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.
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 is an award-winning writer and author of several texts that examine the intersections of race, gender, and space in structuring school discipline practices and policies, school pushout, and urban schooling. Dr. Hines' 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, D. E., & Young, J. (in press). Black Women’s Fugitive Slave Narratives to the Academy: On Incompetence. In . (Ed.), Presumed Incompetent (Vol. 2). Utah State University Press.
Marrero, S. M., Young, J. L., & Hines, D. E. (in press). Dismantling the Pathway to Prison: How Zero Tolerance Policies Incarcerate Black Students in Urban Schools . In . (Ed.), Dear Secretary DeVos: What We Want You to Know About Education. Sense Publications.
Young, J. & Hines, D. E. (in press). Forging STEM Pathways for Academically Gifted Black Girls: Lesson Learned from Degree Attainment and Employment Data. In . (Ed.), Understanding the Intersections of Race, Gender, and Gifted Education: An Anthology By and About Talented Black Girls and Women in STEM.
Hines, D. E., & Young, J. (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 .
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., Barrett, C. Boveda, M. Hollis, T. & Lindo, E. (in press). Racism by Another Name: Black Students, Overrepresentation, and Carcerality in Special Education, Information Age Publishing .
Hines, D. E., King, R. & Ford, D. Y. (in press). Black Students in Handcuffs: Addressing Racial Disproportionality in School Discipline for Students with Dis/abilities. Teachers College Record.
Evans-Winters, V. Hines, D. E., Moore, D. & Lawrence, T. (in press). Locating Black Girls in Educational Policy Discourse: Implications for Every Student Succeeds Act. Teachers College Record.
Whitaker, M. & Hines, D. E. (in press). 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.
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.
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. (2017). 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
Social Justice Fellow at the University of Kansas
University of Kansas Office of Multicultural Affairs (2018 Cohort)
2018 - Present
Paula Silver Case Award for the most outstanding publication in the Journal of Cases in Educational Leadership (for volume year 2015)
University Council of Educational Administrators (UCEA)