Associate Professor of Higher Education and Student Affairs

Dr. Tracy Arámbula Turner is an associate professor and program coordinator of the Higher Education and Student Affairs Administration (HESA) graduate program at the University of Vermont. She teaches P-16 American Educational (In)Equality in the undergraduate Honors College and Higher Education Law and Higher Education Organization and Administration at the graduate level. A qualitative P-16 educational access and completion scholar, her work explores the systems, structures, policies, and cultural contexts that preclude or promote achievement for 1st generation, low-income, and/or BIPOC students. Her approach to being a faculty member is informed by her lived experiences as a former elementary school teacher, student affairs practitioner and administrator, and legislative policy analyst.

Dr. Arámbula Turner's scholarship has been published in a wide range of leading journals, including the Review of Educational Research and Harvard Educational Review. She is active with the Association for the Study of Higher Education, the American Association of Hispanics in Higher Education, and the American Educational Research Association. She is a faculty fellow for the UVM NSF ADVANCE Project and serves on the editorial boards of the Review of Educational Research and the Journal of Higher Education.

Publications

Cabrera, N. L., Karaman, A., Ballysingh, T. A., Oregon, Y. G., Gonell, E. A., Lopez, J. D., & Deil-Amen, R. (2022). Race without gender?: Trends and limitations in the scholarship regarding college men of color. Review of Educational Research. 92(3), 331-369. https://doi.org/10.3102/00346543211054577

Ballysingh, T. A., Snodgrass Rangel, V., Gonell, E., & Sáenz, V. B. (2021). Mechanisms of  matriculation: School counseling resources and college-going for Latino men. Professional School Counseling, 25(1), 1-12. https://doi.org/10.1177/2156759X211040033.

Ballysingh, T. A. (2021). Aspirational and high-achieving Latino college men who strive “Por mi madre”: Toward a proposed model of maternal cultural wealth. Journal of Hispanic Higher Education, 20(4), 347-364. https://doi.org/10.1177/1538192719870925.

Kervick, C. T., Garnett, B., Moore, M., Ballysingh, T. A., & Smith, L. C. (2020). Introducing restorative practices in a diverse elementary school to build community and reduce exclusionary discipline: Year one processes, facilitators, and next steps. The School Community Journal, 30(2), 155-184.

Garvey, J. C., Ballysingh, T. A., Dow, L. B., Howard, B. L., Ingram, A. N., & Carlson, M. (2020). Where I sleep: The relationship with residential environments and first-generation belongingness. College Student Affairs Journal, 38(1), 16-33. https://doi:10.1353/csj.2020.0001.

Garnett, B. R., Kervick, C. T., Moore, M., Ballysingh, T. A., & Smith, L. C. (2020). School staff and youth perspectives of tier one restorative practices classroom circles. School Psychology Review. https://doi.org/10.1080/2372966X.2020.1795557.

Snodgrass Rangel, V. & Ballysingh, T. A. (2020). Counseling opportunity structures: Explaining college-going using a typology of school-level opportunity structures. Professional School Counseling. https://doi.org/10.1177/2156759X20927428.

Simpfenderfer, A., Haudley, C., & Ballysingh, T. A. (2020). Beyond Access: Indigenizing Programs for Native American Student Success edited by Stephanie J. Waterman, Shelly C. Lowe, and Heather J. Shotton [Editor’s review]. Journal of Student Affairs Research and Practice. https://doi.org/10.1080/19496591.2020.1724548.

Ballysingh, T. A. (2019). The varied college pathways of Latino young adults: A narrative study of empowerment theory. Professional School Counseling, 23(1), 1-12. https://doi.org/10.1177/2156759X19877146.

Ballysingh, T. A. (2019). Aspirational and high-achieving Latino college men who strive “Por mi madre”: Toward a proposed model of maternal cultural wealth. Journal of Hispanic Higher Education. https://doi.org/10.1177/1538192719870925.

Kervick, C. T., Moore, M., Ballysingh, T. A., Garnett, B., & Smith, L. C. (2019). The emerging promise of restorative practices to reduce discipline disparities affecting youth with disabilities and youth of color: Addressing access and equity. Harvard Educational Review, 89(4), 588-610. https://doi.org/10.17763/1943-5045-89.4.588.

