Nicholas D. Hartlep

Robert Charles Billings Endowed Chair of Education Studies, Berea College

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About Nicholas

Nicholas D. Hartlep is the Robert Charles Billings Endowed Chair in Education at Berea College where he Chairs the Department of Education Studies. Hartlep’s research focuses on the model minority stereotype of Asian/Americans; urban education (and teaching for transformation); and the impact neoliberalism has on public education (and society). Much of his recent work has examined how neoliberal capitalism has come to dominate higher education in the United States. He serves as the lead editor of the book series Urban Education Studies with Information Age Publishing. Hartlep is a former elementary school teacher.

Contributions | No Jargon Podcast | In the News | Publications

Contributions

Feed Students and Families Now

Policy Recommendation, April 2020

Measuring the Dispositions That Make Teachers Effective

Christopher M. Hansen
Brian R. Horn

Basic Facts Brief, April 2015

In the News

Opinion: "On MLK Day in Ky, Ask Yourself What You Know About Oliver Lewis? Or Garrett Morgan? | Opinion," Nicholas D. Hartlep (with Chaka Cummings), The Lexington Herald Leader, January 16, 2023.

Opinion: "4 Steps toward Making Endowed Positions More Equal," Nicholas D. Hartlep, Chronicle of Higher Education, November 13, 2016.

Research discussed by Maureen Foertsch McKinney, in "ISU Prof’s Book Tackles Issues of Race in America," NPR Illinois, August 1, 2015.

Research discussed by Rachel Hatch, in "New Book Explores Assault on Communities of Color," Illinois State University Stories, May 19, 2015.

Opinion: "Public Housing, Education are Intertwined," Nicholas D. Hartlep, Education Week, January 23, 2013.

Opinion: "‘Poser’ University? A Winona State Alumnus Begs to Differ," Nicholas D. Hartlep, The Chronicle of Higher Education, March 15, 2011.

Publications

"Revitalizing the Field of Educational Foundations and PK-20 Educators’ Commitment to Social Justice and Issues of Equity in an Age of Neoliberalism" (with Brad J. Porfilio). Educational Studies 51, no. 1 (forthcoming).

Argues the imminent extinction of Educational Foundations within larger macro contexts, including the corporate control of knowledge production, the marginalization of critical academics who challenge the social, economic, and political status quos, and the global (U.S. in particular) economic recession. Explains why the field of Educational Foundations is important for this particular historical moment.

"YouTube University: How an Educational Foundations Professor Uses Critical Media in His Classroom" in Social Context Reform: Equity and Opportunity - not Accountability - in Education Reform, edited by Paul Thomas, Brad Porfilio, Julie Gorlewski, and Paul Carr (Routledge, 2014), 168-181.

Documents how a tenure-track assistant professor of educational foundations uses YouTube in the college classroom in order to cultivate critical literacy.

"The Myth of the 'Fully Qualified' Bright Young Teacher: Using the Haberman Star Teacher Pre-Screener to Teach and Assess Professional Dispositions and Core Beliefs in Education" (with Jed Hopkins), in Effective or Wise: Teaching and Assessing Professional Dispositions in Education, edited by Julie Gorlewski, Brad Porfilio, David Gorlewski (Peter Lang, 2014), 37-56.

Examines the potential relationships between dimensions of teachers’ dispositions, knowledge, and skills on the Haberman Star Pre-Screener and teachers’ background characteristics.

"The Model Minority Stereotype Reader: Critical and Challenging Readings for the 21st Century" (Cognella Publishers, 2014).

Focuses on Asian Americans and examines how stereotypes about them are harmful both to students and their teachers. Helps students gain a deeper understanding of the model-minority stereotype and its implications.

"An Exploratory Study of Undergraduates’ Attitudes toward Affirmative Action Policies for Asian Americans in College" (with Robert Jay Lowinger). Equity & Excellence in Education 47, no. 3 (2014): 370-384.

Examines white undergraduate students’ (a) racial attitudes towards Asian Americans, (b) principled policy attitudes toward affirmative action, and (c) self-interest in relation to their support for college-based affirmative action policies for Asian Americans at a Midwestern university.

"Using Balanced Literacy for Delivering Culturally Relevant Pedagogy to Prepare Teachers: A 20-Year Perspective on Dreamkeepers" (with Tatiana Joseph). E-Journal of Balanced Literacy 2, no. 1 (2014): 3-9.

Highlights the teaching practices of two teacher educators who teach at universities in the Midwest. Details the myriad ways in which they use a balanced literacy approach that is culturally relevant in their courses at Illinois State University and the University of Wisconsin-Milwaukee, to more effectively prepare PK-12 urban educators. Argues that as demographics continue to shift, the need for highly effective teachers who can teach our nation’s culturally and linguistically diverse PK-12 students becomes ever more critical.

"The Double-Edged Sword of Curriculum: How Curriculum in Majority White Suburban High Schools Supports and Hinders the Growth of Students of Color" (with Thandeka Chapman, Tatiana Joseph, May Vang, and Talonda Lipsey). Curriculum and Teaching Dialogue 16, no. 1 (2014): 87-101.

Argues that school racial composition has the power to significantly shape the ways in which different groups of students interact with the overall curriculum, but that scant research has questioned the limited outcomes for students of color in predominantly White suburban settings. Explores how the structural elements of the curricula in majority White suburban high schools benefit and hinder the academic success of students of color.