School of Education Welcomes Christa Jackson, Ph.D. to Teacher Education Faculty in Fall 2021

06/01/2021

Saint Louis University’s School of Education will welcome Christa Jackson, Ph.D., to the teacher education faculty in August 2021.

“We are so fortunate that Christa Jackson will be joining our team in the School of Education this year," said Gary W. Ritter, Ph.D., dean of the School of Education. "She brings a national reputation, a terrific research agenda on topics that are integral to our Jesuit mission, and an infectious energy that will have a positive impact on our community from day one. I couldn’t be more pleased. Our team is thrilled to welcome her to Saint Louis University.”

Jackson is currently an associate professor of mathematics education in the School of Education at Iowa State University. Prior to that appointment, Jackson worked as an assistant professor in the Department of STEM Education in the University of Kentucky from 2010 through 2014.

Jackson earned her Ph.D. in curriculum and instruction with an emphasis in mathematics education from the University of Missouri-Columbia. Before entering higher education, Jackson taught for a decade in the public school system in Springfield, Missouri.

In addition to a national reputation, Jackson has a strong track record of external grant funding, an impressive body of published work and is admired for her teaching. Her research in mathematics education informs and is informed by her work with aspiring and current classroom teachers. She is particularly focused on supporting learners in developing a mathematics or STEM (science, technology, engineering, mathematics) identity. She recognizes the math phobia that many college students bring to their teacher education programs and has developed math content courses and math teacher education courses designed to help these students construct an asset-focused perspective on learning mathematics.

By leading college students and practicing teachers through reflection on their own math identities, as well as engaging in productive struggle, she prepares them to construct supportive learning environments for the birth-high school students they will or do teach. Building these connections across teaching, research and service increases the impact of  Jackson’s scholarship and creates a context in which she can be successful and highly productive in all aspects of her work.

Jackson said she is "excited to build upon her research on disrupting oppressive systems that hinder students, particularly minoritized students (i.e., Blacks, Latinx, Native Americans, students with dis(abilities), students in poverty, and girls) from participating in, having agency with, and developing positive, productive identities in mathematics, science, and STEM through seeking external funding and ensuring her research is an integral component in the courses she teaches and in her service and outreach opportunities."

I am elated to collaborate with faculty who are passionate about preparing culturally relevant, equity-oriented teachers. 

Christa Jackson, Ph.D.