Garnett, B. R., Moore, M., Kidde, J., Ballysingh, T. A., Kervick, C. T., Bedinger, L., Smith, L. C. & Sparks, H. (2019). Needs and readiness assessment for implementing school-wide restorative practice: A community based participatory action research study. Improving Schools. https://doi.org/10.1177/1365480219836529.

Garnett, B. R., Smith, L. C., Kervick, C. T., Ballysingh, T. A., Moore, M, & Gonell, E. (2019). The emancipatory potential of mixed methods designs: Informing youth participatory action research and restorative practices within a district-wide school transformation project. International Journal of Research & Method in Education, 42(3), 305-316. https://doi.org/10.1080/1743727X.2019.1598355.

Kervick, C. T., Smith, L., Moore, M., Garnett, B. R., & Ballysingh, T. A. (2019). A pedagogical design to surface student voice by integrating youth participatory action research, restorative practices and critical service learning. International Journal of Student Voice, 5(2).

Ballysingh, T. A., Zerquera, D. D., Sáenz, V. B., & Turner, C. S. V. (Eds.). (2017). Answering the call: Hispanic-Serving Institutions as leaders in the quest for access, excellence, and equity in American higher education. Association of Mexican American Educators Journal, 11(3). https://doi.org/10.24974/amae.11.3.359.

Zerquera, D. D., Ballysingh, T. A., & Templeton, E. (2017). A critical look at perspectives of access and mission at diverse urban universities. Association of Mexican American Educators Journal, 11(3). https://doi.org/10.24974/amae.11.3.367.

Book Chapters

Pérez II, D., Garcia-Louis, C. Ballysingh, T. A., & Martinez, E. (2018). Advancing an anti-deficit achievement framework for Latinx college students. In A. E. Batista, S. M. Collado, and D. Pérez II (Eds.), Latinx in higher education: Exploring identity, pathways and success. National Association for Student Personnel Administrators.

Ballysingh, T. A. (2016). Caballeros making capital gains in college: The role of social capital in first-year persistence at a predominantly white 4-year institution. In V. B. Sáenz, L. Ponjuán, and J. L. Figueroa (Eds.), Ensuring the success of Latino males in higher education: A national imperative (pp. 152-173). Sterling, VA: Stylus Publishing.

Awards and Recognition

NASPA Latinx/a/o Knowledge Community Mena Valdez Outstanding Faculty Award (2021)

NASPA Region I Outstanding Contribution to Literature and/or Research Award (2020)

John Dewey Educator’s Award for Excellence in Teaching, University of Vermont, College of Education and Social Services (2020)

American Association of Hispanics in Higher Education Faculty Fellowship (2019)

Alexander Caswell Ellis Graduate Fellowship in Educational Administration, The University of Texas at Austin, Austin, TX (2010-2011)

AAHHE Graduate Fellowship, American Association of Hispanics in Higher Education, Tempe, AZ (2009-2011)

Associations and Affiliations

American Educational Research Association (AERA)

Association for the Study of Higher Education (ASHE)

American Association of Hispanics in Higher Education (AAHHE)

National Association for Student Personnel Administrators (NASPA)

College Student Educators International (ACPA)

Tracy Arámbula Turner

Areas of Expertise and/or Research

  • Higher education
  • P-16 educational opportunity
  • Educational equity, access, and success
  • School discipline disparities
  • College counseling
  • Low-income, 1st generation, and students of color experiences

Education

  • Ph.D. in Higher Education Leadership from The University of Texas at Austin
  • M.Ed. in Elementary Education from Boston College
  • B.A. in Sociology from University of Illinois

CV

PDF icon Ballysingh_CV_052322.pdf

Contact

Email:

Tracy.Ballysingh@uvm.edu

Phone:
  • 802-656-4124
Office Location:

210 Mann Hall

Website(s):
  1. Google Scholar
  2. ResearchGate
  3. Academia Website

Courses Taught

  • HCOL 186: D1:(In)Equality in P-16 American Education 
  • EDHI 377: Higher Education Law 
  • EDHI 383: Higher Education Organization & Administration 
  • EDLP 491: Doctoral Dissertation Research