https://www.bridgettedavisphd.com/home daily 1.0 2022-08-23 https://www.bridgettedavisphd.com/about-1 daily 0.75 2021-10-12 https://images.squarespace-cdn.com/content/v1/6158d2ee2e03a4632444c2fe/1633905660707-QE256OBIP5MD2FFIOJ7S/B+Stacks+3.jpg RESEARCH - How do organizations reproduce or counter social inequality? My research investigates how marginalized young adults experience social policy and programs as they seek opportunities for social mobility. I study the ways in which nonprofits reproduce or counter existing social inequalities as they intervene to make public policies and programs accessible for marginalized populations. I have a particular focus on the ways in which policy complexity negatively affects those who experience poverty and/or institutional racism. Specifically, I study how youth-serving organizations mediate the transition to adulthood and the extent to which organizations reproduce or counter existing social inequalities. I have studied student experiences of alternative schools, teacher stressors and supports in under-resourced schools, poverty interventions, homelessness, and college success programs that offer coaching interventions. My rigorous community-engaged research agenda builds on 15 years of practice experience in teaching and advising with the goals of building more equitable and stable transitions to school and work for young people. https://www.bridgettedavisphd.com/about-1-1 daily 0.75 2022-08-23 https://images.squarespace-cdn.com/content/v1/6158d2ee2e03a4632444c2fe/1633216870469-38YIEPGYF5KE243LLXBV/7V6A2862+edit++jpg+.jpg BIO - Bridgette Davis is an assistant professor of public policy at the University of Massachusetts Amherst. She earned her PhD in social welfare policy as well as a certificate of Education Sciences through IES predoctoral training at the Crown Family School of Social Work, Policy, and Practice at the University of Chicago. She was also a two-time Point Foundation Scholar. Her research focuses on the organizational policies and practices that reproduce or challenge social, racial, and economic inequality among U.S. youth as they navigate the transition to adulthood. Bridgette began graduate study at the University of Chicago in 2014 after being inspired by her students who were attending the nations’ best colleges and universities. As an out, queer middle and high school educator of more than ten years and a first-generation college graduate herself, “Ms. Davis” led her more than one-thousand students in Atlanta and Chicago to achieve meaningful academic gains and successfully transition to college. At the University of Chicago, Bridgette earned her master’s degree in social work and was named the Wilma Rudolph Award Winner for promise as a scholar in the field of social welfare. Bridgette serves on multiple community and University advisory boards and volunteers numerous hours per week in service to local schools and community organizations. As a doctoral student, her work has been funded by awards from the Milgrom Pathways from School to Work grant. With a continued enthusiasm for teaching focused on equity, Bridgette teaches courses on organizational theory, social and educational policy at the Crown Family School and Power, Identity, Resistance in the social science core curriculum at the College. She is currently completing a dissertation study in which she is following 31 first-generation college students through their first two years of life after high school during the COVID-19 pandemic. Bridgette currently lives and works on the South Side of Chicago with her wife, Ellen, and her Lakeland Terrier, Vida. https://www.bridgettedavisphd.com/pagecv daily 0.75 2021-12-07 https://www.bridgettedavisphd.com/new-page daily 0.75 2021-10-12 https://images.squarespace-cdn.com/content/v1/6158d2ee2e03a4632444c2fe/1633904184318-8DX0EB67W4XCGP6Y5DUY/7V6A2731+edit+jpg+.jpg TEACHING - My students must experience in my classroom the more just, equitable, and imaginative world they seek to lead. When teaching, learners become co-equals and partners working collectively to achieve the aims of the course. I believe: • Young adults deserve an intentional, inclusive, agentic, and rigorous learning environment. • A classroom is most effective when all students are clear on the multi-faceted goals and objectives of the course, become invested in chosen and personalized versions of these goals, and can clearly articulate how the effort they contribute will help achieve those goals and advance their colleagues’ learning. • A classroom is most invigorating when it is inclusive and affirming of thoughtful contributions, is focused on the growth of the group as well as the individual, and is engaged in a mutual effort to make meaning of tough content and relevant to the worlds we each value—our educational futures, economic participation and security, political commitments, spiritual life, and our shared environments and institutions.