Fall 2019 Teaching Schedule:
- EDFN 5520 (Policy and Politics in Education) Wednesdays 4:30-7:15 PM
- EDFN 5050 (Qualitative Research Methods in Education) Wednesdays 7:25-10:10 PM
Fall 2019 Office Hours:
- Thursdays 3:00-5:0 PM, or by appointment (please email firstname.lastname@example.org)
Allison Mattheis joined the Applied and Advanced Studies in Education faculty in 2013 and teaches and advises students in the Ed.D. in Educational Leadership and M.A. in Educational Foundations programs. She is a former secondary school science teacher and holds a K-12 Principal's License (administrative credential) from the state of Minnesota. Her research interests include sociocultural analysis of educational policy, ethnographic explorations of educational and workplace cultures and climates, LGBTQ identities and queer epistemologies in education and STEM fields, and youth-inclusive bicycle and transportation advocacy. Her work is driven by a commitment to empowering teachers as change agents, students as decision makers, and educators as solidarity builders.
- Ph.D. (Educational Policy and Leadership, Dept. of Organizational Leadership, Policy and Development) University of Minnesota Twin Cities, 2013
- M.A. (Educational Administration, Dept. of Educational Policy and Administration) University of Minnesota Twin Cities, 2009
- B.A. (International Politics, Environmental Studies) Oberlin College, 1999
SELECTED PUBLICATIONS (*indicates student co-author; complete c.v. available upon request)
PEER-REVIEWED JOURNAL ARTICLES
Mattheis, A., Cruz-Ramírez de Arellano, D. & Yoder, J.B. (2019). A model of queer STEM identity. Journal of Homosexuality. DOI: 10.1080/00918369.2019.1610632
Willis, T., Mattheis, A., Dotson, B.*, Ahmed, L.*, Brannon, L.*, Hunter, M.*, Moore, A.* & Williams-Vallarta, L.* (2019). "I find myself isolated and alone:" Black women's experiences of microaggressions at an Hispanic Serving Institution. NASPA Journal about Women and Gender in Higher Education.
Wiebe, C.*, Nguyen, A.* & Mattheis, A. (2019). Visualizing technocratic power: a cyber-archaeological analysis of the U.S. National Educational Technology Plan. Discourse: Studies in Education.
Serrano, U.*, Vazquez, A., Meneses-Samperio, R.* & Mattheis, A. (2018). Symbolic sanctuary and discursive dissonance: limitations of policy and practice at Hispanic Serving Institutions. Association of Mexican American Educators Journal, 12(3), 169-190. http://amaejournal.utsa.edu/index.php/amae/article/view/411
Lopez, M., Lugo, A., Vargas, O. & Mattheis, A. (2018). Counternarratives of community-based advocacy as a source of knowledge for urban planning. EJournal for Public Affairs. http://www.ejournalofpublicaffairs.org/counternarratives-of-community-based-advocacy/
Mattheis, A., Ardila, Y.* & Levaton, S.* (2018). "We think differently:" Student representation and voice at the LAUSD school board. Journal of Ethical Educational Leadership. http://cojeel.org/wp-content/uploads/2018/03/JEELSI1Article9.pdf
Mattheis, A. (2017). Central school district office leadership for diversity and equity: Constraints and opportunities for policy intermediaries. Journal of School Leadership, 27(4), 521-552.
Mattheis, A. (2016). Political contestation and discursive argumentation: Revising Minnesota’s School Integration Revenue Statute. Educational Policy Analysis Archives. http://dx.doi.org.mimas.calstatela.edu/10.14507/epaa.24.2314
Mattheis, A. (2016). A mashup of policy tools and CDA as a framework for educational policy inquiry. Critical Policy Studies. DOI:10.1080/19460171.2016.1170618
Yoder, J.B. & Mattheis, A. (2015). Queer in STEM: Workplace experiences reported in a national survey of LGBTQA individuals in science, technology, engineering, and mathematics careers. Journal of Homosexuality. DOI: 10.1080/00918369.2015.1078632
Mattheis, A. & Jensen, M. (2015). Fostering improved anatomy and physiology instructor pedagogy. Advances in Physiology Education 38(4), 321-329. DOI: 10.1152/advan.00061.2014
Mattheis, A., Jensen, M., Ingram, D. and Jackson, J. (2014). Examining high school anatomy and physiology teacher experience in a university cadaver lab. International Journal of Science and Mathematics Education. 11(6), 1-22. DOI: 10.1007/s10763-013-9507-8
BOOK CHAPTERS AND OTHER PUBLICATIONS
Mattheis, A., Soto, M.* & Vidarte, A.* (2017). Stakeholder perspectives of public access to the Los Angeles Unified School District: The view from Boyle Heights. Pat Brown Institute for Public Affairs, Research Policy Report Series. https://calstatela.patbrowninstitute.org/what-we-do/publications/
Azzarello, P., Pirone, J. & Mattheis, A. (2016). Collectively subverting the status quo at the Youth Bike Summit. In A. Lugo (Ed.), Biking for All? Bicycle Justice and Urban Transformation. New York, NY: Routledge.
Lugo, A. & Mattheis, A. (2016). Bicycle anthropology of Los Angeles. In J. Banh & M. King (Eds.). Anthropology of Los Angeles: City, Image, Politics. Lanham, MA: Rowman & Littlefield Publishers.
Mattheis, A., Perey, D.*, Royaltey-Quandt, V.* (2016). Developing Advocacy Leadership for LGBTQ Students and Queer Studies in Ed.D. programs. CPED White Paper Series.