Doctor of Philosophy in Urban Education Policy
This program is designed for aspiring research scholars whose research interests align with USC Rossier’s mission.
Academic research can drive change that improves learning, equity and access. Gain the skills to conduct consequential research that advances educational equity across disciplines.
Program Overview
The Doctor of Philosophy in Urban Education (PhD) program will prepare you to pursue educational equity through research. You will be funded through a research and teaching assistantship for four years and dedicate half of your time to your academic pursuits and half to your assistantship. The program offers four concentrations: Educational Psychology, Higher Education, K-12 Education Policy and Teacher Education.
Through this program, you will:
- Gain interdisciplinary knowledge of education and equity theory and research, including diverse methodological and epistemological approaches.
- Research alongside USC Rossier’s distinguished faculty experts at a Tier 1 research university.
Curriculum
The PhD curriculum allows you to study diverse theories and research methodologies. These include case studies, survey research, statistical analysis, regression analysis and econometrics and multivariate statistical analysis research design.
To reflect an interdisciplinary perspective, you will also take courses outside of your discipline-specific area at other schools at the University of Southern California. These courses will allow you to gain breadth in disciplines such as public policy, sociology, business, economics, social work, history, anthropology, psychology or American studies.
| Component | Units | Purposes |
|---|---|---|
| Core block | 16 | Learn different perspectives and levels of analysis in the formulation and consideration of urban educational issues. |
| Concentration block | 15 | Engage in directed readings, research, and USC Rossier School of Education elective courses in your specific area of concentration. You also have the opportunity to collaborate with educational practitioners in our EdD program during this block. |
| Research method block | 15+ | Become equipped with the tools to pursue systematic, programmatic and empirical investigation. |
| Cognate block | 12 | Develop an interdisciplinary perspective on educational issues with courses taken at the University of Southern California outside of the Rossier School of Education. |
| Dissertation block | 5 | Prepare for your dissertation research. This block continues through dissertation writing and defense. |
Degree Benchmarks
In order to successfully complete the PhD program, students need to complete the following program and university benchmarks:
Doctoral screening – After you have completed 24 units of coursework, the doctoral screening committee will assess your performance and determine your readiness to continue in the program.
Qualifying exam – As a prerequisite to candidacy for the PhD, you must pass written and oral qualifying examinations. The written qualifying examination is designed to assess your readiness to undertake dissertation research and ability to critically analyze and synthesize theoretical and methodological knowledge.
Teaching and research portfolios – As part of the qualifying exam benchmark, you will be required to complete a teaching and research portfolio for the PhD degree. You will present the portfolios during the qualifying examination oral defense meeting.
Dissertation proposal – Once you have successfully completed all coursework and passed the qualifying examination, you will write a doctoral dissertation proposal.
Doctoral dissertation – A dissertation is an original contribution to current knowledge in the field and a demonstration that you have achieved sufficient mastery in the field to pursue independent research and scholarship.
Assistantship
As an admitted student in the PhD program, you will be awarded a teaching and research assistantship funded by USC Rossier and grant-funded projects. Your assistantship will provide you with an opportunity to work closely with faculty to produce important new work in education and develop essential skills related to course delivery and instruction.
You must remain in good academic standing based on the terms of your funding offer and devote approximately 15-20 hours a week to your teaching and research assistantship duties throughout the four years of the program.
The assistantship includes:
- $36,000 annual PhD stipend (distributed over fall, spring and summer for four years).
- 12 units of tuition coverage per semester that may be used for degree-relevant courses.
- Coverage of a health and dental benefits premium.
- Access to the USC Student Health Center.
- Professional development opportunities.
Additional Funding Options
As an alternative to the USC-provided assistantship stipend, you have the option to apply for external fellowships and grants.
If needed, you may also apply for loans to obtain additional funds for living expenses. In order to be considered for financial aid, you must apply by filing the FAFSA by the annual deadline. After you apply, the financial aid office will determine your financial need and process your financial aid summary document, which will consist mostly of federal loans. In addition, USC participates in a variety of private student loan programs.
