Richard J. Reddick, Ed.D. is the inaugural associate dean for equity, community engagement, and outreach for the College of Education at The University of Texas at Austin. He is also Professor in the Program in Higher Education Leadership in the Department of Educational Leadership and Policy (ELP) at The University of Texas at Austin, where he has served as a faculty member since 2007. Additionally, Dr. Reddick serves as the Assistant Director of the Plan II Honors Program in the College of Liberal Arts. Dr. Reddick is a faculty member by courtesy in the Department for African and African Diaspora Studies, the John L. Warfield Center for African and African American Studies, and a fellow at the Institute for Urban Policy Research and Analysis. Dr. Reddick co-chairs the Council for Racial and Ethnic Equity and Diversity (CREED), serves on the Signature Course Advisory Committee (SCAC), and was named to the inaugural cohort of the Provost's Distinguished Service Academy.
Dr. Reddick is the faculty co-chair for the Institute for Educational Management (IEM) at Harvard University, and teaches in the Institute for Management Leadership in Education. In spring 2018, Dr. Reddick was appointed as a Visiting Associate Professor at the Harvard Graduate School of Education.
Dr. Reddick is an award winning teacher and scholar; awarded the Eyes of Texas Excellence Award in 2008, the Outstanding Young Texas Ex Award, and the John L. Warfield Center for African and African American Studies Teaching Award, both in 2012, the Black Faculty Staff Association Faculty Member of the Year in 2013, and the recipient of the John L. Warfield Center for African and African American Studies Teaching Award in 2013. He spent the 2010-2011 academic year as a Woodrow Wilson National Fellowship Foundation Career Enhancement Scholar. Dr. Reddick received the 2018 Austin L.E.A.D.S. Award from the Austin Community College Office of Equity and Inclusions I.D.E.A.L. Center and was named Outstanding Community Based Learning Professor at the 2019 Tower Awards.
Dr. Reddick teaches graduate courses on the history of higher education, multicultural modes of mentoring, social and cultural contexts of education, and qualitative research methods. He also teaches undergraduate courses in Plan II Honors and the Signature Course program in Undergraduate Studies.
Dr. Reddick earned his B.A. in Plan II Liberal Arts Honors and was named a College of Liberal Arts Distinguished Deans Graduate in 1995. He then went on to teach elementary and middle school in the Fifth Ward community of Houston, Texas. Dr. Reddick went on to work in the student affairs field at the Massachusetts Institute of Technology, California Polytechnic State University, San Luis Obispo, and Emory University.
Dr. Reddick earned masters and doctoral degrees from the Harvard Graduate School of Education in 1998 and 2007, respectively. While a graduate student, Dr. Reddick worked closely with the School Leadership Program, helping to train teacher leaders, principals, and school developers, and also served as a School Director with Teach For America, training corps members. Additionally, Dr. Reddick edited the Harvard Educational Review and was a co-founder of the Alumni of Color Conference (AOCC), a convening of scholars and practitioners focused on the educational experiences of scholars and students of color, now in its fifteenth year. Dr. Reddick was selected as Class Marshal of the Graduate School of Education at the 372nd Harvard University Commencement.
Dr. Reddick served as the 2013 co-chair of the Faculty, Curriculum, and Teaching section for the Division J (Postsecondary Education) Program Committee for the American Educational Research Association (AERA). Dr. Reddick conducts ethnographic research on the experiences of faculty of color in predominantly White university settings, mentoring relationships in higher education, Black families in American society, and work-family balance in junior faculty fathers. Dr. Reddicks research has been highlighted on NPR, the Associated Press, PBS, the BBC, the Chronicle of Higher Education, and he regularly presents his research at the annual meetings of the American Educational Research Association (AERA) and the Association for the Study of Higher Education (ASHE). Dr. Reddick has published articles in the top journals in education, and is the co-author and co-editor of four books. In addition to these scholarly activities, Dr. Reddick is a Wheel of Fortune and Jeopardy! champion, husband to Sherry, and most importantly, dad to a 12- and 10-year old. Dr. Reddick is the board chair of Montessori For All, the first public Montessori school in East Austin, and serves on the Austin Regional Board for IDEA Public Schools. He is a proud graduate of Department of Defense Dependent Schools and the former Johnston High School in East Austin.
