1. Bristol. Vitae
Updated May 20151
TRAVIS J. BRISTOL, Ph.D.
tbristol@stanford.edu
505 Lasuen Mall
Stanford, CA 94305
EDUCATION/CERTIFICATION:
May 2014 Columbia University. New York, NY. Doctor of Philosophy in Education Policy.
Dissertation: Black Men of the Classroom: An Exploration of how the Organizational
Conditions, Characteristics, and Dynamics in Schools Affect Black Male Teachers’
Pathways into the Profession, Experiences, and Retention.
February 2013 Columbia University, New York, NY. Master of Philosophy.
August 2014 New York State Secondary Teaching Certificate - English
June 2004 Stanford University, Stanford, CA. Master of Arts in Education.
California Secondary Teaching Certificate - English
May 2003 Amherst College, Amherst, MA. Bachelor of Arts in English (distinction) with
a concentration in Post-Colonial Literature of the African Diaspora.
Senior Honors Thesis: “Puttin’ In De Balance To End De Episode:” An
Examination of my Grandfather’s Oral History as Story.
AWARDS/
FELLOWSHIPS: Teachers College’s Provost Doctoral Dissertation Grant, New York, NY, 05/14
(selected)
National Academy of Education/Spencer Dissertation Fellowship, Washington DC, 09/13
Ford Foundation Dissertation Fellowship, Washington DC (selected)
AERA Minority Dissertation Fellowship, Washington DC (selected)
The Teachers College Vice President’s Grant for Student Research, New York, NY, 09/13
Albert Shanker Institute Mini-Grant, Washington DC, 07/13
Teachers College, Columbia University Minority Fellowship, New York, NY, 09/09 -06/12
John Woodruff Simpson Fellow in Education Policy, Amherst, MA, 09/09
Betty Fairfax Conference Presentation Grant, New York, NY, 3/11 & 3/10
The Children’s Aid Society Amazing Young Person Award, New York, NY, 2/09
The Amherst College Commitment to Teaching Fellowship, ‘54, Amherst, MA, 4/06
Alicia C. and Merrill E. Newman Fellowship, Stanford, CA, 6/03
The Rockefeller Brothers Fund Fellowship, New York, NY, 3/02

2. Bristol. Vitae
Updated May 20152
REFEREED PUBLICATIONS:
Bristol, T. J. (2015). Professional Development for Male Teachers of Color. ASCD Express,
10, 13
Snyder, J., & Bristol, T. J. (2015). Professional Accountability for Improving Life, College, and
Career readiness. Education Policy Analysis Archives, 23 (16).
Bristol, T.J. (2015). Teaching Boys: Towards a Theory of Gender Relevant Pedagogy.
Gender and Education, 27,1, 53 – 68.
Bristol, T. J. (2014). Not Strangers: How Social Distance Influences Black Male Teachers’
Perceptions of Their Male Students of Color. In Y. Sealy-Ruiz, C. Lewis, & I. Toldson (Eds.),
Teacher education and the black community. Charlotte: Information Age Publishing.
MANUSCRIPTS IN REVIEW
“Differentiating Professional Development for Male Teachers of Color: The Boston Teacher
Residency Male Educators of Color Network” (revise and resubmit Phi Delta Kappan)
“A Tale of Two Types of Schools: An Exploration of How the School Working Conditions
Influence Black Male Teacher Turnover” (Invited manuscript Harvard Educational Review)
“Why Teachers and Students Stay Home: A Mixed-Method Analysis of Teacher and Student
Absenteeism Across Nine Schools in Guyana” (Caribbean Journal of Psychology revised and
resubmitted)
MANUSCRIPTS IN PREPARATION
“Organizational Purgatory: An Exploration into how the in School Experiences of Black Male
Teachers Differ Across One Urban School District”
“Intruders & Friends: How the Number of Black Male Teachers In a School Influences Black
Male Teachers’ Schooling Experiences”
“Black Men of the Classroom: How School Organizational Conditions Influence Black Male
Teachers’ Experiences with Performance Pressure”
“Policing & Teaching: How Black Male Teachers Embrace and Resist the Encapsulated Role
of Behavior Manager”
“Teaching In An Age Of State Sanctioned Lynching: How Teachers Should Employ High
Cognitive Demanding Teaching To Respond To Persistent Social Inequity.”
