Tehia Starker Glass

Dr. Tehia Starker Glass is an Professor of Elementary Education and Educational Psychology in the department of Reading and Elementary Education at the University of North Carolina at Charlotte. She is the first Black woman to earn tenure in the College of Education at UNC Charlotte. Hailing from San Diego, California, Dr. Starker Glass earned her B.S. degree in Elementary Education from Bethune-Cookman University. She earned her M.A. in Educational Technology from the University of Northern Iowa, and her Ph.D. in Educational Psychology from the University of Nebraska-Lincoln. Her research interests include preparing preservice and inservice teachers’ culturally responsive teaching self-efficacy, examining motivational factors that influence teachers’ behavior towards culturally diverse students, culturally responsive classroom management, the impact of teacher education at historically Black colleges and universities (HBCU’s), and instructional design. Her current personal and research endeavors include preparing caregivers and teachers to discuss race with children.

Dr. Starker Glass’ teaching background spans K-12 through higher education. She has taught in 2 countries, and 4 states. The majority of her teaching experiences have been in urban and/or title one elementary schools while in the states. While in higher education, Dr. Starker Glass has taught courses in educational technology, multicultural education, principles of college teaching, educational psychology, child development, curriculum integration and theory, social studies for elementary students, and introduction to teaching. She teaches both undergraduate and graduate courses. She serves as a mentor to many graduate students, and has presented to assistant professors on how to earn tenure.

Dr. Starker Glass is active in several professional organizations including the American Educational Research Association, and National Association of Multicultural Education. She serves as affiliate faculty at the UNC Charlotte Urban Education Collaborative. Within the community, she is a member of Delta Sigma Theta Sorority, Inc. and a member of local organization that prepares caregivers and teachers to discuss race with children.

Research Interests:
Recipient, Bethune-Cookman University 40 under 40 award
Recipient, UNC @ i3 Technology Fellowship, 2016
Nominee, College of Education Award for Diversity, 2013, 2014
Nominee, Teaching Fellows Annual Undergraduate Teaching Award, 2011

Education:
Ph.D. – Educational Psychology, University of Nebraska-Lincoln 2008
M.A. – Educational Technology, University of Northern Iowa, 2003
B.S. – Elementary Education, Bethune-Cookman College, 1999

Teaching:
Undergraduate and Graduate Courses:
Educational technology
Multicultural education
Principles of college teaching
Educational psychology
Child development
Curriculum integration and theory
Social studies for elementary students
Introduction to teaching

Community Involvement:
Delta Sigma Theta Sorority, Inc.
Women Intercultural Exchange
Brownicity, Inc Group
CMS School PTA member
Tri It For Life

Selected Publications:
Allen, A., Hancock, S.D., Starker-Glass, T. & Lewis, C.W. (in press). Mapping culturally
relevant pedagogy into teacher education programs: A critical framework. Teachers College Record

Miller, E. & Starker-Glass, T. (In Press). The Maintenance of Whiteness in Urban Education. The New
Educator.

Siwatu, K. O., & Starker, T. V. (2014). Preparing culturally responsive teachers: The role of
educational psychology. In G. S. Goodman (Ed.) Educational psychology reader: The art and science of how people learn. (pp. 193-202). New York: Peter Lang.

Fitchett, P., Starker, T.V., & Salyers, B. (2012) Examining preservice teachers’ culturally responsive teaching
self-efficacy in a social studies course. Urban Education, 47(3), 585-611.* Available online: doi: 10.1177/0042085912436568.
• Editor’s Choice Collection: a compilation of the most cited, most read, and newest viewpoints on the pressing issues affecting schools in urban spaces.

Starker-Glass, T., Mariella-Walrond, H., Leggett-Watson, A. Scott, L. (2013). The Legacy Lives,
“I leave you a thirst for education, – Dr. Bethune’s vision in action: A study of the impact of an HBCU on teachers. In Y. Sealy Ruiz, C. Lewis, & I. Toldson (Eds.), Teacher Education and the Black Community: Implications for Access, Equity, and Achievement. (pp. 225 – 243). Charlotte, NC: Information Age Publishing.

Hancock, S. D. & Starker, T.V. (2010) Deconstructing Teacher Bias: Exploring attributional bias in urban
teachers. In L. Howell, C. Lewis, & N. Carter (Eds.), Yes we can! Improving urban schools through innovative educational reform. (pp. 177- 205) Washington, DC: Stylus Publishing.