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Faculty & Staff

Adrian Gale

Assistant Professor, Child Welfare and Well-Being Research Unit

MSW and PhD, University of Michigan

His current research seeks to understand how Black youth’s schooling experiences in general, and Black boys’ experiences in particular, contribute to the achievement gap.

Bio: 

Prior to joining the faculty at Rutgers University, Dr. Gale was a WT Grant-funded Postdoctoral Fellow. His current research seeks to understand how Black youth’s schooling experiences in general, and Black boys’ experiences in particular, contribute to the achievement gap. In the United States, where educational success is generally represented by factors like standardized test scores and college degree attainment, significant racial inequities exist such that youth of color continue to underperform relative to their White peers. Scholars have found that these inequities, referred to as the racial achievement gap, are related to a lack of quality educational opportunities for youth of color. His research takes a transactional perspective when examining this gap in educational opportunities, and in identifying ways to close it. This perspective holds that outcomes (e.g., college degree attainment) are a function not just of what a youth is exposed to in a particular environment (e.g., home, school), but also what they bring to that situation (e.g., attitudes, behaviors). Thus, in order to reduce inequities in educational opportunities, youth related factors as well as environmental factors need to be addressed. Gale's work seeks to address educational inequities by identifying factors that promote school success and reduce risk for school failure (e.g., increases test scores, GPA, high school graduation rates and college attendance). Ultimately, he endeavors to use knowledge gained through identifying these factors to create interventions that address educational inequalities by leveraging youths’ strengths.

Selected Recent Publications: 

Gale, A., & Dorsey, M. (2020). Does the context of racial discrimination matter for adolescent school outcomes?: The impact of in-school racial discrimination and general racial discrimination on Black adolescents’ outcomes. Race and Social Problems, 12(2), 171–185. https://doi.org/10.1007/s12552-020-09286-0

Gale, A. (2020). Examining Black adolescents ’ perceptions of in-school racial discrimination: The role of teacher support on academic outcomes. Children and Youth Services Review, 116(June), 105173. https://doi.org/10.1016/j.childyouth.2020.10517

Williams, A., Gale, A., & Dorsey, M. (2019). Relational permanence and psychological well-being among Black adolescents in foster care: does gender make a difference? Journal of Public Child Welfare, 14:4, 374-394, doi: 10.1080/15548732.2019.1636922 

Patton, D. U., Miller, R. J., Garbarino, J., Gale, A., & Kornfeld, E. (2016). Hardiness scripts: High-achieving African American boys in a Chicago charter school navigating community violence and school. Journal of Community Psychology, 44: 638-655. doi:10.1002/jcop.21791

Rowley, S. J., Ross, L., Lozada, F., Williams, A., Gale, A., & Kurtz-Costes, B. (2014). Framing black boys: Parent, teacher, and student narratives of the academic lives of black boys. In L. S. Liben & R. S. Bigler (Vol. Eds.) The role of gender in educational contexts and outcomes. In J. B. Benson (Series Ed.), Advances in child development and behavior: Vol. 47 (pp. 301–332). London: Elsevier.

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