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Dwan Robinson

Dwan Robinson
Associate Professor
Educational Studies
Patton Hall 302L

Dr. Dwan Robinson, an Associate Professor in Educational Administration, holds a B.A. in Government from Oberlin College, a M.A. in Public Policy from the University of Chicago and has earned a Ph.D. in Educational Administration from The Ohio State University. Prior to joining the faculty at Ohio University, she served as a Visiting Assistant Professor at Michigan State University where she was involved in a Skillman Foundation grant with the Education Outreach Office to improve educational outcomes in Detroit, MI. Dr. Robinson teaches doctoral and master’s courses in leadership, educational leadership, educational policy and politics, and school and community relations. Dr. Robinson teaches a dissertation preparation and research seminar for doctoral students. She also serves as the program coordinator for the online Education Public Policy Leadership Certificate, which is offered in partnership with the Voinovich School for Leadership and Public Affairs. Her research interests include educational leadership, education policy, school and community relations, the experiences of marginalized groups in education, and social justice in education.

Research, Engagement, and Outreach interests: School and Community Partnerships and Community Engagement; Education Policy and Advocacy; Educational Experiences of Underrepresented and Marginalized Groups.

Most Recent Publications (Selected):

Robinson, D., Suhr, J., & Buelow, M. (2024). Academic self-handicapping as a mediator of the relation between imposterism and academic goal orientation: Testing invariance by gender and underrepresented status. Journal of American College Health, 1–8.

Davis, R. A., Horton, G. J., Robinson, D. V., & Johnsen, S. K. (2024). Hidden in plain sight: The Culture of Excellent Black High Schools in the Era of Jim Crow. Gifted Child Today, 47(1), 14-39.

Mather, P. C., Gut-Zippert, D. M., Robinson, D. V., VanDerveer, B. J., & Balarabe, O. A. (2024). Mentoring new faculty: An appreciative approach. Journal of Appreciative Education, 11, 1-14.

Robinson, D., Suhr, J., Buelow, M., & Beasley, C. (2023). Factors related to academic self-handicapping in Black students attending a predominantly White University. Social Psychology of Education, 1-18.

Robinson, D. V., VanDerveer, B. J., & Gut-Zippert, D. M. (2023). Reciprocal mentoring: A community mentoring culture in a college of education. In J. Haddock-Millar, P. Stokes, & N. Dominquez (Eds.), Reciprocal Mentoring, Routledge.

Robinson, D. V., Gut-Zippert, D. M. & VanDerveer, B.J. (2022). Strengthening a community and mentoring culture in a college of education. The Chronicle of Mentoring and Coaching, 6(1), 469 – 473. Retrieved from

Robinson D. V., & Robinson, J. T (2022). Equity, parents, and technology - Mother's post-pandemic perspectives of children's online experiences during COVID-19. In Hokanson, B, Exter, M., Schmidt, M., & Tawfik, A.*(editors). Toward inclusive learning design: Social Justice, equity, and community. Springer

Robinson D. V., Robinson T., Ogundimu A. (2021) Strategies for Creating Engaging Learning Communities to Inspire and Motivate Adult Learners. In: Hokanson B., Exter M., Grincewicz A., Schmidt M., Tawfik A.A. (eds) Learning: Design, Engagement, and Definition. Educational Communications and Technology: Issues and Innovations. Springer, Cham.

Robinson, D. V., Robinson, J. T., Ward Randolph, A. L (2020). Lending a hand to support successful trajectories of Black students. In A. R. Washington, & R. B. Goings, M. S. Henefield (Eds.), Creating and sustaining effective K-12 school partnerships: Firsthand accounts of promising practices. Charlotte, NC: Information Age Publishing.

Hines, E. M., Moore III, J. L., Mayes, R. D., Harris, P. C., Vega, D., Robinson, D. V., ... & Jackson, C. E. (2020). Making student achievement a priority: The role of school counselors in turnaround schools. Urban Education, 55(2), 216-237.

Ward Randolph, A. & Robinson, D. V. (2019). De facto desegregation in the urban north: Voices of African American teachers and principals on employment, students, and community in Columbus, Ohio, 1940 to 1980. Urban Education, 54(10), 1403 – 1430.

Ward Randolph, A. & Robinson, D. V. (2019).  Teaching and leading as a principled act. In D. M. Santoro & L. Cain (Eds.)  Principled Resistance: How Teachers Resolve Ethical Dilemmas( pp187-202). Cambridge: MA: Harvard Education Press.

Robinson, D., & Mazid, I. (2017). Embracing Family Diversity through Transformative Educational Leadership, the Ethics of Care, and Community Uplift in Schools. Journal of School and Public Relations, 37(37), 203-226.

Robinson, D. V. (2017). Collaborative partnerships between parents and educational leaders: Reversing the school and home divide. Journal for Multicultural Education, 11(1), 2–18.

Robinson, D. V. & Gimbert, B. G. (2017). Mentoring non-traditionally prepared teachers: A focus on the literature. Critical Issues in Teacher Education, 24(1), 80–98.

Robinson, D. V. & Volpe, L. (2015). Navigating the parent involvement terrain – The engagement of high poverty parents in a rural school district. Journal of Family Diversity in Education. 1(4), 66 – 85.

Robinson, D. V., Moore, J. L., III, & Mayes, R. D. & Robinson, J. R. (2014). Chutes and ladders: Young African American males navigating potholes to climb to success. In Moore, J. L., III, & Lewis, C. W. (Eds.), African American Males in PreK-12 schools: Informing Research, Practice, and Policy. Emerald Publishing.

Robinson, D. V., Moore, J. L., III, & Mayes, R. D. (2013). Two Gifted African American Brothers Achieving in Spite of the Odds. In Grantham, T., Frazier Trotman Scott, M., & Harmon, D. Young, Triumphant and Black. Prufrock Press.

Allen, A., & Robinson, D.V. (2008). Schools, communities, and local newspapers: New questions to examine. In Wayne Hoy & Michael DiPaola (Eds.) Improving Schools: Studies in Leadership and Culture. Greenwich, CT: Information Age Publishing, Inc.

Allen, A. & Robinson, D. (2008). Charter Schools Must Be Publicly Regulated. In Henningfield, D. (Ed.), At Issue: Charter Schools. Farmington Hills, MI: Greenhaven Press, pp. 49-70.