NON-REFEREED PUBLICATIONS:
Bristol, T.J. & Goldenberg, C. (2015). An Interdisciplinary Unit: Examining the Grand Jury
Documents from the Michael Brown Shooting. Edutopia
Bristol, T. J. (2015). Black Male Teachers: There Aren't Enough of Them. Washington Post,
Answer Sheet

3. Bristol. Vitae
Updated May 20153
Bristol, T. J. (2015). Response: The Teachers of Color “Disappearance Crisis.” Education
Week, Teacher Blogs
Bristol, T.J. (2014). Race and Violence Should be a School-Wide Subject. Edutopia
Bristol, T.J. (2014). How Boston Public Schools Can Recruit and Retain Black Male
Teachers. Albert Shanker Institute Blog
Bristol, T.J. (2014). How Do We Get More Male Teachers of Color? Opportunity to Learn
Campaign Blog
Bristol, T.J. (2013). Calling Black Men to the Blackboard. Albert Shanker Institute Blog
Marinell, W. H., Coca, V.M., Arum, R., Goldstein, J., Kemple, J., Pallas, A., Bristol, T.J,
Buckley, C., Scallon, A., & Tanner, B. (2013). Who Stays and Who Leaves? Findings from a
Three-Part Study of Teacher Turnover in NYC Middle Schools. The Research Alliance for
New York City Schools
Goldstein, J., Scallon, A. & Bristol, T. J. (2012). Should We Stay or Should We Go?:
A Case Study Analysis of Middle School Teacher Retention in New York City. The Research
Alliance for New York City Schools.
Bristol. T. J. (2010). An Analysis Coupled with Recommendations for Guyana’s Distance
Education Program. The World Bank.
RESEARCH:
8/14 – Current Research & Policy Fellow, Stanford Center for Opportunity Policy in Education (SCOPE)
Conducting qualitative research in three under-performing urban schools where teachers
participated in on-going professional development that led to the submission of portfolios for
National Board Certification. Attempting to understand how participating in National Board
Professional Development influenced teachers’ practice and the potential shifts in
organizational culture to support teachers’ continuous instructional improvement.
5/10 – 6/13 Research Associate, Office of the Achievement Gap, Boston Public Schools
Designed and administered the Black Male Teacher Environment Survey (BMTES), a
prototype for other U.S school districts. Conducted qualitative research across fourteen district
schools to examine how the school workplace influenced the experiences of Black male
teachers
9/10 – 5/12 Research Assistant, The Research Alliance, New York University
Conducted qualitative case-study research on a Ford Foundation funded project that sought to
investigate how schools influenced teacher retention in New York City public middle schools
10/09 – 6/11 Research Assistant, Dr. George Bond, Teachers College, Columbia University
Researched the behavioral patterns of the Black elite; created survey and analyzed data on the
genealogy and behavioral patterns of Blacks in the Ivy League
9/09 – 6/10 Research Assistant, Dr. Carolyn Riehl, Teachers College, Columbia University
Assisted on the writing and researching for a manuscript review for a major journal that
focused on the tools and strategies school leaders require to lead diverse learners; gathered data
on school/student demographics around New York State

4. Bristol. Vitae
Updated May 20154
POLICY:
01/15-Current Advisor, New York City Young Men’s Initiative in the Office of the Mayor, New York, NY.
One of two researchers assisting New York City craft its policy initiative to hire 1,000 male teachers
of color by 2017.
10/14–Current Advisor, Boston City Councilor Tito Jackson, Boston, MA.
Assisting Boston City Councilor Education Committee Chair Tito Jackson efforts to ensure Boston
Public Schools reaches federal court ordered teacher diversity targets.
10/13 – 6/14 Consultant, World Bank, Washington DC & Georgetown, Guyana.
Provided technical assistance to the Guyanese Ministry of Education during the creation of its
Education Sector Plan (ESP) for 2014 – 2019. Worked with senior education officials to craft a
strategic vision that defined student and teacher outcomes. Supported the Chief Planning Officer
work on writing, revising, and monitoring defined outcomes in the ESP.
PRACTICE:
POST-SECONDARY TEACHING
6/11-07/14 Clinical Teacher Educator, Boston Teacher Residency Program, Boston, MA.
