Adam Voight, Ph.D.
Director, Center for Urban Education
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Adam Voight is Director of the Center for Urban Education. He joined the faculty of Cleveland State University in 2014 in the Department of Curriculum and Foundations. He received his Ph.D. in community psychology from Peabody College of Education and Human Development at Vanderbilt University. Dr. Voight works in partnership with urban schools, communities, and youth to create environments more conducive to the learning and well-being of young people, particularly those marginalized by structural forces like poverty and racism. In collaboration with these stakeholders, he provides expertise in community-engaged research, program evaluation, youth participatory action research (yPAR), and other applied research methodologies to understand how young people’s settings help and hinder their development. Through technical assistance, training, and organizing, Dr. Voight helps partners develop the capacity to create and advocate for programs, policies, and practices that promote learning and well-being. His community-engaged research and action has been supported by the U.S. Department of Education, U.S. Department of Justice, Centers for Disease Control and Prevention, and Spencer Foundation. He has published his work in leading peer-reviewed education and psychology journals such as Educational Researcher, the American Journal of Community Psychology, and Developmental Psychology. He was a high school social studies teacher and counselor.
Regina Giraldo-García, Ph.D.
Postdoctoral Research Fellow, Center for Urban Education
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Regina Giraldo-García is a research assistant at the Center for Urban Education. She received her Ph.D. in Urban Education from Cleveland State University (CSU) and is an instructor of graduate courses in education research and evaluation in the College of Education and Human Services at CSU. Dr. Giraldo-García serves as a reviewer for the Journal of Latinos and Education, and for Youth and Society. Her research examines individual and institutional factors that influence the academic achievement of minority students, the impact of socioeconomic and class-based systems on academic performance, and social justice in education. Her work is grounded in socio-cultural, critical social, and developmental theories. Dr. Giraldo-García worked as a K-12 music teacher and as a professor of music theory, literacy, and hearing training at Simón Bolívar Conservatory, in Caracas, Venezuela. She has been a consultant for El Sistema-inspired music education programs in Cleveland.
Research Assistant, Center for Urban Education
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Steven Sanders is a research assistant at the Center for Urban Education. He received his Masters of Science in Clinical Psychology and his Bachelors of Arts in Sociology at Alabama A&M University and is a second-year student in the Urban Education doctoral program at Cleveland State University. Mr. Sanders teaches psychology at the undergraduate level and cultural and social foundations of counseling at the graduate level. His research concerns such topics as personality theory, internalized racism, perceived social support, impostor phenomenon, and racial dimensions of depression, anxiety, and academic achievement. He has practiced clinically with with children suffering from sexual trauma and drug addiction at the Nova Center in Huntsville, Alabama and conducting disability evaluations and intelligence testing at Longwood Psychological Center also in Huntsville, Alabama. Mr. Sanders is originally from Dayton, Ohio.
CSU-CMSD Policy Research Fellow
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Laura Fogarty is the CSU-CMSD Policy Research Fellow. She received a Master of Arts in clinical psychology from Cleveland State University (CSU) and is a second-year student in the Urban Education doctoral program at CSU with a specialization in counseling psychology. Her research has examined diversity in academia, patterns of local housing discrimination, and childhood attachment style. Through her fellowship, she has been engaged in a variety of projects with the Cleveland Metropolitan School District (CMSD), including research on grade banding and school calendar configurations, locating external evidence and evaluating student outcomes for programs that partner with CMSD schools, and helping to create a portfolio outcomes dashboard to assist principals in more efficient decision-making. Ms. Fogarty looks forward to continuing her work through this partnership and becoming more engaged with the district, the Urban Education program, and the Greater Cleveland community.