Matthews Hall 204-C
Professor Mansfield, an award-winning teacher and researcher, currently serves as The Mike Moses Endowed Chair in Educational Leadership. A first-generation college graduate, Mansfield has over 30 years’ experience as a teacher and administrator across the preschool to post-secondary pipeline. Mansfield completed her Ph.D. in Educational Policy and Planning at The University of Texas at Austin where she also earned additional graduate credentials in Women’s and Gender Studies. Mansfield’s research spans across primary, secondary, and tertiary education sectors (P-16) and centers on the intersection of social identities, politics, policy, and practice. For example, she has studied the disproportionality in school discipline, gifted education, and STEM as it relates to gender, race/ethnicity, class, and other identity complexities in schools. Mansfield has also studied the importance of mentoring women graduate students, especially those studying in historically male-dominated fields such as educational leadership and STEM. Mansfield is passionate about student voice and the importance of including students as educational leaders and policy actors in local, state, national, and global arenas. Professor Mansfield's work has been featured on National Public Radio and has taken her to a dozen countries across six continents.
Publications (Selected)
Mansfield, K.C. & Hernandez, P. (2024). Higher education access for undocumented students in the United States: Mapping the policy terrain. International Journal of Multicultural Education, 26(1), 102-132. . https://ijme-journal.org/index.php/ijme/article/view/3877/1695
Mansfield, K.C. & Lambrinou, M. (2024). Culturally responsive leadership: A critical analysis of one school district's five-year plan. Frontiers in Education, 9(1385788).https://www.frontiersin.org/articles/10.3389/feduc.2024.1385788/full
Lac, V., Mansfield, K.C. & Fernández, É (2023, October). Working alongside students, parents, and families. Phi Delta Kappan, 105(2), 48-52.
https://journals.sagepub.com/doi/abs/10.1177/00317217231205942
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
Azmitia, M. & Mansfield, K.C. (2021). Intersectionality and identity development: How do we conceptualize and research identity intersectionalities in youth meaningfully? Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.625765
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. https://doi.org/10.3389/feduc.2020.615101
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
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. https://us.sagepub.com/en-us/nam/the-sage-handbook-of-school-organization/book256513#contents
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., 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., Beck, A.G., Fung, K., Montiel M., & Goldman, M. (2017). What constitutes sexual harassment and how should administrators handle it? Journal of Cases in Educational Leadership 20(3), 37-55. DOI: https://doi.org/10.1177/1555458917696811
Mansfield, K.C. & Stacy, J. (2017). Preparing practitioners to conduct educational research and evaluation: What the research says and what our experiences taught us. Journal of Research on Leadership Education, 12(3), 302-334. https://doi.org/10.1177/1942775116668524
Mansfield, K.C. & Thachik, S.L. (2016). A critical policy analysis of Texas’ Closing the Gaps 2015. Education Policy Analysis Archives, 24(3). http://dx.doi.org/10.14507/epaa.v24.1991
Mansfield, K.C. (2016). The color of giftedness: A policy genealogy implicating educators past, present, and future. Educational Studies, 52(4), 1-24. http://doi.org/10.1080/00131946.2016.1190364
Mansfield, K.C. (2015). The importance of safe space and student voice in schools that serve minoritized learners. Journal of Educational Leadership, Policy and Practice, 30(1), 25-38. https://doi.org/10.21307/jelpp-2015-004
Mansfield, K.C. (2015). Giftedness as property: Troubling whiteness, wealth, and gifted education in the US. International Journal of Multicultural Education, 17(1), 121-142. https://doi.org/10.18251/ijme.v17i1.841
Mansfield, K.C. (2014). How listening to student voices can inform and strengthen social justice research and practice. Educational Administration Quarterly, 50(3), 392-430. http://doi.org/10.1177/0013161X13505288
Mansfield, K.C., Welton, A., & Grogan, M. (2014). Truth or Consequences: A feminist critical policy analysis of the STEM crisis. International Journal of Qualitative Studies in Education, 27(9), 1155-1182. http://doi.org/10.1080/09518398.2014.916006
Mansfield, K.C. (2013). The growth of single-sex schools: Federal policy meets local needs and interests. Education Policy Analysis Archives, 21(78). http://www.redalyc.org/pdf/2750/275029728086.pdf
Mansfield, K.C. (2013). “I love these girls–I was these girls”: Women leading for social justice in a single-sex public school. Journal of School Leadership, 23(4), 634-657. https://doi.org/10.1177/105268461302300404