Rossier Dean's Fellowship
B.A. Psychology, Duke University
K-12 Education Policy
Student/teacher racial congruence; the role of race in education policy; Black students and mathematical literacy; racial/ethnic opportunity gap; culturally sustaining teaching practices
Tara-Marie Desruisseaux is a doctoral student working with David Quinn. Her research interests include topics related to the role that teachers of color play on students of color, the recruitment, retention and placement of teachers of color, and the attitudes that students of color have towards mathematics. Prior to becoming a student at the Rossier School of Education, she earned her bachelor’s degree from Duke University, majoring in Psychology and minoring in Education. After graduating, she taught 7th and 8th grade math in Brooklyn, NY with Uncommon Schools.
Research Associate - Rossier School of Education, University of Southern California, (2018-Present)
Teacher - Excellence Boys Charter School (2017-2018)
Honors and Awards:
2020: National Science Foundation (NSF) Graduate Research Fellowship
2020: Ford Foundation Predoctoral Fellowship Honorable Mention
- Quinn, D. M., Desruisseaux, T., & Nkansah-Amankra, A. (2019). “Achievement Gap” Language Affects Teachers’ Issue Prioritization. Educational Researcher, 48(7), 484-487.
- Quinn, D. M., Desruisseaux, T., & Nkansah-Amankra, A. (2019). “Does ‘the Achievement Gap’ Evoke a Negative Stereotype? What the Research Says. Education Week Commentary.