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Brittany Murray

Ph.D. Candidate in Education 2019 National Academy of Education/Spencer Dissertation Fellow

Professional Background

Brittany Murray is an accomplished Ph.D. candidate in the School of Education at the University of North Carolina at Chapel Hill, known for her significant contributions to the field of educational research. Brittany’s work focuses on addressing the complex interplay between social and political processes within schools and the systemic inequalities that shape educational outcomes. As a 2019 NAEd/Spencer Dissertation Fellow, she has garnered recognition for her innovative research approach that employs mixed methods to examine how families and communities influence policy decisions, resource allocation, and student learning experiences.

Her dissertation is particularly notable for its comprehensive analysis of parent-teacher organizations (PTOs) and their role in enhancing educational equity. By integrating tax data related to school-based nonprofits with school administrative datasets and stakeholder interviews, Brittany aims to understand how collective forms of parent involvement can impact educational equality in diverse settings. Her commitment to transforming the research landscape is evident through her work in bridging gaps between academia, practice, and communities.

In addition to her doctoral studies, Brittany has actively engaged in various professional roles that underscore her dedication to educational advocacy. Prior to pursuing her Ph.D., she was involved with the Urban Institute, where she applied her skills in community-based participatory research. Her experience culminated in the development of a participatory strategy known as “Data Walks,” a unique approach designed to engage stakeholders in meaningful discussions about survey findings while fostering collective action in addressing local challenges. Brittany's goal to establish meaningful collaborations with parents, school boards, and PTOs illustrates her commitment to democratizing data access and enhancing decision-making processes within educational systems.

Education and Achievements

Brittany Murray earned her Bachelor of Arts (BA) in Public Policy Analysis from the University of North Carolina at Chapel Hill, where she developed a solid foundation in understanding public systems and policies affecting educational environments. This early academic journey paved the way for her future research endeavors.

Her academic excellence and innovative research contributions have been recognized through various accolades, including the prestigious NAEd/Spencer Dissertation Fellowship and a grant from the Russell Sage Foundation. The latter grant specifically supports her initiative to connect PTO tax data with educational performance metrics at a national level. Through this research, Brittany seeks to unveil insights that could help address district-level achievement gaps and inform policy improvements for schools across the country.

Professional Experience

Brittany's career trajectory exhibits a strong blend of research and educational practice. Her experiences as a 6th-grade math instructor and team leader at Memphis City Schools equipped her with firsthand insights into the classroom experiences of students and the challenges they face. Furthermore, her role as a Corps Member with Teach For America allowed her to deepen her understanding of educational disparities and commit to teaching in under-resourced communities.

In academia, Brittany's role as a Research Assistant at both the University of North Carolina at Chapel Hill and the Urban Institute has enriched her research capabilities. Her work has not only focused on quantitative data but has also emphasized qualitative insights drawn from stakeholder engagement, thereby ensuring a comprehensive approach to educational reform. All of these experiences contribute significantly to her current research direction and her mission to enhance equity in education.

Achievements

Brittany has received several prestigious accolades throughout her academic career, including:

  • 2019 NAEd/Spencer Dissertation Fellowship
  • Russell Sage Foundation grant for her innovative research on PTO data and district-level achievement gaps
  • Leadership in creating community-based participatory research strategies such as Data Walks

Through her educational and professional endeavors, Brittany aims to effect positive change in educational systems, making her a prominent advocate for equity and inclusiveness in education.

Related Questions

How did Brittany Murray develop her research focus on educational inequality?
What insights has Brittany gained from her experiences as a math instructor in under-resourced schools?
In what ways does Brittany’s work with parent-teacher organizations aim to transform educational equity?
How has Brittany utilized community-based participatory research to inform her educational studies?
What challenges has Brittany encountered in her pursuit to democratize educational data access?
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Location

Greensboro/Winston-Salem, North Carolina Area