You can follow Dr. Reddick on Twitter: @DrRichReddick
Ed.D. in Higher Education, Harvard University, 2007
Ed.M. in Administration, Planning and Social Policy, Harvard University, 1998
B.A. in Plan II, concentrating in African American Studies, The University of Texas at Austin, 1995
Examines the experiences of faculty of color at predominantly White institutions; mentoring relationships between faculty and Black students; and work-life balance in academia.
Member, Strategic Enrollment Management Faculty Working Group, Office of the Executive Vice President and Provost(2017 - Present)
Member, Inclusion and Diversity Committee, College of Education(2016 - Present)
College of Education Representative, Council for Racial and Ethnic Equity and Diversity (CREED), Office of the Executive Vice President and Provost(2015 - Present)
Assistant Director, Plan II Honors Program(2014 - Present)
Miller, R., Jones, V., Reddick, R., Lowe, T., Franks Flunder, B., Hogan, K. & Rosal, A. (2018). Educating through microaggressions: Self-care for diversity educators.
Journal of Student Affairs Research and Practice,
55(1), 14–26. doi:
10.1080/19496591.2017.1358634.
Jones, V. & Reddick, R. (2017). The heterogeneity of resistance: How Black students utilize engagement and activism to challenge PWI inequalities. Journal of Negro Education, 86(3), 204–219.
Reddick, R., Johnson, E., Jones, A., Lowe, T., Stone, A. & Thomas, J. (2017). Resilience, reconciliation, and redemption: An initial historical sketch of pioneering Black students in the Plan II Honors program. Journal of the National Collegiate Honors Council, 18(1), 79–108.
Gasman, M. & Reddick, R. (2016). Amplify, magnify, clarify: Using social media to promote scholarship. Academics going public: How to write and speak beyond academe (pp. 55–70). New York: Routledge.
Reddick, R.. (2015). Of feral faculty and magisterial Mowglis: The domestication of junior faculty. In C. S. Turner. Mentoring as transformative practice: Supporting student and faculty diversity, New Directions for Higher Education, 171, 43–51.
Reddick, R., Bukoski, B., Smith, S. & Wasielewski, M. (2014). A hole in the soul of Austin: Black faculty community engagement experiences in a creative class city.. Journal of Negro Education, 83, 61–76.
Reddick, R. & Sáenz, V. (2012). Coming home: Hermanos académicos reflect on paths and present realities at their home institution.. Harvard Educational Review, 82(3), 353–380.
Reddick, R. & Young, M. (2012). Mentoring graduate students of color.. SAGE Handbook of Mentoring and Coaching in Education (pp. 412–429). Thousand Oaks, CA: Sage Publications.
Griffin, K. & Reddick, R. (2011). Surveillance and sacrifice: Gender differences in the mentoring patterns of Black professors at predominantly White research universities.. American Educational Research Journal, 48(5), 1032–1057. doi:10.3102/0002831211405025.
Willie, C. & Reddick, R. (2010). A New Look at Black Families. (6ed., pp. 230). Lanham, MD: Rowman & Littlefield Publishers.
Resilience, Reconciliation, and Redemption: An Initial Historical Sketch of Pioneering Black Students in the Plan II Honors Program
Civic Engagement Experiences of STEM Sustainability-Focused Majors
Honors Program Alumni and the Impact of Mentoring and Service-Learning Experiences
Austin L.E.A.D.S. Award, Austin Community College Office of Equity and Inclusion's I.D.E.A.L. Center (2018 - 2018)
Officers Grant, W. T. Grant Foundation (2016 - 2017)
Collaborative Teaching Grant, Learning Sciences, The University of Texas at Austin (2016 - 2016)
Chancellor's Council, The University of Texas System (2014 - 2014)
Alumni Achievement Award, Harvard University Graduate School of Education, Alumni of Color Conference (2013)
Outstanding Young Texas Ex Award, Texas Exes Alumni Association (2012)
John L. Warfield Center for African American Studies Teaching Award, The University of Texas at Austin (2012)
Career Enhancement Fellowship, Woodrow Wilson National Fellowship Foundation (2010 - 2011)
Campus and Community Racial Climate: Its Influence on Creating Inclusive Faculty Environments, Office of the Provost and Department of History, University of North Carolina-Asheville, Asheville, NC (2017)
Symbolism and Statuary in the Context of Historically Exclusionary Institutions, College of Fine Arts, Texas Christian University, Fort Worth, Fort Worth, TX (2017)
Diversity and Community Engagement: A Conversation on the Multidimensional Aspects of Excellence and Inclusion, Institute for Management and Leadership in Education (MLE), Harvard Institutes for Higher Education, Cambridge, MA, Cambridge, MA (2017)
Addressing Inequality in Austin, SXSW.edu, Austin, TX (2017)
Shannon L Hickson, Ph.D., expected 2025 (Supervisor)My research interests include but are not limited to factors impacting the African American experience in higher education -
specifically related to career outcomes, workforce readiness, alumni engagement, and giving/philanthropy.
