My name is Sherry Deckman and I am an associate professor of education at Lehman College, the City University of New York (CUNY). I also have an affiliation with the CUNY Graduate Center in the Urban Education and Social Welfare programs. Prior to joining the CUNY faculty, I was an assistant professor at Ithaca College. I completed my doctorate at Harvard University.

My current research and teaching focus on how educators are prepared to work with students from diverse race, class, and gender backgrounds, as well as how educators address issues of race, class, and gender inequity in schools. My recent research has also explored how undergraduate students from diverse backgrounds negotiate race, class, and gender while participating in culturally focused performing arts groups. My research has appeared in venues such as Teachers College Record, the Journal of Teacher Education, and Urban Education.

I have been a high school teacher in Washington, DC and Fukuoka, Japan, and have supported beginning and pre-service teachers in Boston and Cambridge, MA, upstate New York, and across New York City. I began my work in education as a volunteer in Philadelphia public schools while pursuing my undergraduate degree at the University of Pennsylvania. Experiences in a West Philadelphia third grade classroom as a literacy volunteer with America Reads and as a tutor at a Youth Build Charter school in South Philadelphia incited my path in education and equity.

Recent publications include:

Blair, E. E., & Deckman, S. L. (2019). “We cannot imagine”: US Preservice teachers’ othering of trans and gender creative student experiences. Teaching and Teacher Education, 86(2019), 1-13. DOI: 10.1016/j.tate.2019.102915

Deckman, S. L. (2017). Managing race and race-ing management: Teachers’ stories of race and classroom conflict. Teachers College Record, 119(110306), 1-40.

Pollock, M., Bocala, C., Deckman, S. L., & Dickstein, S. (2016). Pushing back against a phantom: Caricaturing the requests of professional development for diversity. Urban Education, 51(6), 629-658.

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