Conra D. Gist
University of Houston
Gist, an associate professor of teaching and teacher education at the UH College of Education, is the award-winning author of “Preparing Teachers of Color to Teach: Culturally Responsive Teacher Education in Theory and Practice” (Palgrave, 2014) and editor of “Portraits of Anti-Racist Alternative Routes to Teaching in the U.S.: Framing Teacher Development for Community, Justice, and Visionaries” (Peter Lang, 2017).
Gist’s current projects include guest editing a 10-year retrospective issue of Teacher Education Quarterly on grow-your-own programs. She also serves as lead principal investigator on several research projects. These include a national study on homegrown programs and black teachers funded by a 2016 Spencer/National Academy of Education Postdoctoral Fellowship and a project exploring the teaching and learning experiences of teachers of color funded by a 2015 American Educational Research Association Service Grant. She also has chaired the Diversified Teaching Workforce Topical Action Group for the American Association of Colleges for Teacher Education for the last three years.
Travis J. Bristol
University of California, Berkeley
Bristol is an assistant professor in the Graduate School of Education at the University of California, Berkeley. He is a former high school English teacher in New York City public schools and teacher educator with the Boston Teacher Residency program. His research is situated at the intersection of policy and practice and is centered on three interrelated strands: district and school-based practices that support teachers of color; national, state and local education policies that enable and constrain the workplace experiences and retention for teachers of color; and the intersection of race and gender in schools.
His research has appeared in peer-reviewed journals, including Urban Education, the American Educational Research Journal, the Journal of Teacher Education, Urban Review and Education Policy Analysis Archives. Bristol received dissertation fellowships from the National Academy of Education/Spencer Foundation, Ford Foundation and the American Educational Research Association. In 2016 he earned the inaugural teacher diversity research award from the American Association of Colleges for Teacher Education.