Olivia Marcucci, PhD
Olivia Marcucci is an Assistant Professor at Johns Hopkins School of Education. She is an interdisciplinary scholar of educational and racial equity. Her current research agenda focuses on school discipline policies and practices, including restorative justice, in American schools. She has published her scholarship on discipline in journals like Education & Urban Society and The Urban Review, as well as presented at national and international conferences. Her 2018 presentation at the Annual Meeting of the American Education Research Association won the Carol Weinstein Outstanding Paper Award. Through her scholarship, Olivia has built multiple research-practice partnerships with educators and/or students. These collaborative partnerships have generated new knowledge, practices, and policies in their respective school communities. She holds a PhD in Education from Washington University in St. Louis.
2019 PhD, Education, Washington University in St. Louis
Strand: Social Context of Education
Graduate Certificate: American Culture Studies
Dissertation: The Hyper-Disciplining of Black Students: Psychological and Sociological Investigations into American Schools
Committee: Rowhea Elmesky (chair), Carol Camp Yeakey, William F. Tate IV, Crystal Laura, Ebony Duncan-Shippy
2013 MSW, Washington University in St. Louis
Concentration: Urban Education & Social Justice
2010 BA, Harvard University
Concentration: Folklore & Mythology (cum laude)
2019-Present Assistant Professor Johns Hopkins University School of Education
RESEARCH AND TEACHING AREAS
Educational equity, social contexts of education, race, school discipline & restorative justice, the school-to-prison pipeline, and applied research methods
PUBLICATIONS AND OTHER WRITTEN WORK
Elmesky, R., Yeakey, C. C., & Marcucci, O. (Eds.). (2017). The power of resistance: Culture, ideology, and social reproduction in global contexts. Bingley, United Kingdom: Emerald Group Publishing.
Johnson, Jr. O., Jabbari, J., Williams, M., & Marcucci, O. (in press). Disparate Impacts: Balancing the Need for Safe Schools with Racial Equity in Discipline. Policy Insights from the Behavioral and Brain Sciences.
Marcucci, O. (2019). Parental Involvement and the Black-White Discipline Gap: The Role of Parental Social and Cultural Capital in American Schools. Education & Urban Society. DOI: 10.1177/0013124519846283
Marcucci, O. (2019). Implicit bias in the era of social desirability: Understanding antiblackness in rehabilitative and punitive school discipline. The Urban Review, 1-28. DOI: 10.1007/s11256-019-00512-7
Marcucci, O. (2017). Zora Neale Hurston and the Brown debate: Race, class, and the progressive empire. Journal of Negro Education, 86(1), 13-24.
Chapters or Contributions to Edited Works:
Marcucci, O., & Macrander, A., (forthcoming). Historically Black Colleges and Universities. In B. Krauthamer (Ed.), Encyclopedia of African American culture: From Dashikis to Yoruba. Santa Barbara, CA: Greenwood.
Marcucci, O., & Elmesky, R. (2016). Roadblocks on the Way to Higher Education: Non-Dominant Cultural Capital, Race, and the “Schools are Equalizer” Myth. In W. F. Tate , N. Staudt , & A. Macrander (Eds.), The Crisis of Race in Higher Education: A Day of Discovery and Dialogue (Diversity in Higher Education, Volume 19) (pp.85 – 107). Bingeley, United Kingdom: Emerald Group Publishing Limited.
Marcucci, O. (2016). Restoring relationships: How restorative justice can be an anti-bullying intervention. In A. Osanloo (Ed.), Creating and negotiating collaborative spaces for socially just anti-bullying interventions and innovations for K-12 schools (pp. 387-401). Charlotte, NC: Information Age Publishing.
GRANTS, HONORS & AWARDS
2019 Excellence in Educational Research award, Department of Education, Washington University in St. Louis
2019 American Education Research Association’s Classroom Management SIG Carol Weinstein Outstanding Paper Award
Awarded to the most outstanding research paper presented at the previous year’s annual meeting
2018 American Education Research Association Research Service Grant ($4,485)
Funding for the research project, “A Toolkit for the Authentic Implementation of Restorative Justice”
2018-2019 Lynne Cooper Harvey Fellowship in American Culture Studies ($23,593.60)
2018-2019 The Writing Center’s Graduate Student Fellowship ($3,500)
2017 National Academy of Education/Spencer Foundation Dissertation Fellowship Semi-finalist
2013-Present Mr. and Mrs. Spencer T. Olin Fellowship for Women in Graduate Study ($127,000)
Endowed Fellowship: Robert R. Anschuetz Memorial Olin Fellow in American Culture Studies
Williams, M., Jabbari, J., & Marcucci, O. 2019. “Policies of social control and race: Moving towards restorative justice practices.” The Society for the Study of Social Problems. New York, NY.
