region of Birth and Race for Immigrants to the United States." Sociology of Race and Ethnicity.

 

GRANTS AND FUNDED RESEARCH

• Jacob K. Javits Gifted and Talented Students Education Program award, (Department of Education award# S206A140032) 2014-2019, Principal Investigator ($1.864 Million).  

• Care Institute, The delivery of the 16 Habits of Mind Instructional Animations, 2014-2017, Principal Investigator ($27,600).

• Seed funding from the Education Research Section, Princeton University, for the Trenton Public Schools Study, 2010-2011, Principal Investigator ($75,000).  

• Visiting Member Award from the School of Social Science at The Institute for Advanced Study, to study “Education, Schools, and the State,” the theme for 2009-2010 ($50,000).  

• Jacobs Foundation Young Scholars Research Grant, “The Role of Career Aspirations and Educational Expectations in the Process of Socioeconomic Attainment,” 2007-2008, Co-Principal Investigator (Ricardo Sabates and Jeremy Staff), ($75,000).

• Jacobs Foundation Travel Grant, “Jacobs Foundation Conference: Transition from School to Work,” Marbach Castle, Germany, April 2007 ($1,000).

• National Institute of Child Health and Development, “Enhancing the PSID Child Development Supplement,” January 2005 - August 2007, Principal Investigator ($188,000).
  • Funded Master’s Thesis, Office of Diversity and Dual Career Development, the Midwest Desegregation Center, the Depart. of Soc., Anthro., and SW, and the Athletic Depart. (all KSU), “Evaluation of Self-Competence among African-American Students within the Classroom Setting.” 1998-1999 ($1,034).