UNC School of Education

Professor of Educational Leadership and Policy

T 919.962.2520
F 919.962.1533
marshall@email.unc.edu

117 Peabody Hall
CB 3500

Catherine Marshall's scholarly work is geared toward describing and dismantling oppressive practices. She studies the politics of education and teaches courses on qualitative methodology, gender and policy and social justice leadership. Marshall is author or editor of numerous books, including Rethinking Educational Politics; Leadership for Social Justice: Making Revolutions in Education; Designing Qualitative Research: The Assistant Principal; The New Politics of Race and Gender; and Feminist Critical Policy Analysis, Vols. I and II. Her next book will be on activist educators.

The American Educational Research Association honored Marshall with The Willystine Goodsell Award for her scholarship and activism on behalf of women and girls. Marshall also leads Leadership for Social Justice, an international scholar/activist organization pushing for more equity-oriented school leadership.

As a professor of educational leadership and policy in the School of Education, Marshall is affiliated with two doctoral programs in the School ─ Educational Leadership and Culture, Curriculum and Change. She has been elected to offices in the Politics of Education Association and the American Educational Research Association.

• Ph.D. 1979 - University of California, Santa Barbara
• M.A. 1974 - University of Rhode Island
• B.A. 1969 - University of Rhode Island

• Politics of Education
• Social Justice
• Gender and Education
• Research Overview

• Politics in Education
• Qualitative Research Methodology
• Gender and Education

• Fellow Center for Urban and Regional Studies, UNC-CH.
• International Scholars Fellowship Award,
• Institute for Leadership and Policy, Queensland University of Technology, Brisbane, Australia.

• Commissioned Policy Paper with State Superintendent Mike Ward, on Institutes for Social Justice.
  
• Education Politics at the Margin - a project for understanding administrators' receptivity to outside pressures.
  
• Activist Educators - a project with seven collaborators, mostly doctoral students.
  
• Created "Leadership for Social Justice", a consortium of 100 scholars, with funding from the Ford Foundation for 2001-2002.
  
• Gender Equity Values in Education Policy: Funded by Pacific Basic Research Center.

• 2001, Board of Trustees, UCEA Center for Ethics and Values.
• 2000, Review for Queensland, Australia visiting scholars program.
• Consult via phone, email, and letters with doctoral students, networking who request advice on assistant principals, women, state policy.
• Consult with Education Week's Alan Richard for article on assistant principals.
• 2000, Advising and hosting visiting scholar Kerin Brooking from Massey University, New Zealand. Reviews of Book draft for University of Texas Press.
• 2000, Review of University of Melbourne Australia doctoral dissertations.
• 1997-present, Editorial Board, International Journal of Leadership in Education.
• 1997-present, Editorial Board, International Journal for Qualitative Research in Education.
• 1997-present, International Editorial Board Educational Management and Administration.

Marshall, C. & Hooley, R. (2006). The assistant principal: Doing it differently (2nd Ed.) Thousand Oaks CA: Corwin Press.

Marshall, C. & Oliva, M. (2006). Leadership for social justice: Making revolutions in education.  Boston: Allyn & Bacon.

Marshall, C. & Gerstl-Pepin, C. (2005). Re-framing educational politics for social justice.  Boston: Allyn & Bacon, Pearson Education.

Marshall, C. & Rossman, G. (2006). Designing qualitative research (4th Ed.). Thousand Oaks CA: Sage.

Marshall, C., Wynn, S., & Nowlin, T. (2006). Re-papering the room: Leadership theory for women’s ways. In Women as school executives monograph series, Vol. 6, Leadership: A bridge to ourselves. Texas: Texas Council of Women School Executives (TCWSE).

Marshall, C. (2006). Tapping into passion and fury.  Journal of Research in Educational Leadership, 1(1).

Marshall, C. & Young, M. (2006). Gender and methodology. In C. Skelton, B. Francis& L. Smulyn (Eds.), Handbook on gender and education. Thousand Oaks, CA:  Sage.

Rusch, E. A. & Marshall, C. (2006). Gender filters: Plotting a course to equity.  Journal of Qualitative Studies.

Marshall, C. & Gerstl-Pepin, C.  (2004). Reframing educational politics for social justice. Boston: Allyn & Bacon.

Marshall, C. & Bensimon, E.  (2003). Like it or not: Feminist critical policy analysis matters. Journal of Higher Education, 74(3), 3-15.

Marshall, C. & Patterson, J.  (2002). Confounded policies: Implementing site-based management and special education policy reforms.  Educational Policy, 16(3), 351-386.

Marshall, C.  Lessons from Australia: Strategies for gender equity policy.  Feminist Teacher, 14(2), 161-178.

Marshall, C. (2002).  School leadership reforms: Filtering social justice through dominant discourses.  Journal of school Leadership, 2(5), 480-502.

Marshall, C. (2002).  Teacher unions and gender equity policy for education.  Educational Policy, 16(5), 707-730.