Faculty ProfileEMPHASIS AREA: SCI/AG. Science Education, Groupwork, Race and Schooling, Social Emotional Intelligence, Social Justice Education, Literacy in Science
Alexis Patterson Assistant Professor
Alexis Patterson, Ph.D., joined the School of Education in July
2015 as an Assistant Professor in science education. She is
currently a CAMPOS Faculty
Scholar and is excited to work with her cohort to develop a
research center that focuses on increasing the participation of
women of color in STEM related fields.
Dr. Patterson’s research lies at the intersection of equity
studies, social psychology, and science education. Recent
projects have focused on equity issues that arise when students
work together on group projects in science and the role
social-emotional skills play in facilitating equitable
interactions between students. Driving her research is the desire
to study the challenges facing those in the field of science
education in order to reframe science learning in terms of
diversity and access.
Dr. Patterson is a native Californian and received her
undergraduate degree from UC Berkeley and her Master’s degree
from Stanford University. She received her doctorate in
Curriculum Studies and Teacher Education in Science from
Stanford’s Graduate School of Education. Prior to graduate
school, she worked in Oakland Unified School District as an
assistant director of an after school program, as a middle school
science teacher, and as an intervention instructor at an
elementary school. Dr. Patterson earned her Multiple Subject
Teaching Credential from CSU East Bay.
Ph.D., Stanford Graduate School of Education, Curriculum Studies
and Teacher Education 2015
M.A., Stanford Graduate School of Education, Policy,
Organization, and Leadership Studies 2009
B.A., University of California, Berkeley, Geography and
Science Education, Groupwork, Race and Schooling, Social
Emotional Intelligence, Social Justice Education, Literacy in
Science, Argumentation and Dialogic Instruction
Patterson, A. & Gray, S. (2019). Teaching to transform:
The (W)holistic science pedagogy. Theory into Practice.
Patterson, A. (2019). Equity in groupwork: The social process of
creating justice in a science classroom.Cultural Studies in
Science Education, 14(2), 361-381.
Patterson, A., Roman, D., Friend, M., Osborne, J., & Donovan, B.
(2018). Reading for meaning: The foundational knowledge every
teacher of science should have. International Journal of
Science Education, 40(3), 291-307.
Patterson, A., Morrison, D., & Schinel, A. (2017). What’s science
got to do with it? Possibilities for social justice in science
classroom teaching and learning. S. Pennell, A.S. Boyd, H.
Parkhouse, & A. LaGarry (Eds), Possibilities in practice
(pp.145-158). Bern, Switzerland: Peter Lang US.
Szu, E., Osborne, J., & Patterson, A. D. (2017). Factual accuracy
and the cultural context of science in popular media:
Perspectives of media makers, middle school students, and
university students on an entertainment television
program. Public Understanding of Science, 26(5),
Brown, B. A., Henderson, J. B., Gray, S., Sullivan, S., Donovan,
B., Patterson, A., & Wagstaff, W. (2015). Jumping through
hurdles: On contingencies and African-American science pathways.
Journal of Research in Science Teaching.
Osborne, J. & Patterson, A. (2012). Authors’ response to “For
whom is argument and explanation a necessary distinction? A
response to Osborne and Patterson” by Berland and McNeill.
Science Education, 96(5), 814-817.
Osborne, J., MacPherson, A., Patterson, A., & Szu, E. (2012).
Introduction in M.S. Khine (Ed.) Perspectives on scientific
argumentation: Theory, practice and research. (pp. 3-15).
Osborne, J. & Patterson, A. (2011). Scientific argument and
explanation: A necessary distinction? Science Education, 95(4),
Patterson, A. & Lotan, R. (in preparation). Addressing the
Missing Link: Emotion in Learning and Complex
Instruction. Target journal: American Journal of
Patterson, A.,Athanases, S.,
Higgs, J., & Martinez, D. (in preparation). Designing and
Noticing for Equity in Communication for Learning. Target
journal: Equity and Excellence in Education.
Patterson, A., Higgs, J., Athanases, S., & Martinez, D. (in
preparation). Noticing for Equity to Sustain Multilingual
Literacies. Invited column for Journal of Adolescent and
Fellowships, Grants & Awards
IASCE’s Elizabeth Cohen Outstanding Thesis/Dissertation Award,
The International Association for the Study of Cooperation in
Education (IASCE) 2018
Dean’s Research Excellence Award, UC Davis’ School of Education
Teachers as Learners Grant, James S. McDonnell Foundation 2017
Center for the Advancement of Multicultural Perspectives on
Science (CAMPOS) Faculty Scholars Program, UC Davis 2015
Diversity Dissertation Research Opportunity Grant, Stanford
Jhumki Basu Scholars Program, National Association for Research
in Science Teaching (NARST) 2012
National Association for Research in Science Teaching
American Education Research Association
International Association for the Study of Cooperation in
Science Educators for Equity Diversity and Social Justice
When Dr. Alexis Patterson joined the School of Education faculty
as an Assistant Professor of Elementary Science Education in Fall
2015, she was invited to join the UC Davis CAMPOS faculty
scholars. CAMPOS, or Center for Advancing Multicultural
Perspectives on Science, is an initiative of UC Davis ADVANCE,
which is funded through the National Science Foundation’s ADVANCE
program. CAMPOS seeks to promote women’s participation in the
advancement of academic careers in science, social science,
technology, engineering and mathematics (STEM).