Marcucci, O., Elmesky, R., & Tuths, M.* 2018. “Cultivating race-conscious conversations: Integrating video microanalysis in restorative circles in a diverse high school classroom.” International Institute for Restorative Practices World Conference. Detroit, MI.
Elmesky, R., & Marcucci, O. 2018. “Reframing the Cultural Mismatch Hypothesis: Neoliberal school discipline, Cultural Capital, and the Racial Discipline Gap.” Education Reform, Communities and Social Justice Conference at Rutgers University. New Brunswick, NJ.
Marcucci, O. 2018. “The contribution of implicit bias on discrete types of disciplinary decisions by White teachers.” Annual Meeting of American Education Research Association. New York, NY.
*Carol Weinstein Outstanding Paper Award in American Education Research Association’s Classroom Management SIG
Marcucci, O. 2018. “When White teachers are biased: A preliminary analysis of the effects of implicit bias on the racial discipline gap.” Interdisciplinary Seminar Series, Olin Fellowship, Washington University in St. Louis. St. Louis, MO.
Marcucci, O. 2016. “Reimagining Discipline as Dialogical: Critical Theory, Restorative Practices, and Teacher Pushback.” Annual Meeting of American Education Research Association. Washington, DC.
Elmesky, R., Yeakey, C. C., Yin, M., & Marcucci, O. 2016. “The Power of Resistance: Youth Alienation in Global Contexts.” Urban Affairs Association Annual Conference. San Diego, CA.
Marcucci, O., & Elmesky, R. 2016. “Contextualizing school discipline: How cultural misunderstandings shape school discipline in an urban high school.” Urban Affairs Association Annual Conference. San Diego, CA.
Marcucci, O. 2016. “The Role of Teacher Buy-in in Restorative Justice in a Predominately Black School.” Ethnography in Education Research Forum. Philadelphia, PA.
Marcucci, O. 2015. “The Moderating Effects of Parental Engagement on Discipline Disproportionality in American Schools.” Annual Meeting of American Education Research Association. Chicago, Il.
2019 *with K. Harris, (non-speaking) Presenter, Equity in Independent Schools: Mobilizing Data to Serve All Students Well, held April 11th, 2019; INDEX Academic Conference, Chicago, IL.
2018 Panelist, From Education to Incarceration: Understanding the School-to-Prison Pipeline, held November 7th , 2018; Washington University in St. Louis
Workshop co-facilitator; Youth Leadership Summit, held June 4th, 2018; Washington University in St. Louis
Panelist, Segregation in Education: The Roots in our Neighborhoods, held April 9th, 2018; Washington University in St. Louis
Panelist, Day of Discovery and Dialogue, held February 14th, 2018; Washington University in St. Louis
2017 Student Speaker, Olin Fellowship Conference, held October 26th, 2017; Olin Fellowship for Women in Graduate Studies, Washington University in St. Louis
Panelist, Bridging the Theory & Practice Divide, held April 20th, 2017; Department of Education, Washington University in St. Louis
Johns Hopkins University
- 813.654: Race, Power, and Policy in Education
- 855.718: Disciplinary Approaches to Education
- 855.712: Multiple Perspectives on Learning and Teaching
- 855.771: Approaches to Urban Education
2017-2018 Member of the Interdisciplinary Seminar Series Committee; Olin Fellowship, Washington University in St. Louis
2015-2016 Co-Convener & Moderator, Structural Racism, Power, & Privilege: Residential Segregation and School Resegregation Symposium, held March 30th-March 31st, 2016; American Culture Studies, Washington University in St. Louis
2015-2016 Member of the Peer Mentoring Committee; Graduate School of Arts & Sciences, Washington University in St. Louis
2017-2018 Reviewer, Critical Educators for Social Justice SIG, American Education Research Association
2018-2019 Committee Member, ABCToday (school improvement committee facilitated by Big Brother Big Sisters) at University City High School
2018-2019 Facilitator, Restorative Justice Institute
- Facilitated year-long program for high school students to develop knowledge and practical skills in restorative justice
2017-2019 Facilitator, Determined Strong Women (Girls’ mentoring group); University City High School
2016-2017 Co-facilitator, Teacher-Researcher Residency
- Co-facilitated year-long program for teachers at to develop classroom research skills
2015 Co-facilitator, Re-envisioning Classroom Management: Student Behavior, Teacher Attitudes, and Relationship-Building
- Co-facilitated 3-part seminar series for teachers from University City School District
2013-Present American Education Research Association
- Division G: Social Contexts of Education
- Classroom Management SIG
- Critical Educators for Social Justice SIG
- Mixed Methodology SIG