Dorothy E. Hines Datiri, Ph. D.
School of Education - Curriculum & Teaching, African/African American StudiesRoom 306
Room 109
Dr. Dorothy E. Hines holds a joint appointment as an Assistant Professor in African and African American Studies, and an Assistant Professor in the Department of Curriculum and Teaching in the School of Education. She received a Ph.D. in Education Policy from Michigan State University. Dr. Hines holds a Master's Degree in Public Administration from North Carolina Central University graduating Magna Cum Laude. Dr. Hines is a former high school U.S. History teacher, and she received a Bachelor's Degree in Political Science from North Carolina State University. Previously Dr. Hines served as a Teaching Fellow with the Harvard Graduate School of Education at Harvard University.
Education
Ph.D., Educational Policy, Michigan State University
Master of Public Administration, NC Central University
Bachelor of Political Science, NC State University
Research
Dr. Hines is an award-winning writer and author of several publications that examine the intersections of race, gender, and space in structuring racial inequality in schools. Dr. Hines' research examines the racialized and gendered schooling experiences of Black students with a focus on Black girls and girls of color.
Research Interests
- Urban Education, Race and Gender Equity, Black Children, Education Policy, and Teacher Education
Selected Publications
Hines, D. E. (in press). Can We Talk?: Promoting Anti-Oppressive Futures for Girls of Color through a Social Justice Enrichment Program .
Hines, D. E., & Young, J. L. (in press). In Fear of My Safety: Black Female Faculty Responding to Spirit-Murdering, Racism, and Healing on the Academic Plantation. In . (Ed.), The Undivided Life: Faculty of Color Bringing Our Whole Selves to the Academy. Information Age Publishing .
Young, J. L., & Hines, D. E. (in press). Promotion while Pregnant and Black: Presumptions of Incompetence, Incapability, and Impossibility. In . (Ed.), Presumed Incompetent (Vol. 2). Utah State University Press.
Hines, D. E., Boveda, M. Hollis, T. & Lindo, E. (in press). Racism by Another Name: Black Students, Overrepresentation, and Carcerality in Special Education, Information Age Publishing .
Mortenson, L. & Hines, D. E. (in press). Training is Not Enough: How School Resource Officers Contribute to the Criminalization of Black Students . In . (Ed.), Dear Secretary DeVos: What We Want You to Know About Education. Sense Publications.
Hines, D. E. (2019). When Girls Spit: The Power of Integrating Spoken Word into the Curriculum. Edutopia.
Hines, D. E., King, R. & Ford, D. Y. (2018). Black Students in Handcuffs: Addressing Racial Disproportionality in School Discipline for Students with Dis/abilities. Teachers College Record.
Young, J. & Hines, D. E. (2018). Even Cinderella is White: (Re)Centering Black Girls' Voices as Literacies of Resistance in English Education. English Education Journal.
Hines, D. E., & Wilmot, J. M. (2018). From Spirit-Murdering to Spirit-Healing: Addressing Antiblack Aggressions and the Inhumane Discipline of Black Children. Multicultural Perspectives Journal.
Young, J. L., & Hines, D. E. (2018). Killing My Spirit, Renewing My Soul: Black Female Professors’ Critical Reflections on Spirit Killings while Teaching . Women, Gender, and Families of Color University of Illinois Press.
Evans-Winters, V. Hines, D. E., Moore, D. & Lawrence, T. (2018). Locating Black Girls in Educational Policy Discourse: Implications for Every Student Succeeds Act. Teachers College Record.
Whitaker, M. & Hines, D. E. (2018). Teaching What We Don't Know: Community-based Learning as a Tool for Implementing Critical Race Praxis. In . (Ed.), Service-Learning Initiatives in Teacher Education Programs. IGI.
Hines-Datiri, D. (2017). Cloaked in Invisibility: Dropout-Recovery Narratives of Girls of Color After Re-enrollment. Women, Gender, and Families of Color.
Hines-Datiri, D. & Carter Andrews, D. J. (2017). The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline. Urban Education.
Hines-Datiri, D. (2016). Resisting Internalized Racism: RACE Mentoring as a Survival Strategy in the Ivory.(1st editionst ed.). J.M. Scott-Carrol & D. Y. Ford (Eds), Race mentoring through social media: Black and Hispanic scholars share their journey in the academy. Information Age Publishing.
Hines-Datiri, D. (2015). When Police Intervene: Race, Gender, and Discipline of Black Male Students at an Urban High School. Journal of Cases in Educational Leadership, 18(2).
Selected Presentations
(01/01/2018 -). Leading Difficult Conversations and Handling Hot Moments. Ku Office for Diversity and Equity. Lawrence, KS
Hines, D. E. (12/31/2017). “Do You Really Need A Gun For That”? : Racial Trauma, Zero Tolerance, and the Ritualistic Policing of Black Girlhood. Hall Center Fall Urban Experience Seminar. Hall Center: University of Kansas. Lawrence, Kansas
Boveda, M. Ransom, J. Aronson, B. Hines, D. E. & Jackson, I. . (12/31/2018). A Review of Intersectionality as a Lens Across Equity-Based Research in Education. American Educational Research Association. New York, New York
Selected Grants
Hines, Dorothy E, Ending Generational Poverty: Young Women of Color Thriving in Schools Through a Girl-Centered Curriculum that Promotes Wholeness, (08/01/2019. Foundation. Status: Funded.
Selected Awards & Honors
Community Engaged Scholarship Award (2019 Recipient)
University of Kansas
2019
Social Justice Fellow at the University of Kansas
University of Kansas Office of Multicultural Affairs (2018 Cohort)
2018
Paula Silver Case Award
University Council of Educational Administrators (UCEA)
2016
