- Ph.D. in educational policy and planning, University of Texas at Austin
- M.S. in educational administration and supervision, University of Nebraska Omaha
- B.S.E. in elementary education with a minor in early childhood education, Truman State University
Education politics and policy, leadership for social justice, identity intersectionalities (e.g., gender, race, class), student voice, critical policy analysis, ethnography
- Received the VCU School of Education Distinguished Junior Faculty Award in 2016
- Received the VCU School of Education’s Charles P. Ruch Award For Excellence in Teaching in 2014
- Selected for the Leadership for Social Justice Dissertation Award from the American Educational Research Association in 2012
- Received the American Educational Research Association’s Selma Greenberg Outstanding Dissertation Award in 2012
- Mansfield, K. C. (2016). The color of giftedness: A policy genealogy implicating educators past, present, and future. Educational Studies, 52(4), 1-24. DOI: http://dx.doi.org/10.1080/00131946.2016.1190364
- Mansfield, K. C. & Thachik, S. L. (2016). A critical policy analysis of Texas’ Closing the Gaps 2015. Education Policy Analysis Archives, 24(3). Open access: http://dx.doi.org/10.14507/epaa.v24.1991
- Mansfield, K. C. (2015). Giftedness as property: Troubling whiteness, wealth, and gifted education in the US. International Journal of Multicultural Education, 17(1), 121-142. Open access: http://ijme-journal.org/index.php/ijme/article/view/841
- Mansfield, K. C., Welton, A., & Grogan, M. (2014). Truth or Consequences: A feminist critical policy analysis of the STEM crisis. International Journal of Qualitative Studies in Education, 27(9), 1155-1182. http://dx.doi.org/10.1080/09518398.2014.916006
- Mansfield, K. C. (2014). How listening to student voices can inform and strengthen social justice research and practice. Educational Administration Quarterly, 50(3), 392 – 430. http://dx.doi.org/10.1177/0013161X13505288
- Mansfield, K. C. (2013). The growth of single-sex schools: Federal policy meets local needs and interests. Education Policy Analysis Archives, 21(78). Open access: http://epaa.asu.edu/ojs/article/view/1181
Dr. Katherine Mansfield is a first-generation college graduate with more than 20 years of experience serving diverse populations throughout the preschool to postsecondary pipeline. She is a certified teacher and administrator, with additional certifications in gifted/talented and English as a second language.
Mansfield’s interests and expertise include using critical theoretical frameworks and qualitative methods to explore the nested contexts of educational organizations, the relationships between macro and micro decision-making and the politics of the policy-making process.
Among other subjects, her work examines how educators’ interpretation of policies influences actual practices, especially in terms of teasing out relationships between educational/vocational access and achievement and peoples’ various identity markers, such as gender, race, religion and socioeconomic background.
Mansfield’s recent projects include an ethnography of a single-sex public magnet school and a multi-phase mixed-methods study examining doctoral students’ experiences with mentoring. She teaches Ph.D., Ed.D. and master’s level coursework in policy research and program evaluation methods, school-community relations and communications, education politics and policy, and leadership for social justice and equity. She is also the associate editor and co-developer of the new International Journal of Student Voice.