Alexandra Freidus, Ph.D.
Department of Education Leadership Management and Policy
Alex’s research asks what roles educators, policymakers, families, community members, and young people play in sustaining and interrupting racialized patterns in K-12 schools. An educational ethnographer, Alex uses social-cultural and critical race theory to explore relationships between the "macro" of public policy and discourse and the "micro" of everyday social interactions. Using data collected through participant-observation, interviews, and public archives, Alex examines how community stakeholders conceptualize student diversity; how school and district administrators enact educational policy; and how these interlocking contexts relate to schools' central work – teaching and learning. Currently, she is collecting data for an ethnography of youth organizing against school segregation in New York City. Her previous project explored how stakeholders perceive and interact within diversifying schools in gentrifying areas of New York City. Alex’s research and teaching are informed by more over 15 years of experience as a teacher, professional development leader, and school reform support provider in the Bay Area and New York City. Publications include "Modes of Belonging: Debating School Demographics in Gentrifying New York," in American Educational Research Journal (2019); "'I Didn't Have a Lesson': Politics and Pedagogy in a Diversifying Middle School," forthcoming in Teachers College Record; and "'A Great School Benefits Us All': Advantaged Parents and the Gentrification of an Urban Public School," in Urban Education (2019).
- Ph.D., New York University
- M.A., Mills College
- B.A., Brown University
- National Academy of Education/Spencer Dissertation Fellowship
- Council on Anthropology and Education/Studies in Educational Ethnography Award
- Fahs-Beck Fund for Social Research Dissertation Scholar
- Mitchell Leaska Dissertation Research Award, NYU Steinhardt