Taught a graduate level content-methods course to pre-service English teachers that included a
range of clinical experiences to advance the technical and content-knowledge needed for teaching
(in-class coaching, instructional rounds, lesson studies, high leverage content activities, analysis of
assessment data to measure student achievement and plan for instruction). Provided content specific
coaching to novice teachers in Boston Public Schools. Created the Boston Teacher Residency Male
Teachers of Color Network, which provided socio-emotional support and professional development
to participants during monthly meetings.
8/13-12/13 Lecturer in Education, Brandeis University, Waltham, MA
Designed and taught an undergraduate course, Critical Perspectives in Urban Education, in the
Departments of African American Studies and Education.
SECONDARY TEACHING
1/10-6/10 Volunteer Teacher, Austin H. Mac Comick Island Academy, East Elmhurst, NY.
Designed and delivered whole-group and individual instruction to incarcerated high school male
students at the country’s largest penal institution, Rikers Island. Lessons included the rise of the
prison industrial complex and strategies for passing the New York State Global Regents
Examination.
9/07 - 06/09 English Teacher, Urban Assembly School for Law & Justice, Brooklyn, NY.
Created and taught a senior English course, Deconstructing Ralph Ellison’s Invisible Man to the
lowest academically performing seniors. Created and co-implemented the 12th
grade credit recovery
program.
9/04 – 6/07 Humanities Teacher, Manhattan/Hunter Science High School, New York, NY. Co-created and
taught the 9th
grade “World” Literature and 10th
grade European Literature curriculum.

5. Bristol. Vitae
Updated May 20155
INTERNATIONAL
1/11-8/11 Facilitator, Ministry of Education/Education for All-Fast Track Initiative, Guyana
Delivered a continuous professional development course - Engaging Boys: Practical Solutions for
Increasing Male Academic Engagement in Guyanese Classrooms - to secondary school teachers in
and around Georgetown, ministry officials, and staff developers from the National Center for
Education, Research & Development. Conducted two in-school professional development workshops
to secondary school teachers and gathered qualitative data from male students on how schools could
be organized to facilitate their success.
3/10-3/11 Consultant, World Bank, Washington DC & Georgetown, Guyana.
Designed and implemented a short course that trained senior education officials on how to develop
professional development sessions for the newly created Continuous Professional Development
Program. Created a course for Guyanese teachers on the most effective practices for teaching boys.
Worked with the Ministry of Education to create a national campaign to recruit males to the teaching
profession; produced a paper outlining recommendations to decrease student/teacher absenteeism;
analyzed the country’s distance education program and provided suggestions on how it could be
improved.
11/10 - 4/11 Curriculum Developer, Caribbean Male Action Network (CariMan), Jamaica
Developed a curriculum for CariMan members in Jamaica, Trinidad & Tobago, Guyana, and
Dominica on how to address violence against women and sexual reproductive health among
secondary school students.
ADMINISTRATIVE
7/07-7/09 Director of the Young Men’s Initiative, The Urban Assembly School for Law and Justice
Directed a three-pronged initiative that fostered a positive sense of self, increased school engagement
and improved academic performance among school’s male population. Created a series of programs
that included - a monthly speaker series, a mentoring program, a vertical mentoring program (seniors
who demonstrated leadership mentored freshmen who were struggling with the socio-emotional
transition to high school), intramural athletic competitions and a tutoring program.
PEER REVIEWED
CONFERENCE
PRESENTATIONS: Bristol, T. J. (2015). Black Men of the Classroom: An Exploration of How the
Organizational Conditions, Characteristics, and Dynamics in Schools Affect Black
Male Teachers’ Pathways into the Profession, Experiences, and Retention. Paper to
be presented in a symposium at the 2015 Association for the Study of African
American Life and History Annual Conference, Atlanta, GA.
Bristol, T.J. (2015). Black Men of the Classroom: How School Organizational
Conditions Influence Black Male Teachers’ Experiences with Performance Pressure.
Paper to be presented in a symposium at the 2015 Academy of Management
Conference, Vancouver, BC.
Bristol, T.J. (2015). A Tale of Two Types of Schools: An Exploration of How the
School Working Conditions Influence Black Male Teacher Turnover. Paper to be
presented in a symposium at the 2015 American Educational Research Association
Annual Meeting, Chicago, IL.

6. Bristol. Vitae
Updated May 20156
Bristol, T.J. (2015). Black Men of the Classroom: How School Organizational
Conditions Influence Black Male Teachers’ Experiences with Performance Pressure.
