Mollie Galloway

Mollie Galloway, PhD, came to Lewis & Clark in 2006 as Director of Research and Assessment for the graduate school. As a researcher, Mollie’s interests center on conducting collaborative and applied research with schools, communities, and educational organizations to cultivate equitable leadership practice and maximize student learning, empowerment and well-being. Before moving to Portland, she was a Research Associate for the John W. Gardner Center for Youth and Their Communities at Stanford University and Director of Research for SOS: Stressed-Out Students (now Challenge Success), a Stanford University intervention designed to improve adolescent health, engagement, and academic integrity. Through this work Mollie teamed with middle schools and high schools to gather, analyze, and disseminate data to help schools make appropriate and targeted practice and policy changes at their school sites.

Personal Statement

I believe in working collaboratively with schools and educational organizations to find generative solutions that bring forward silenced voices and compel social change.

Areas of Expertise

Leadership for Equity and Social Justice, Construction of Privilege in Schools, Human Development, Applied Research Methods

Current Research

In concert with the Lewis & Clark doctoral program’s focus on social justice and social action, Mollie’s current work includes collaborative efforts with local schools and educational organizations to address issues of equity in P-12 schools.

Publications

• Ishimaru, A. M., & Galloway, M. K. (2020). Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity. Educational Administration Quarterly. Advance online publication. https://doi.org/10.1177/0013161X20947459

• Galloway, M. K., Callin, P., James, S., Vimegnon, H., & McCall, L. (2020). Culturally responsive, antiracist, or anti-oppressive? How language matters for school change efforts. Equity and Excellence in Education, 52, 485-501.

• Galloway, M. K., & Ishimaru, A. M. (2019): Leading equity teams: The role of formal leaders in building organizational capacity for equity. Journal of Education for Students Placed at Risk (JESPAR), 25, 107-125.

• Galloway, M. K., & Ishimaru, A. M. (2017). Equitable leadership on the ground: Converging on high-leverage practices. Education Policy Analysis Archives, 25(2). doi: http://dx.doi.org/10.14507/epaa.24.2205

• Galloway, M. K., Ishimaru, A., & Larson, R. (2015). When aspirations exceed actions: Leaders’ descriptions of educational equity. Journal of School Leadership, 25, 838-875.

• Galloway, M.K., & Ishimaru, A. (2015). Radical re-centering: Equity in educational leadership standards. Educational Administration Quarterly, 51, 372-408.

• Galloway, M.K., & Conner, J.O. (2015).  Perpetuating Privilege: Students’ Perspectives on the Culture of a High-Performing and High-Pressure High School. The Educational Forum,

  79, 99-115.

• Ishimaru, A., & Galloway, M.K. (2014). Beyond Individual Effectiveness: Conceptualizing Organizational Leadership for Equity. Leadership and Policy in Schools, 13, 93-146.

• Galloway, M.K., Conner, J.O., & Pope, D.C. (2013). Non-academic effects of homework in privileged, high-performing high schools. The Journal of Experimental Education, 81(4), 490-510.

• Galloway, M.K. (2012). Cheating in advantaged high schools: Prevalence, justifications and possibilities for change. Ethics & Behavior, 22(5), 378-399.

• Conner, J., Pope, D.C., & Galloway, M.K. (2009). Success with less stress. Educational Leadership, 67 (4), 54-58.

• Roeser, R.W., Galloway, M., Casey-Cannon, S., & Watson, C. (2008). Identity representations in patterns of school achievement and well-being among early adolescent girls: Variable- and person-centered approaches. Journal of Early Adolescence, 28, 115-152.

• Galloway, M.K., & Pope, D. (2007). Hazardous homework? The relationship between homework, goal orientation, and well-being in adolescence. Encounter: Education for Meaning and Social Justice, 20, 26-31.

• Galloway, M., Pope, D., & Osberg, J. (2007). Stressed-out students – SOS: Youth perspectives on changing school climates. In D. Thiessen & A. Cook-Sather (Eds.),International Handbook of Student Experience in Elementary and Secondary School(pp. 611-634). The Netherlands: Springer.

• Osberg, J., Pope, D.C., & Galloway, M. (2006). Students matter in school reform: Leaving fingerprints and becoming leaders. International Journal of Leadership in Education, 9, 329-343.

• Roeser, R.W., & Galloway, M.K. (2002). Studying motivation to learn during early adolescence: A holistic perspective. In F. Pajares & T. Urdan (Eds.), Adolescence and education, Volume II: Academic motivation of adolescents, pp. 331-372. Greenwich, CT: Information Age Publishing.

Presentations

• Galloway, M. K., & Ishimaru, A. M. (2019). Leading Equity Teams: The Role of Formal Leaders in Building Organizational Capacity for Equity. Paper presented for the annual meeting of the University Council for Educational Administration, New Orleans, LA.
• Callin, P., & Galloway, M. K. (2018). Students as Stories or Categories: Two Inquiry Teams’ Interactions around Race-Based Disparities. Paper presented at the annual meeting of the University Council for Educational Administration, Houston, TX.
• Galloway, M. K., James, S., Callin, P., Vimegnon, H., & McCall, L. (2015). Culturally responsive, antiracist, or anti-oppressive? How language matters in school change efforts. Paper presented at the annual meeting of the University Council for Educational Administration, San Diego, CA.
• Ishimaru, A., & Galloway, M. K. (2015). “Under the equity umbrella”: Developing middle school organizational leadership capacity for systemic change. Paper presented at the annual meeting of the University Council for Educational Administration, San Diego, CA.
• Ishimaru, A., & Galloway, M.K. (2014). Catalyzing Organizational Leadership for Equity: A Comparative Case Study of Middle School Leadership Teams. Paper presented at AERA, Philadelphia, PA, 2014.
• Ishimaru, A., Galloway, M.K., Larson, R., & Carr, C.S. (2012). At the Crossroads of Standards and Equity: Merging Practice and Theory to Create the Leadership for Equity Assessment  and Development (LEAD) Tool. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.
• Galloway, M.K, Ishimaru, A., Carr, C.S., & Larson, R. (2011). Got Equity? Educational Leaders’ Descriptions of Enacting Equitable Practices. Paper presented at the annual meeting of the National Professors of Educational Administration Conference, Portland, OR.
• Galloway, M.K., Gallant, T.B., Conner, J., & Pope, D.C. (2009). The student cheating problem from middle school through college. Symposium presentation at the 2009 annual meeting of the American Educational Research Association, San Diego.
• Galloway, M.K.  (2005). Struggling with student academic stress: One high school’s efforts to change a school culture.  Paper presented at the annual meeting of the American Educational Research Association, Montreal.
• Galloway, M.K., Osberg, J., & Pope, D.C. (2005). Academic expectations of high school students and their parents: Links to student health and behavior. Poster presented at the biennial meeting of the Society for Research on Adolescence, San Francisco.
• Roeser, R.W., Galloway, M.K., Heusdens, W., & Boer, M. (2002). Exploring hierarchies of motivational influences among adolescents: A study of school motivation and culture. Paper presented at the biennial meeting of the Society for Research on Adolescence, New Orleans.

Academic Credentials

PhD 2003 Stanford University, BA 1998 Johns Hopkins University