Alexis Patterson Williams, 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 Williams’ 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 Williams 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 Williams 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 Psychology 2005
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. DOI: 10.1080/00405841.2019.1626616.
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), 596-611.
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). Springer Netherlands.
Osborne, J. & Patterson, A. (2011). Scientific argument and explanation: A necessary distinction? Science Education, 95(4), 627-638.
Patterson, A. & Lotan, R. (in preparation). Addressing the Missing Link: Emotion in Learning and Complex Instruction. Target journal: American Journal of Education.
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 Adult Literacy.
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 2018
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 University 2014
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 Education
- Science Educators for Equity Diversity and Social Justice
- National Science Teachers’ Association