BernNadette Best-Green is passionate about increasing equity and social justice for academically vulnerable populations. Prior to beginning her PhD pursuit within the University of California at Davis’ Graduate Group in Education BernNadette worked as a public school teacher, vice principal, summer school principal, and project director in Northern California public schools. Throughout this time, BernNadette grew increasingly concerned about the widening disparities associated with the educational debt (Ladson-Billings, 2006) plaguing the school achievement of many students of color.
As a teacher educator of masters’ degree and teacher credential candidates within the University of California at Davis School of Education, BernNadette specialized in strengthening K-12 teachers’ capacity to plan and execute practitioner research (Cochran-Smith & Lytle, 2009) designed to improve teaching and learning within their own classrooms. BernNadette’s service in this capacity is informed—in part—by her complimentary role as a practitioner researcher of ethnolinguistically minoritized youth attending school together within a Northern California contact zone (Pratt, 1991). Grounded in culturally sustaining pedagogy (Paris, 2012), BernNadette’s dissertation study investigates the metalinguistic awareness of African American, Asian, and Latinx youth whose linguistic plurality and dexterity enables them to blend and alternate between the standard and non-standard Englishes within their linguistic repertoires in creative, dynamic, and expansive ways.
During her doctoral studies, BernNadette received specialized preparation through a three-year UCD School of Education “Teacher Educator-Scholar” Fellowship followed by a year-long UCD Graduate Studies’ “Professor of the Future” Fellowship in addition to her professional service as a university supervisor of teaching credential candidates and an Associate Instructor on the clinical faculty within the UCD Teacher Education program. BernNadette has earned a B.A. in Sociology from the University of California at Berkeley, a M.A. in Education with an emphasis in Educational Leadership and Policy Studies from California State University, Sacramento, and now she is graduating from the University of California at Davis with a Ph.D. in Education with emphasis in Language, Literacy, and Culture.
Language, Literature, and Culture (LLC) Primary Advisor:
2017-2018 UCD Professors for the Future Fellowship (UCD Graduate Studies Division
2017 Education PhD Fellowship (UCD School of Education)
2014-2017 Teacher Educator-Scholar Fellowship (UCD School of Education)
2016 Mohini Jain Family Foundation Award (UCD School of Education)
2015 Mark Carey Reflective Learner Award (UCD School of Education)
2014-2015 Quest for Teacher Education Research Awardee (California Council on Teacher Education)
2014 Ford Foundation Predoctoral Fellowship Award (UCD Graduate Studies Division)
2014 Humanities Graduate Research Award (UCD Graduate Studies Division)
2013-2014 Education PhD Fellowship (UCD School of Education)
UC Davis Research
THRIVING WHILE BLACK Pilot Study (Principal Investigator)
As Principal Investigator of the 2014 UCD study, “THRIVING WHILE BLACK: Understanding Black University Students’ Perceptions about the K-12 Teacher & School Characteristics That Were Most Helpful and Most Harmful to Their College Aspirations” I have worked under the supervision of UCD professors, Cynthia Carter-Ching, PhD (School of Education) and Elisa Joy White, PhD (African American & African Studies) while seeking to deepen my understanding of Black collegians’ perspectives and lived experiences pertaining to teacher- and school-related factors that have served as significant enablers and detractors to their educational trajectories. Findings from the qualitative data generated by fifty 1:1 interviews with African American university students are illuminated in 4 separate “Paper Presentations” at the following 2015 venues:
October 7, 2014 – UCD 2014 Fall Convocation and Student Research Expo Poster Presentation
TEACHING THEM to THRIVE Study (Principal Investigator)
As Principal Investigator of the 2014-2015 UCD study, “TEACHING THEM to THRIVE: Understanding How New Teachers Can Augment the Academic Achievement of Culturally, Linguistically, and Socioeconomically Diverse Learners” I have been selected to participate in the “2014-2015 Quest for Teacher Education Research.” Under the collaborative supervision of my School of Education faculty advisors (Professors Karen A. Watson-Gegeo, PhD and Danny C. Martinez, PhD) this investigation examines 1) experiences of pre-service teachers as they reflect on their evolving ability to bolster diverse students’ agency as learners and 2) the perspectives of university students from culturally, linguistically, and socioeconomically diverse backgrounds regarding ways that teachers have augmented their agency as learners. Preliminary findings from this investigation are illuminated in 2 separate conference presentations at the following venues:
February 16-18, 2015 – Critical Questions in Education Conference in San Diego, CA
LEADERSHIP for REAL IMPACT (Graduate Student Researcher)
Under the supervision on Principal Investigator, Professor Gloria Rodriguez, PhD (School of Education Professor and Co-Director of the CANDEL Program) LEADERSHIP for REAL IMPACT examines K-12 school’s resource allocation and leadership practices that support marginalized students in pursuit of academic excellence.
