Biography
Dr. Eddie Fergus is an applied researcher at Temple University. His work explores the effects of educational policy and practice as it intersects the lives of populations living in vulnerable conditions. More specifically, his policy work extrapolates the relationship between discipline codes of conduct, gifted program practice, and academic referral processes and the educational outcomes of low-income and racial/ethnic minority student populations. This work also outlines policy and practice changes in order for schools to develop as protective environments for vulnerable populations. Dr. Fergus consults on these policy and practice changes with state departments of education (e.g., California and Texas) and the U.S. Department of Justice on disproportionality. Additionally, his publications include basic research on educational outcomes of populations in vulnerable conditions, and data workbooks focused on monitoring policy and practice changes.
Courses Taught
Number | Name | Level |
|---|---|---|
URBE 8602 | Theory Seminar in Urban Schools | Graduate |
Selected Publications
Featured
Fergus, E. (2017). Solving Disproportionality and Achieving Equity: A Leader's Guide to Using Data to Change Hearts and Minds. Corwin. Retrieved from http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED573400&site=ehost-live&scope=site.
Fergus, E., Noguera, P., Martin, M., & GSOE Harvard University (2014). Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys. Harvard Education Press. Retrieved from http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED568806&site=ehost-live&scope=site.
Noguera, P., Hurtado, A., & Fergus, E. (2013). Invisible No More Understanding the Disenfranchisement of Latino Men and Boys. Routledge.
Fergus, E. (2022). Skin color and identity formation: Perception of opportunity and academic orientation among Mexican and Puerto Rican youth. New York: Routledge. doi: 10.4324/9780203338247.
Recent
Astor, R., Noguera, P., Fergus, E., Gadsden, V., & Benbenishty, R. (2021). A Call for the Conceptual Integration of Opportunity Structures Within School Safety Research. School Psychology Review, 50(2-3), 172-190. doi: 10.1080/2372966X.2020.1854621.
Fergus, E. (2021). The beliefs about race and culture operating in our discipline strategies: a commentary. Preventing School Failure, 65(3), 216-222. doi: 10.1080/1045988X.2021.1888686.
Fergus, E. (2019). Confronting our beliefs about poverty and discipline. Phi Delta Kappan, 100(5), 31-34. doi: 10.1177/0031721719827542.
Fergus, E. (2018). The role of policy in promoting efficient and quality discipline reform. School Psychology Review, 47(2), 199-202. doi: 10.17105/SPR-2018-0019.V47-2.
Fergus, E. (2017). The Integration Project Among White Teachers and Racial/Ethnic Minority Youth: Understanding Bias in School Practice. Theory into Practice, 56(3), 169-177. doi: 10.1080/00405841.2017.1336036.
Fergus, E. (2017). “Because I’m Light Skin.. They Think I’m Italian”: Mexican Students’ Experiences of Racialization in Predominantly White Schools. Urban Education, 52(4), 460-490. doi: 10.1177/0042085916666931.
Voulgarides, C.K., Fergus, E., & Thorius, K.K. (2017). Pursuing Equity: Disproportionality in Special Education and the Reframing of Technical Solutions to Address Systemic Inequities. Review of Research in Education, 41(1), 61-87. doi: 10.3102/0091732X16686947.
Fergus, E. (2017). Confronting colorblindness. Phi Delta Kappan, 98(5), 30-35. doi: 10.1177/0031721717690362.
Gregory, A. & Fergus, E. (2017). Social and emotional learning and equity in school discipline. Future of Children, 27(1), 117-136. doi: 10.1353/foc.2017.0006.