Career Outcomes
Our PhD students are positioned for research careers as tenure-track faculty, postdocs, research faculty, institutional researchers and researchers in policy institutes, government agencies, non-governmental organizations (NGO), private research firms and school districts. Learn more about our alumni placements.
Program Details
Degree Awarded
Doctor of Philosophy (PhD)
Estimated Length
4 years
Units
63
Program Cost
Tuition and stipend funded by assistantship
Modality
- On Campus
Next Deadline
December 1, 2022
Start Date
August 21, 2023
Class Times
Various times during the day, Monday through Friday
Take the Next Step
Faculty
USC Rossier’s renowned faculty is committed to training the next generation of scholars and researchers to the highest standards.
Stephen J. Aguilar
- Assistant Professor of Education
- Educational Psychology
Expertise
- Learning Analytics • Educational Psychology • Motivation & Self-Regulated Learning • Digital Equity • Learning Technologies
Dwuana Bradley
- Assistant Professor of Education
- Higher Education
Expertise
- Critical Education Policy • Higher Ed • K–12
Patricia Burch
- Professor of Education
- Co-director of CEPEG
- K-12 Education Policy
Expertise
- Organizational and Institutional Change • Education Policy • Intersection of Public and Private Partnerships in Education • Digital Instruction • Policy Implementation and Impact • Equity and Quality in Public School Instruction
Darnell Cole
- Professor of Education
- Co-director of the Center for Education, Identity and Social Justice
- Higher Education
Expertise
- College Student Experiences, Race/ Ethnicity, Diversity, and Learning.
Jessica T. DeCuir-Gunby
- Professor of Education
- Educational Psychology
Expertise
- Impact of race and racism on the educational experiences of African Americans • Critical race theory • Mixed methods research • Emotions and coping related to racism
Christopher Emdin
- Robert Naslund Endowed Chair in Curriculum and Teaching
- Professor of Education
- Director of Youth Engagement and Community Partnerships, USC Race and Equity Center
- Teacher Education
Expertise
- Urban Education • STEM Education • K-12 Education • Culture and Education • Hip-hop Education
Shaun R. Harper
- University Professor
- Provost Professor of Education and Business
- Clifford and Betty Allen Chair in Urban Leadership
- USC Race and Equity Center Founder and Executive Director
- Higher Education
Expertise
- Race in K-12 • Higher Education, and Corporate Contexts • Urban Education • Boys and Men of Color • College Student Success • Intercollegiate Athletics
Adrian H. Huerta
- Assistant Professor of Education
- Higher Education
Expertise
- Boys and Young Men of Color • College Access and (In)equity • Gang-associated Youth and Adults • High School to College Transition • Student Parents in Higher Education
Mary Helen Immordino-Yang
- Professor of Education
- Professor of Psychology & Neuroscience
- Director of CANDLE
- Educational Psychology
Expertise
- Neuroscience of Learning • Creativity • Culture • Morality and Social Interaction
Royel M. Johnson, PhD
- Associate Professor
- Higher Education
Expertise
- Racial Equity • Education Access • Student Success • Education Policy • Carcerality in Education • Foster Care • Juvenile Justice
Adrianna Kezar
- Dean's Professor of Leadership
- Wilbur-Kieffer Professor of Higher Education
- Director Pullias Center for Higher Education
- Higher Education
Expertise
- Higher Education • Leadership • Diversity
Julie Marsh
- Professor of Education
- Co-director of CEPEG
- K-12 Education Policy
Expertise
- K-12 Education Policy and Governance • Accountability • Teacher Incentive Programs • Data-Driven Reforms • School District Reform • School Choice • Equity-Oriented Reforms • Literacy Coaching
Tatiana Melguizo
- Professor of Education
- Higher Education
Expertise
- Higher Education • Affirmative Action • Community Colleges • College Graduation Rates
Erika A. Patall
- Associate Professor of Education
- Educational Psychology
Expertise
- Motivation • Autonomy Support • Choice Provision • Student Agency • Need Support • Education Practices • Research Synthesis • Meta-Analysis
Lawrence O. Picus
- Richard T. Cooper and Mary Catherine Cooper Chair in Public School Administration
