333 EDCT
Urban Education

Assistant Professor
Curriculum Vitae
Scholar@TAMU Profile:
Google Scholar Profile:
Research Interests
Critical Race Theory
Juvenile Justice
Multicultural Education
School Discipline
John A. Williams III, Ph.D. is an Assistant Professor of Multicultural Education at Texas A&M University at College Station. His research focuses on developing and replicating best practices, policies, and personnel to dismantle inequitable discipline outcomes for African American students in K-12 school environments. Additionally, his research investigates how to prepare and support culturally inclusive teachers through the adaptation of multiculturalist frameworks.
Highlighed Publications
Williams III, J. A., James, M., Diaz Beltran, A. C., Young, J. Neshyba, M, & Olgetree, Q. (2021) Employing the urban education topology through a critical race spatial analysis. Urban Review. 1-31. doi: 10.1007/s11256-021-00625-y. Edit
James, M., Williams III, J. A., Diaz Beltran, A. C., Neshyba, M., Ogletree, Q., Young, J., & (2021). The equity paradox typology: A application of critical race methodology to redress racial harm against faculty of color. Qualitative Inquiry, 27(10), 1221-1232. Edit
Lim, J. H., Hunt, B., & Williams III, J. A. (2022). Unsung heroes on campus: minority veterans’ transition experiences by race. Journal of Higher Education. 1-23. doi.10.1080/00221546.2022.2031705 Edit
Books and Monographs
Williams III, J. A. & Lewis C. (2021). Reimagining school discipline for the 21 century student: Engaging students, practitioners, and community members. Information Age Publishing.
Journal Articles
Acosta, J., Williams III, J., & Hunt, B. (2019). Dual Language Program Models and English Language Learners: An Analysis of the Literacy Results from a 50/50 and a 90/10 Model in Two California Schools. Journal of Educational Issues, 5(2), 1-12.
Cash, A. H., Williams III, J. A., & Hart, L. C. (2020). University-district partnerships to improve field experiences: Candidate perceptions and performance associated with a pilot effort. Teacher and Teacher Education, 94, 1-11.
Casto, A. R., & Williams III, J. A. (2020). Seeking proportionality: An investigation of North Carolina distinguished STEM high schools. The High School Journal, 103(2),77-98. doi: 10.1353/hsj.2020.0004.
*Grice, S., Terry, A., Turner, M., Williams III, J. A., James, M. C. (in press). Have we had enough? Culturally responsive classroom management professional development and teachers’ self-efficacy. Journal of Curriculum and Pedagogy. [published with student]
Hancock, C. R., Davin, K. J., Williams III, J. A., & Lewis, C.W. (2020). Global initiatives in North Carolina: The impact on culturally and linguistically diverse learners. Dimension 2020 Special Issue: Focus on Heritage Language Learners, 132-150.
Hancock, S. D., Allen-Handy, A., Williams III, J. A., Butler, B. R., Meloche, A., & Lewis, C. W. (2021). Teaching to empower: Social justice action projects as imperatives for educational justice. Teachers College Record, 123(13), 1-37.
James, M. C., Diaz Beltran, A C., Williams III, J. A., Young, J., Neshyba, M., & Ogletree, Q. (2021). We matter too: Employing counterstorytelling to expose the equity paradoxes arresting mattering and racial healing among faculty of color. International Review of Qualitative Research. doi: 10.1177/19408447211049524.
Lee, S., York, P., Williams III, J. A., Richardson, S., Williams, B. K., Davis, A., & Lewis, C. W. (2020). Teachers’ psychological distress in North Carolina: An analysis of urban versus non-urban school districts. Urban Education, 1-31. doi: 10.1177/0042085920948955.
Mayakis, C. G., Robinson, J., & Williams III, J. A. (2018). Unearthing a K-5 STEM graduate’s experience: How does training from a STEM elementary education program influence an elementary teacher’s instruction and experiences as it relates to their teaching? Journal of STEM Teacher Education, 53(1), 53-64.