Paper to be presented at the 2015 American Educational Research Association
Annual Meeting, Chicago, IL.
Bristol, T.J. (2015). Teaching Boys: Towards a Theory of Gender Relevant
Pedagogy. Linked Learning Convention, Los Angeles, CA.
Bristol, T.J. & Morrison, B. (2014). “Where do These Kids Come From?”: Creating a
Culturally Responsive Classroom. The Woodrow Wilson National Fellowship
Foundation’s Third National Convening, Chicago, IL.
Bristol, T.J. (2014). Boston Teacher Residency Male Educators of Color Network: A
Model for Urban School Districts. The Coalition of Schools Educating Boys of
Color Gathering of Leaders, Jackson, MS.
Bristol, T.J., Benoit, G., & Sahle, S. (2014). Boston Teacher Residency Male
Educators of Color Network: A Model for Urban School Districts. Paper presented at
the 2014 American Educational Research Association Annual Meeting,
Philadelphia, PA.
Bristol, T.J. (2013). Organizational Purgatory: An Exploration into How the Within
School Experiences of Black Male Teachers Differ Across One Urban School
District. Paper presented at the 2013 American Educational Research Association
Annual Meeting, San Francisco, CA.
Bristol, T.J. (2013). Depth not Breadth: An Exploration into How the Within School
Organizational Conditions Influence what Black Male Teachers Say about Male
Students of Color. Paper presented at the 2013 American Educational Research
Association Annual Meeting, San Francisco, CA.
Bristol, T. J. (2013) Enabling Shakespeare. The Coalition of Schools Educating
Boys of Color Gathering of Leaders, Chicago, IL.
Bristol, T.J. (2012). Facilitating Group Discussion Across the Curriculum. The
Woodrow Wilson National Fellowship Foundation’s Second National
Convening, Columbus, OH.
Bristol, T. J. (2012). Teaching Boys: Towards a Theory of Gender Relevant
Pedagogy. Paper presented at the 2012 American Educational Research
Association Annual Meeting, Vancouver, B.C.
Bristol, T. J. (2012). The Role of Organizational Factors in the Retention and
Attrition of Male Teachers of Color. Paper presented at the 2012 American
Educational Research Association Annual Meeting, Vancouver, B.C.
Bristol, T. J. (2012). Plantation, Prison, Pedagogy: An Exploration Into How Male
Teachers Organize Their Classrooms to Resist the Correctional Environments In Which
They Teach and Their Students Learn. Paper presented at the 2012 American
Educational Research Association Annual Meeting, Vancouver, B.C.

7. Bristol. Vitae
Updated May 20157
Bristol, T. J. (2012). What Happens When We Listen to Males?: Toward a Theory of
Gender Relevant Pedagogy. Paper presented at the 2012 American Educational
Research Association Annual Meeting, Vancouver, B.C.
Bristol, T. J. (2011). Plantation, Prison, Pedagogy: An Exploration Into How Male
Teachers Organize Their Classrooms to Resist the Correctional Environments In Which
They Teach and Their Students Learn. Paper presented at the 2011 American
Anthropological Association, Montreal, Q.C.
Bristol, T. J. (2011). Bigger Carrots & Bigger Sticks: A Mixed Method Analysis of
Teacher and Student Absenteeism Across Nine Schools in Guyana. Paper presented
at the 2011 American Educational Research Association Annual Meeting, New
Orleans, LA.
Bristol, T. J. (2010). Black Boys: Moving Beyond the Rhetoric. The Woodrow
Wilson National Fellowship Foundation’s First National Convening,
Indianapolis, IN.
Bristol, T. J. (2010). Why Isn’t Anyone Talking?: Strategies for Creating and
Facilitating Group Discussion. The Woodrow Wilson National Fellowship
Foundation’s First National Convening, Indianapolis, IN.
Bristol, T. J. (2008). Mentoring Black Male Students. Rockefeller Brothers Fund
Foundation Annual Conference for Aspiring Teachers of Color, Chantilly, VA.
Hatch, T., Grossman, P., Bristol, T. J., Venson, E. (2008). From Practice to Practice:
What Novice Teachers and Teacher Educators Can Learn From One Another. Paper
presented at the 2008 Annual Meeting of the American Educational Research
Association, New York, NY.
Hatch, T. & Bristol, T. J (2006). Teachers Going Public with Their Teaching: Using
Multimedia Websites that Document Classroom Practice to Enhance Teacher
Education. The New Educator Conference, New York, NY.
