Dr. Dorothy Hines-Datiri received a Ph.D. in Education Policy from Michigan State University. She holds a Master's Degree in Public Administration from North Carolina Central University graduating Magna Cum Laude, and a Bachelor's Degree in Political Science from North Carolina State University.
Ph.D., Educational Policy, Michigan State University
Master of Public Administration, NC Central University
Bachelor of Political Science, NC State University
- Urban Education, Race and Equity, School Discipline Policies, Multicultural Education, Teacher Education
Dr. Hines-Datiri's scholarship explores how race, gender, and space structures school discipline practices and policies, school pushout, and inequality in urban schools. Dr. Hines-Datiri's research examines the racialized and gendered schooling experiences of Black students with a focus on Black girls and girls of color.
- Urban Education, School Discipline Policies, Dropout Recovery, Race and Gender Equity
Hines-Datiri, D., & Carter Andrews, D. J. (in press). 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. (in press). Cloaked in Invisibility: Dropout-Recovery Narratives of Girls of Color After Re-enrollment. Women, Gender, and Families of Color.
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 Awards & Honors
Paula Silver Case Award
University Council of Educational Administrators (UCEA)