As a sociologist of education, Ebony M. Duncan-Shippy considers how changes in school and social contexts are associated with racial differences in educational access, experiences, and outcomes in the United States.
Duncan-Shippy situates her scholarly work in educational effectiveness and critical race traditions to identify social determinants and correlates of school and school system effectiveness. Consistent with research on educational effectiveness, much of her work evaluates whether changes in educational policy, schools, and school systems facilitate intended educational outcomes. However, she extends this research tradition to emphasize non-achievement and racial equity outcomes as key indicators of effectiveness. Her current work examines social correlates and determinants of school closures in predominately African American communities and the implications of charter schools and school choice for racial disparities in education.
Duncan-Shippy is affiliate faculty in the Department of Sociology and the Interdisciplinary Program in Urban Studies.