Bristol, T. J. (2004). “Puttin’ In De Balance To End De Episode:” An
Examination of my Grandfather’s Oral History as Story. Paper presented at
The Guyana Folk Festival Symposium, New York, NY.
INVITED
PRESENTATIONS:
(selected)
Bristol, T.J. (2015). Teaching Boys: Towards a Theory of Gender Relevant
Pedagogy. Breakthrough Collaborative. San Francisco, CA.
Bristol, T.J. (2015) Teacher Diversity: The Urgency of Now. The Education Trust,
Washington DC.
Bristol, T.J. (2015). Policies to Enable Teacher Diversity. California Association of
African-American Superintendents and Administrators Annual Conference. San
Diego, CA.
Bristol, T.J. (2015). Teaching Boys: Towards a Theory of Gender Relevant
Pedagogy. University of California, Berkeley. Berkeley, CA.

8. Bristol. Vitae
Updated May 20158
Bristol, T.J. (2015). Black Men of the Classroom. University of Michigan. Ann
Arbor, MI.
Bristol, T.J. (2014). Differentiating Professional Development for Male Teachers of
Color. Institute for Urban and Minority Education (IUME) at Teachers College,
Columbia University. New York, NY.
Bristol, T.J. (2014). Differentiating Professional Development for Male Teachers of
Color. Center to Support Excellence in Teaching at Stanford University. Stanford,
CA.
Bristol, T.J. (2014). Policy Recommendations for Recruiting and Retaining Teachers
of Color. Boston City Council Hearing on Teacher Diversity in Boston Public
Schools, Boston, MA.
Bristol, T.J. (2014). Education Policy’s Influence on Teacher and Student Outcomes.
Yale College, New Haven, CT.
Bristol, T. J. (2011). The High School Dropout Crisis: Why are So Many Young Men
Dropping out of High School?,” City University of New York Fifth Annual Black Male
Conference, Queens, NY.
Bristol, T. J (2010). The Achievement Gap. Education Pioneers, New York, NY.
Bristol, T. J. (2008). The School for Law & Justice’s Young Men’s Initiative: A
Model for Male Success. Children’s Storefront Conference, New York, NY.
Bristol, T. J. (2007). The Professionalization of Teaching and Various ways of New
Teacher Induction, Training, and Development. New Educators Conference,
Amherst, MA.
MEDIA
MENTIONS: “Diversity in the Classroom: How to Solve the Black Male Teacher Shortage,”
NBC News, January 20,
2015 http://www.nbcnews.com/news/education/diversity-
classroom-how-solve-black-male-teacher-shortage-n199471
“Resources for addressing Ferguson in the classroom,” Education Week, November
25, 2014
http://blogs.edweek.org/teachers/teaching_now/2014/11/resources_for_addressing_fe
rguson_in_the_classroom.html
“How are we talking to students about Ferguson?” Teach for America, November 25,
2014 http://teacherpop.org/2014/11/how-are-you-talking-to-your-students-about-
ferguson/
“At the front of the classroom, few Black men,” Amherst Magazine, November 1,
2014 https://www.amherst.edu/aboutamherst/magazine/issues/2014-fall-1/beyond-
campus-alumni-in-the-world/at-the-front-of-the-classroom-few-black-men
“Regarding teachers of color: Boston Public Schools System is set to lead once
again,” The Hechinger Report, October 28, 2014

9. Bristol. Vitae
Updated May 20159
http://hechingerreport.org/content/regarding-teachers-color-boston-public-schools-
system-set-lead_17777/
“A minority within a minority,” The Teachers Edition: U.S. Department of
Education, August 7, 2014
http://content.govdelivery.com/accounts/USED/bulletins/bf2515
“No man should stand alone,” National Council on Teacher Quality, October 3, 2013
http://www.nctq.org/commentary/viewStory.do?id=33751
“A team approach to eliminating teacher shortages,” Center on Great Teachers &
Leaders, September 24, 2013 http://www.gtlcenter.org/blog/team-approach-
eliminating-teacher-shortages
“To recruit more Black male teachers, retain those you have,” L.A. School Report
September 18, 2013 http://laschoolreport.com/to-recruit-more-black-male-teachers-
retain-those-you-have/
LANGUAGE: Ability to read, write, and speak on an intermediate level in Spanish