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Chayla Haynes Davison
Office#: 543 Harrington Office Building
Mail Stop: 4226
Office Phone: Not provided
Vita: View Document
Short Bio
Dr. Chayla Haynes Davison is an Assistant Professor of Higher Education Administration and the recipient of Texas A&M University's Robert and Mavis Simmons Faculty Fellowship. She received her Ph.D. in Higher Education from the University of Denver and also holds a M.A. in College Student Personnel from Bowling Green State University. Dr. Haynes Davison's research interests and expertise include: critical and inclusive pedagogy, critical race theory and intersectionality scholarship (i.e., critical race theory, critical race feminism, and intersectionality), and Black women in higher education. She is co-editor of Interrogating Whiteness and Relinquishing Power: White Faculty's Commitment to Racial Consciousness in STEM Classrooms (Peter Lang Publishing) and Race Equity and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education (Stylus Publishing). Her scholarship has also been featured in Teachers College Record, the International Journal of Teaching and Learning in Higher Education, the Journal of Critical Scholarship in Higher Education and Student Affairs, and the Journal of Negro Education. Her scholarly contributions were recognized by the American College Personnel Association (ACPA), who named Dr. Haynes Davison an Emerging Scholar Designee in 2016. In 2018, Dr. Haynes Davison and colleagues Drs. Lori Patton Davis and Natasha Croom were recognized by ACPA's Coalition on Women's Identities for their scholarly collaborations on Black women in higher education, receiving their Research and Scholarship Award. Prior to the professoriate, Dr. Haynes Davison served the higher education and student affairs profession for 15 years, as a former Director of Orientation and Family Programs and Services, Director of Student Affairs and Career Services, and Director of Student Activities.

Research Interests
Black women in higher education
Critical and inclusive pedagogy (i.e., instructional methods and course design in college teaching and faculty development)
Critical race theory and intersectionality scholarship
Race, equity and inclusion in higher education
Publications (journal articles, books, book chapters)*

1. Haynes, C., Taylor, T., Mobley, S. & Haywood, J. (in press). Existing and resisting: The pedagogical realities of Black, critical men and women faculty. Journal of Higher Education (In Press)

2. Haynes, C. &[194][160]Stewart, S.[194][160](2019). Framing the Caribbean landscape: approaching grounded theory from decolonizing perspective. In S. Stewart (Ed.),[194][160]Decolonizing qualitative approaches for and by the Caribbean.[194][160]Information Age Publishing, Inc.

3. Haynes, C. & Patton, L.D. (2019). From racial resistance to racial consciousness: Engaging White STEM faculty in pedagogical transformation. Journal of Case Studies in Educational Leadership, 22 (2), 85-98.

4. Haynes, C. & Bazner, K. (2019). Pedagogy of the oppressed: Faculty thwarting 'learning while Black' at predominantly White institutions. International Journal of Qualitative Studies in Education, 32 (9), 1146-1161

5. Stanley, C. & Haynes, C. (2019). What have we learned from critical qualitative inquiry about race equity and social justice? An interview with pioneering scholar Yvonna Lincoln. The Qualitative Report, 24(8), 1915-1929.

6. Patton, L. D. & Haynes, C. (2018). Hidden in plain sight: The Black women's blueprint for institutional transformation in higher education. Teachers College Record, 120(14), 1-18.

7. Haynes Davison, C. & Patton Davis, L. (2018, April 22). Lessons from Starbucks’ imperfect response to systemic racism. Retrieved from

8. Tuitt, F., Haynes, C., & Stewart, S. (2018). Transforming the classroom at traditionally White institutions to make Black lives matter. To Improve the Academy: A Journal of Educational Development, 37(1), 63-76. doi:10.1002/tia2.20071

9. Patton, L. D. Croom, N. & Haynes, C. (Eds.) (2017). Centering the experiences of Black undergraduate women in college [Special Issue]. NASPA Journal about Women in Higher Education, 10(2).

10. Haynes, C. (2017). Dismantling the white supremacy embedded in our classrooms: White faculty in pursuit of more equitable educational outcomes. International Journal of Teaching and Learning in Higher Education, 29(1), 87-107

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* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts
No current grants/contracts
Show Completed Grants/Contracts

Editorial Positions

Editorial Board Member (2016 - ). Journal of Education and Development in the carribean


(2018). Outstanding Teachign Achievement Award.  EAHR Dept, TAMU

(2018). 2018 Research and Scholarship award.  2018 Resarch and Scholarship Award, American College Personnel Association Coalition for women identities

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