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Contact Information Courses Education 14 Introduction to Education
My early research focused on doing classroom-based research with teachers as a form of professional development. In addition to that applied work, I also do case and life history work that examines the intersection of personal life, professional decisions and choices, and institutional and social contexts in the work of teachers and administrators. I am particularly interested in the role that gender plays as a part of the constructon of self in students', teachers', and administrators' experiences. In my work, I also explore the advantages and dilemmas inherent in using qualitative research methods, in particular ethnography and life history interviews, as a way of bringing previously unheard voices and frameworks of meaning making into the field. My most recent study is a ten year longitudinal study of women college students’ life and career choices. My teaching reflects many of these research interests. Most of my courses are interdisciplinary, drawing on work in the fields of Psychology, Sociology and History. In courses such as Adolescence, Gender and Education, and School and Society my goal is to help students examine the interactions among individuals, institutions, and social contexts. I am interested in exploring - and having students explore - the role of schools as social institutions that can both contribute to and simultaneously challenge existing social constructs and power relationships. I have been involved in faculty and staff development both at the College and in the local schools. For example, I have worked with a Mellon New Directions grant to help college faculty throughout their professional careers. In the Wallingford-Swarthmore school district I have worked with the Middle School self study committee, served on a principal search committees, and conducted a number of inservice programs with faculty. In Chester, I am on the board of The Achievement Project, a career development program for middle and high school students coordinated through the Unity Center. Representative publications Smulyan, Lisa. (2004) Redefining self and success: Becoming teachers and doctors. Gender and Education. 16(2). Smulyan, Lisa. (2004) Choosing to teach: Resisting a gendered identity. Teachers College Record. (106)3. Smulyan, Lisa. Balancing Acts: Women Principals at Work. State University of New York Press. (2000). Garrod, Andrew, Smulyan, Lisa, Powers, Sally, and Kilkenny, Robert. Adolescent Portraits: Identity, Relationships and Challenges. Boston: Allyn and Bacon. 2004, 1999, 1995, 1992. Oja, Sharon N. and Smulyan, Lisa. Collaborative Action Research: A Developmental Process. London: Falmer Press, l989
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