Lois M. Weis

Dr. Weis is author, co-author or editor of numerous books and articles that focus on race, class and gender in American schools. Her most recent publications include:

• Mixed Methods for Studies that Address Broad and Enduring Issues in Education Research: Report of the Mixed Methods Working Group with Commentaries from the Field (Special Section of Teachers College Record, edited by Lois Weis, Margaret Eisenhart, and Greg Duncan; with contributions from Elizabeth Albro, Andrea Conklin Bueschel, Paul Cobb, Greg J. Duncan, Jacquelynne Eccles, Margaret Eisenhart, Ruby Mendenhall, Pamela Moss, William Penuel, Robert K. Ream, Rubén G. Rumbaut, Finbarr Sloane, Lois Weis, Thomas S. Weisner, and James Wilson)
• In the guise of STEM education reform: Opportunity structures and outcomes in inclusive STEM-focused high schools (American Educational Research Journal)
• Class Warfare: Class and Race in Affluent and Elite Secondary Schools (University of Chicago)
• Class Reunion: The Remaking of the American White Working Class (Routledge)
• Working Method: Research and Social Justice (Routledge)
• Beyond Silenced Voices: Class, Race and Gender in United States Schools, revised edition (SUNY Press)
• The Unknown City: The Lives of Poor and Working Class Young Adults (Beacon Press)

Dr. Weis is Past President of the American Educational Studies Association and is on the editorial boards of several journals, including Educational Policy, International Journal of Qualitative Studies in Education and Review of Educational Research.

Dr. Weis was awarded the rank of SUNY Distinguished Professor, the highest faculty rank in the State University of New York system. The award recognizes full professors of national or international prominence for outstanding achievement in research and scholarship. Among her many awards, Weis and co-author Michelle Fine received the 2006 Critics' Choice Award from the American Educational Studies Association for their book, Beyond Silenced Voices: Class, Race, and Gender in United States Schools. She is a member of the National Academy of Education (NAEd) and an Honorary Fellow of the American Educational Research Association.

• PhD, University of Wisconsin, Educational Policy Studies (1978)

• Election to State University of New York Distinguished Academy; State University of New York; 2022-06-06;
• Elected Member, Board of Directors, National Academy of Education; National Academy of Education; 2020-03-14;
• Appointed Member, Professional Development Committee, National Academy of Education; National Academy of; 2016-11-07;
• Elected member, National Academy of Education; National Academy of Education; 2012-04-11;
• Elected Fellow, American Educational Research Association; American Educational Research Assocaition; 2008-04-14;

• Weis, L., Eisenhart, M., Duncan, J., Albro, E., Bueschel, A., Cobb, P., Eccles, J., Mendenhall, R., Moss, P., Penuel, W., Ream, R., Rumbaut, R., Sloane, F., Weisner, T. & Wilson, J. (2019). Mixed methods for studies that address broad and enduring issues in education research. Teachers College Record, 121(10).

• Kang, C., Jo, H., Han, S. W., & Weis, L. (2021, June 17). Complexifying Asian American Student Pathways to STEM Majors: Differences by Ethnic Subgroups and College Selectivity. Journal of Diversity in Higher Education. Advance online publication. http://dx.doi.org/10.1037/dhe0000326
• Kang, C., Jo, H., Han, S.W., & Weis, L. (2021, June ). Complexifying Asian American Student Pathways to STEM Majors: Differences by Ethnic Subgroups and College Selectivity. Journal of Diversity in Higher Education.
• Cipollone, K., Stich, A.E., & Weis, L. (2019). STEM for All: Student Identities and The Paradox of STEM Democratization. Teachers College Record.

• Weis, L. (2016). Positioning for elite and quasi-elite colleges and universities in the United States: Parent and student strategies for maintaining advantage in new economic and postsecondary context. In Slaughter, S. and Taylor, BJ, Eds., Higher education, stratification, and workforce development: Competitive advantage in Europe, the US, and Canada. New York: Springer.

• Does the Class Warfare Continue? Race, Class, Postsecondary Institutions and Positioning Practices; Foundation and Research Organization; Spencer Foundation; Awarded; (09/01/2018-08/31/2019)
• Effects of State Policy on High School Science, Technology, Engineering, and Mathematics (STEM) Opportunities and Outcomes for Low-Income Underrepresented Minorities; Federal; National Science Foundation; Awarded; (08/21/2017-07/31/2021)
• Working Group Meeting on the Scope and Possibilities of Mixed Methods Research on Educational Issues; Foundation and Research Organization; Spencer Foundation; Awarded; (07/14/2015-09/01/2018)
• Urban High School Opportunity Structures, Figured Worlds of STEM, and Choice of Major and College Destination; Federal; National Science Foundation/Regents of the University of Colorado; Awarded; (07/14/2015-07/14/2015)
• Identifying and Measuring STEM Schools and Programs; Federal; National Science Foundation/University of Chicago; Awarded; (07/14/2015-07/14/2015)

• Former Editor, American Educational Research Journal. Impact factor 2.462.
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• Founding Editor, Educational Policy (with Philip Altbach, Gail Kelly, Hugh Petrie, and Sheila Slaughter). Impact factor 1.586.
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• Member of National Academy of Education, participate in a variety of professionally-related activities including the Professional Development Committee activities at all relevant NAEd functions.
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• Member of the NAEd/Spencer dissertation selection committee, a very intensive set of commitments, involving the review of hundreds of applications each year.
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