Katherine Mansfield

Education

• Ph.D., Educational Policy and Planning, The University of Texas at Austin.
• Doctoral Portfolio in Women’s and Gender Studies, The University of Texas at Austin.
• M.S., Educational Administration and Supervision, University of Nebraska-Omaha
• B.S.E., Elementary Education, Truman State University, Kirksville, MO

Licenses & Certifications

• PK-12 Teaching (Texas, Colorado, Nebraska, & Missouri)
• K-12 Administration (Texas, Colorado, & Nebraska)
• Gifted/Talented (Texas)
• English as a Second Language (Texas)

Research & Publications

Welton, A.D., Mansfield, K.C., & Salisbury, J. (2022). The politics of student voice: The power and potential of students as policy actors. Educational Policy, 36(1), 3-18. https://journals.sagepub.com/doi/full/10.1177/08959048211059718

Mansfield, K.C. & Lambrinou, M. (2022). “This is not who we are”: Students leading for anti-racist policy changes in Alexandria City Public Schools, Virginia. Educational Policy, 36(1), 19-56. https://doi.org/10.1177/08959048211059214

Price, D. & Mansfield, K.C. (2021). Leadership in the time of COVID: Connecting community resources to meet the needs of North Carolina students. Frontiers in Education.
doi: 10.3389/feduc.2020.615101

Azmitia, M. & Mansfield, K.C. (2021). Intersectionality and identity development: How do we conceptualize and research identity intersectionalities in youth meaningfully? Frontiers in Psychology. doi: 10.3389/fpsyg.2021.625765.

Welton, A.D. & Mansfield, K.C. (2020). More than just an academic exercise: Critical policy analysis and community-engaged research as an embodiment of political action. Educational Studies, 56(6), 619-635. https://doi.org/10.1080/00131946.2020.1837834

Cho, V., Mansfield, K.C., Claughton, J. (2020). The past and future technology in classroom management and school discipline: A systematic review. Teaching and Teacher Education, 90, 1-11. https://doi.org/10.1016/j.tate.2020.103037

Rainbolt, S., Fowler, E.S., & Mansfield, K.C. (2019). High school teachers’ perceptions of restorative discipline practices. NASSP Bulletin, 103(2), 158-182. https://doi.org/10.1177/0192636519853018

Mansfield, K.C. (2019). Queer theory perspectives on schools as organizations. In: M. Connolly, D.H. Eddy-Spicer, C. James, S.D. Kruse (Eds). The SAGE handbook of school organization (pp. 340-357). SAGE Publications, Inc.

Mansfield, K.C., Rainbolt, S., & Fowler, E. (2018). Implementing restorative justice as a step toward racial equity in school discipline. Teachers College Record, 120(14), 1-24. http://www.tcrecord.org/Content.asp?ContentId=22385
Lac, V.T. & Mansfield, K.C. (2018). What do students have to do with educational leadership?: Making a case for centering student voice. Journal of Research on Leadership Education, 13(1), 38-58. https://doi.org/10.1177/1942775117743748

Mansfield, K.C., Fowler, E., & Rainbolt, S. (2018). The potential of restorative practices to ameliorate discipline gaps: The story of one high school’s leadership team. Educational Administration Quarterly, 54(2), 303-323. http://journals.sagepub.com/doi/pdf/10.1177/0013161X17751178

Brasof, M. & Mansfield, K.C. (2018). Student voice and school leadership: Introduction. Journal of Ethical Educational Leadership.
http://cojeel.org/wp-content/uploads/2018/03/JEELSI1Intro.pdf

NC DOCKS