Tiffany N Hughes, Ph.D., expected 2024 (Supervisor)Tiffanys research and professional interests include elevating the narratives of students on the margins and examining individual and institutional practices that cultivate diverse, equitable, and inclusive environments for underrepresented and minoritized populations at institutions of higher education, especially institutions of medical education.
She is keenly interested in the qualitative exploration of the experiences of minoritized students and the practices that help them foster academic and career success and those that help to sustain students mental...
Justin T Samuel (Supervisor)Focuses research on South Asian American college students, diversity training efficacy for student leaders, and work/life integration for student affairs administrators.
Jase Kugiya (Co-supervisor)Jases research interests are focused on students of color, particularly Asian American and Pacific Islander students, examining facilitating and inhibiting factors to access, retention, and success in higher education. Moreover, Jase wants to add to the body of literature on the impacts of the Model Minority Myth on Asian American students experiences in higher education.
Tepera R Holman (Supervisor)Understanding the experiences of rural Black college students at a large research intensive PWI in the south.
Year | Semester | Course |
---|
2022 | Summer | ELP f395K: Exploring Uk Education-Gbr |
2022 | Summer | ALD f379: Exploring Uk Education-Gbr |
2022 | Spring | ALD 118C: Undergrad Connection Seminar |
2022 | Spring | ALD 118C: Mentor Development |
2022 | Spring | ALD 118C: Tes Seminar |
2021 | Fall | ALD 118C: Undergrad Connection Seminar |
2021 | Fall | ALD 118C: Tes Seminar |
2021 | Summer | ALD f379: Exploring Uk Education-Wb |
2021 | Summer | ELP f395K: Exploring Uk Education-Wb |
2021 | Spring | ELP 390S: Social/Cul Context Of Educ |
2021 | Spring | ALD 118C: Undergrad Connection Seminar |
2021 | Spring | ALD 118C: Tes Mentor Development-Wb |
2020 | Fall | ELP 395H: History Of Higher Education |
2020 | Spring | ELP 390S: Social/Cul Context Of Educ |
2020 | Spring | ALD 379: Exploring Uk Education-Gbr |
2020 | Spring | ALD 119: Maymester Seminar: Gbr |
2019 | Spring | ELP 390S: Social/Cul Context Of Educ |
2019 | Spring | ELP 395K: Exploring Uk Education-Gbr |
2019 | Spring | ELP 395H: History Of Higher Education |
2019 | Spring | ALD 379: Exploring Uk Education-Gbr |
2018 | Fall | ELP 391E: Epistemologies Ed Research |
2018 | Spring | EDA 391S: History Of Higher Education |
2018 | Spring | EDA 388M: Socl/Cul Context Educ-Core Crs |
2017 | Fall | EDA 391S: History Of Higher Education |
2017 | Fall | EDA 387Q: Intro To Sys Of Human Inquiry |
2017 | Spring | EDA 391S: History Of Higher Education |
2017 | Spring | EDA 391K: 24-Multicul Modes Of Mentoring |
2016 | Fall | EDA 391S: History Of Higher Education |
2016 | Spring | EDA 391S: History Of Higher Education |
2016 | Spring | EDA 391K: Multicul Modes Of Mentoring |
2015 | Fall | EDA 391S: History Of Higher Education |
2015 | Spring | EDA 391S: History Of Higher Education |
2015 | Spring | EDA 383: Advanced Qualitative Research |
2014 | Fall | EDA 391S: History Of Higher Education |
2014 | Fall | EDA 388E: Educ Eco & Fin Policy-Core Crs |
2014 | Spring | EDA 381Q: Qualitative Research Design |
2014 | Spring | EDA 391S: History Of Higher Education |