Jamy Stillman
Associate Professor
EECD: Education Equity & Cultural Diversity

School of Education, Room 202
University of Colorado Boulder
249 UCB
Boulder, CO 80309

Jamy Stillman is Associate Professor in Educational Equity and Cultural Diversity. Her research focuses on the factors that mediate teachers’ capacities to deliver equity-oriented, responsive instruction in high-poverty schools serving historically marginalized youth, especially Spanish-English bilingual students. Using qualitative methods, Dr. Stillman focuses primarily on two factors—education policy and features of university teacher education—to generate understandings about pre-service and practicing teachers’ learning and work across contexts, and the implications of this work and learning for culturally and linguistically diverse students’ opportunities to learn. Because she is concerned with how individual subjects’ (i.e., teachers) work unfolds in relation to particular social structures and contexts (i.e., K-12 schools, university programs), Dr. Stillman uses sociocultural perspectives on learning, including Cultural Historical Activity Theory, as guiding frameworks. Recent research includes studies of: equity-minded teachers’ responses to standards-based language arts reforms in “underperforming” California schools; the role of clinical experiences in urban pre-service teachers’ development and future teaching practice; and equity-minded teacher educators’ adaptive responses to (mandated) teacher performance assessment. Professor Stillman is also becoming increasingly interested in questions surrounding the preparation of urban teacher educators.

Dr. Stillman is currently engaged in two projects. First, she is writing a book (under contract with Teachers College Press) that reports on a two-year ethnographic study of teachers’ meaning making and enactments of the Common Core Language/Literacy Standards at a high-performing dual immersion school located near the California/Mexico border. Second, she is completing a three-year, Los Angeles-based study that traces emerging equity-minded teacher educators’ development through their participation in Freirean Culture Circles.

A former bilingual elementary teacher on California’s central coast, Dr. Stillman’s previous two positions were as Assistant Professor in the University of Southern California’s Rossier School of Education (2008-2015) and in the Barnard College, Columbia University urban teacher education program (2005-2008). From 1997-2006, she worked as a consultant for the Migrant/Optimal Learning Environment (M/OLE) Project, a research-based professional development project that supported teachers to provide emerging bilingual students with rigorous and culturally and linguistically responsive literacy instruction.



PhD, University of California, Los Angeles, Graduate School of Education and Information Studies, Urban Schooling Division, 2005

MAT, Bilingual, Crosscultural, Language and Academic Development (BCLAD) Credential, University of California, Santa Cruz, 1997

BA Communications (and Culture), University of California, San Diego, 1992