School of Education
Paul Hanselman is a Postdoctoral Fellow (2014-2016) with the Irvine Network on Interventions in Development (INID). He grew up in Connecticut, and his prior training includes the University of Chicago (BA in Sociology and Philosohpy) and University of Wisconsin-Madison (PhD in Sociology), as well as experience teaching in an environmental education program in Portland, Oregon.
As a sociologist and educator, Paul is interested in how the structures of formal schooling contribute to broader patterns of racial and socio-economic inequality. His research identifies the causal effects of specific features of schooling with a particular emphasis on whether and how these features impact different types of students differently.
Current research areas include: the distribution of effective teachers in late elementary and middle school grades, the effectiveness of short self-affirmation exercises to buffer minority students from the effects of stereotype threat, and the effects of staff turnover on social resources shared among teachers and principals.
Hanselman, Paul, Sarah Bruch, and Adam Gamoran. “School Context Differences in Effects of Self-Affirmation Activities on Race/Ethnic Achievement Gaps.” Sociology of Education.
Hanselman, Paul and Geoffrey Borman. 2013. “The Impacts of Success for All on Reading Achievement in Grades 3-5: Does Intervening During the Later Elementary Grades Produce the Same Benefits as Intervening Early?” Educational Evaluation and Policy Analysis.