CULTURAL AUTOBIOGRAPHY PROJECT (Graduate Student Researcher)
Under the supervision of Principal Investigator, Professor Steven Athanases, PhD (School of Education) the CULTURAL AUTOBIOGRAPHY PROJECT examines the written work of university undergraduates employing grounded theory to articulate themes informed by larger research literature on diversity and teacher education. Preliminary findings from this investigation will be illuminated in a research roundtable presentation at the following venue:
April 16-18, 2015 – American Educational Research Association (AERA) Annual Meeting in Chicago, IL
EDU 304A: Teaching in Elementary Schools (teaching credential candidates) UC Davis School of Education
EDU 304B: Teaching in Elementary Schools (teaching credential candidates) UC Davis School of Education
EDU 304C: Teaching in Elementary Schools (teaching credential candidates) UC Davis School of Education
EDU 206B: Inquiry into Classroom Practices (teaching credential candidates) UC Davis School of Education
EDU 206C: Inquiry into the Classroom (M.A. candidates) UC Davis School of Education
EDU 206D: Inquiry into the Classroom (M.A. candidates) UC Davis School of Education
Education 150: Cultural Diversity and Education in a Sociopolitical Context (UCD, winter 2014)
Education 206C: Inquiry into Classroom Practice (fall 2015 & 2016)
Education 206D: Inquiry into Classroom Practice – Data Analysis and Research Reporting (winter 2016 & 2017)
Chicana/o Studies 132: Political Economy of Chicana/o Communities (spring 2016 & 2017)
“..BernNadette’s performance during winter quarter as a teaching assistant for EDU 150 was exemplary. She modeled a commitment to diversity and equity themes, participated fully as a member of the teaching team, gave presentations, met regularly for TA planning and scoring meetings, and responded thoughtfully and carefully to student work. Students found her a thoughtful and resourceful support.”-Professor Steven A. Athanases, PhD, 4-22-14
Academic Service and Campus Affiliations
*Chancellor’s Ambassadors Program (Terms: 2013-2014, 2014-2015)
*Status of Women at Davis Administrative Advisory Committee (Term: June 2014-present)
7 October 2014 – POSTER PRESENTATION at the University of California at Davis’ Chancellor’s Annual Convocation and Student Research Expo. Poster Title: “THRIVING WHILE BLACK: Understanding Black University Students’ Perspectives About the K-12 Teacher and School Characteristics That Were Most Helpful and Most Harmful to Their College Aspirations.”
4 February 2015 – PAPER PRESENTATION at the 2015 University of California, Davis Black Family Week 2015 THRIVING WHILE BLACK Symposium. Paper Title: “STEREOTYPES, MICROAGGRESSIONS, & STATISTICS–OH MY! Thoughts on Thriving as a Black Face in a White Space.”
6-8 February 2015 – PAPER PRESENTATION at the National Council for Teachers of English Assembly for Research (NCTEAR) 2015 Mid-Winter Meeting in New Orleans, LA. Paper Title: “CONVERSATIN’ & CONVERSING: Examining How Black Collegians’ Awareness of the Culture of Power & Hegemony of Standard English Influences Their Linguistic Practices.”
16-18 February 2015 – PAPER PRESENTATION at the Critical Questions in Education Conference (CQiE) in San Diego, CA. Paper Title: “Investigating Pre-Service Teachers’ Ability to Augment the Achievement of Culturally, Linguistically, and Socioeconomically Diverse Learners.”
19-21 March 2015 - INTERIM REPORT at the 2015 California Council on Teacher Education (CCTE) 2015 Spring Conference in San Jose, CA. Presentation Title: “TEACHING THEM to THRIVE Mid-Year Interim Report”
16-20 April 2015 – PAPER PRESENTATION at the 2015 American Educational Research Association (AERA) Annual Meeting in Chicago, IL. Paper Title: ” ‘GO RUN TELL DAT!’ Privileging Black Collegians’ Perspectives to Augment African American Youth’s Educational Trajectories.”
16-20 April 2015 – ROUNDTABLE PRESENTATION at the 2015 American Educational Research Association (AERA) Annual Meeting in Chicago, IL. Paper Title: “Education Students’ Inventories of Personal Language Use: Potentialities and Restrictions in Linguistic Repertoires.”
Though African Americans make up more than 7 percent of high school graduates in California, less than 3 percent graduate eligible for admission to the University of California. In fall 2014, only 500 African and African American students were admitted to a UC campus.
PhD student and education researcher BernNadette Best-Green wants to know why.