- Professor of Education, Finance and Policy
- Associate Dean for Faculty Affairs
- K-12 Education Policy
Expertise
- Public Financing of Schools
Morgan Polikoff
- Associate Professor of Education
- K-12 Education Policy
Expertise
- K-12 Education Policy • Curriculum • Standards-based Reform • Assessment Policy • Alignment • Survey Research • Quantitative Methods • COVID and Education
Julie R. Posselt
- Associate Professor of Education
- Higher Education
Expertise
- Equity & Diversity in Higher Education • Organizational Theory • Sociology of Education • Research Methods
Gale M. Sinatra
- Stephen H. Crocker Chair
- Professor of Education and Psychology
- Associate Dean for Research
- Educational Psychology
Expertise
- Learning Theory • Knowledge Construction • Conceptual Change Learning • Science Learning • Public Understanding of Science
Brendesha Tynes
- Professor of Education and Psychology
- Director of CELDTECH
- Educational Psychology
Expertise
- Social Media • Cyberbullying • Socio-Emotional Learning • Racial Discrimination • Identity • Adolescent Development in Urban Schools and Online Contexts • Mobile Interventions
Meet Our PhD Students
Our student body, one of the most diverse in the country, is comprised of accomplished research-scholars. Each year, we enroll approximately 12 new students in the incoming cohort.
From Our Alumni
I received invaluable research training during my time at USC. From day one of the program I was able to work on research projects that were innovative and important in urban education, and I was fortunate to do so alongside a vibrant and passionate community of scholars.
Federick J. Ngo, PhD ’17
My time in Rossier allowed me to cultivate mutually beneficial networks with peers and mentors who are challenging the status quo in higher education. These connections continue to shape how I navigate the professoriate as an agent of change.
Raquel M. Rall, PhD ’14
The training and mentorship I received at Rossier prepared me well for a tenure-track faculty position.
Daniel J. Almeida, PhD ’16
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Featured Research Centers
Established in 2017, the Center for Empowered Learning and Development with Technology (CELDTECH) is a transdisciplinary research center that promotes equity in digital learning and development among urban populations in formal and informal contexts. CELDTECH takes an intersectional approach to the study of learning with technology and foregrounds the nexus between students’ histories, cultural assets and developmental needs.
The USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE) brings educational innovation and developmental affective neuroscience into partnership, and uses what is learned to guide the transformation of schools, policy, and the student and teacher experience for a healthier and more equitable society.
Established in 2017, the Center for Education, Identity and Social Justice has a compelling interest in eradicating all forms of discrimination based on the intersection of an individual’s identities that include religion, gender, sexual orientation, race, ethnicity and disability. Using rigorous research and legal analysis, we empower educators to utilize laws and policies in order to identify and extricate bias and unequal distributions of power within educational institutions.
The mission of Center on Education Policy, Equity and Governance (CEPEG) is to conduct rigorous, practice-relevant research that advances educational equity for California K–12 students—with an emphasis on greater Los Angeles—and to create partnerships that ensure education policies, practices and governance structures are guided by evidence and careful analysis.
We recognize that stakeholders’ definitions of equity vary, both among CEPEG affiliates and in the education field more broadly. Our equity work at CEPEG is united by goals of addressing unjust social stratification and challenging oppressive educational beliefs, practices and structures to advance academic achievement and social-emotional development across social groups (for example by race/ethnicity, gender and social class).
Program Contact
Alex Hazard
Assistant Director, PhD in Urban Education Policy
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