Richardson, S. C., Williams III, J. A., & Lewis, C. W. (2019). Social workers and urban school discipline: Do we need a time out? Urban Social Work, 3(2), 207-230. doi:10.1891/2474-8684.3.2.207
Williams III, J. A. (2017). North Carolina teacher preparation programs, and their connection to effective teachers. Special Issue of the Urban Education Research and Policy Annuals, 4(2), 84-96.
Williams III, J. A. (2019). Forward: Respiration. Urban Education and Research Policy Annuals, 6(2), 1-4
Williams III, J. A., Dangerfield-Persky, F. & Johnson, J. (2018). Does longevity matter?: Teacher experience and the suspension of Black middle school students. Journal of Urban Learning Teaching and Research, 14, 50-62.
Williams III, J. A., Davis, A., & Butler, B. R. (2020). Reducing discipline disparities by expanding the Black teacher pipeline: A descriptive analysis of the Charlotte-Mecklenburg school district. The Urban Review, 52(3), 505-520. doi: 10.1007/s11256-020-00558-y.
Williams III, J. A., Davis, A., Richardson, S. C., & Lewis, C. (2020). Can assistant principals' years of experience make a difference in school suspensions? A state-wide analysis of North Carolina assistant principals. Journal of School Leadership. 1-21.
Williams III, J. A., & Glass, T. S. (2018). Teacher education and multicultural courses in North Carolina. Journal of Multicultural Education, 13(2), 155-168.
Williams III, J. A., Hart, L. C., & Algozzine, B. (2019). Perception vs. reality: edTPA perceptions and performance for teacher candidates of color and White candidates Teaching and Teacher Education, 83(19), 120-133.
Williams III, J. A., Johnson, J. N., Dangerfield-Persky, F., & Mayakis, C. G. (2021). Black student suspensions, and the percentage of novice teachers employed in middle schools: Is there a relationship? Journal of Negro Education, 89(4), 448-458.
Williams III, J. A., & Lewis, C., Glass, T. S., Lim, J. H., & Butler, B. R. (2020). Exploring assistant principals’ enforcement of school discipline for African American Students. Urban Education. 1-29.
Williams III, J. A., & Lewis, C. W. (2020). Enriching their potential: Preparing and supporting Black male teachers in the age of edTPA. Peabody Journal of Education, 95(5), 472-483.
*Williams III, J. A., Mallant, C., & Svajda-Hardy, M. (in press). A gap in culturally responsive classroom management coverage?: A critical policy analysis of states’ school discipline policies. Education Policy. [published with student]
Williams III, J. A., & Wiggan, G. (2016). Models of success, teacher quality and student disciplinary infraction: A critical analysis of Chicago's Urban Preparatory Academies and Harlem Children's Zone. Journal of Educational Issues, 2(2), 73-89
Book Chapters
Lee, S., Harden, E. L., & Williams III, J. A. (2022). Humanize first, discipline second: Unadultifying African American students in K-12 schools. In Williams III, J. A. & Lewis C. (2021). Reimagining School Discipline for the 21 Century Student: Engaging Students, Practitioners, and Community Members. Information Age Publishing.
Mayakis, C. G. & Williams III J. A. (in press). What should we teach in elementary mathematics methods courses? The argument for core pedagogical content knowledge in K-5 mathematics teacher preparation. P. Jenlink (Ed.), Mathematics as the Science of Patterns: Making the Invisible Visible through Teaching. (pp. 39-57) Information Age Publishing.
Williams III, J. A., & Lewis, C. W. (2021). Urban school administrators’ incorporation of student voice/culture and community involvement toward school discipline in urban middle schools. In R. O. Guillaume; N. W. Arnold, & A. F. Osanloo (Eds.), Handbook on Urban Educational Leadership. (2nd eds., pp. 305-330). Rowman.
Williams III, J., Bryant, A. C. & Lewis, C. (2018). Education, economics, & segregation in Baton Rouge. In K. J. Fasching-Varner, K. J. Tobin, & S. M. Lentz, (Eds.), Black deaths, & blue ribbons (pp. 111-116). Brill Sense