Assistant Professor

Dr. Tracy Arámbula Ballysingh is an Assistant Professor of Higher Education and Student Affairs at the University of Vermont. She has taught an undergraduate honors course on P-16 American Educational (In)Equality and graduate-level courses in Higher Education Law, Higher Education Organization and Administration, Social Justice and Inclusion in Higher Education, Program Evaluation and Assessment, Practica, and Educational Policy. A qualitative P-16 educational access and completion scholar, Dr. Ballysingh’s work explores the systems, structures, policies, and cultural contexts that preclude or promote achievement for 1st generation, low-income, and/or students of color.

Dr. Ballysingh's scholarship has been published in a wide range of leading journals. 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 also served as a faculty affiliate for Project MALES (Mentoring to Achieve Latino Educational Success) since 2016 and serves on the editorial boards of the Journal of Higher Education and the Journal of the First-Year Experience & Students in Transition.

Dr. Ballysingh has taught pre-k through graduate school, served as an academic advisor, mentor, and instructor for first-year/first-generation college students, as director of student success programs, and as a policy analyst for the Texas Senate’s Higher Education Committee.

Publications

Ballysingh, T. A., Snodgrass Rangel, V., Gonell, E., & Sáenz, V. B. (in press). Mechanisms of matriculation: School counseling resources and Latino male college-going. Professional School Counseling.

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 Association of Hispanics in Higher Education (AAHHE)
  • American College Personnel Association (ACPA)
  • American Educational Research Association (AERA)
  • Association for the Study of Higher Education (ASHE)
  • National Association for Student Personnel Administrators (NASPA)
Tracy Arámbula Ballysingh

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

Contact

Phone:
  • 802-656-4124
Office Location:

210C Mann Hall

Courses Taught

  • D1:(In)Equality in P-16 American Education (HCOL 186-L)
  • Social Justice & Inclusion in Higher Education (EDHI 375A)
  • Higher Education Law (EDHI 377)
  • Higher Education Administration & Organization (EDHI 383A)
  • Doctoral Dissertation Research (EDLP 491L)