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Julius Davis

Associate Professor

James E. Proctor, Jr. Building, Suite 233N 301-860-3135

Julius Davis, Ed.D., is an associate professor of mathematics education and coordinator of the Master of Arts in Teaching Program at Bowie State University in the Department of Teaching, Learning, and Professional Development in the College of Education. At Bowie, he works closely with pre-service and in-service K–12 teachers and school leaders in Maryland schools. Dr. Davis engages in professional development with K–12 teachers focused on black males, culturally responsive pedagogy, differentiated instruction, technology integration, and STEM (science, technology, engineering, and mathematics) education. He has secured grants to support teachers’ professional learning and development. Davis has also worked with individual schools, school districts, and state agencies to produce culturally responsive and STEM resources for educators.

Dr. Davis has two main strands of research focused on Black students and teachers in urban schools. His research of Black students critically examines their mathematical achievement and experiences. He also examines how policies shape Black students’ mathematical achievement and experiences. Dr. Davis research of Black mathematics teachers focuses on content and pedagogical knowledge, academic and professional experiences, and policies that shape their praxis. His research of students and teachers primarily focuses on Black males. Dr. Davis’ research focused on Black teachers and students has appeared in scholarly publications and has been presented at international, national, and regional conferences. He works closely with teachers and instructional and school leaders in developing their dissertation research in urban and educational leadership doctoral programs.

Dr. Davis holds a doctorate in mathematics education from Morgan State University, a master’s degree in middle/secondary instruction with a concentration in mathematics from Edinboro University, and a bachelor’s degree in mathematics education from Lincoln University. Dr. Davis has teaching and leadership experiences in schools, nonprofit organizations, university mathematics, educational leadership, and teacher preparation programs.

 

TEACHER & EDUCATIONAL LEADER PROFESSIONAL DEVELOPMENT (Select)

  • Davis, J. (2018). Culturally Responsive Classroom Management. Professional Development provided to Teachers.
  • Davis, J. (2017). What Does It Mean To Be A Culturally Relevant Elementary School Mathematics Teacher? Is This Right For Me?. Professional Development provided to Elementary School Mathematics Teachers.
  • Davis, J. (2017). Hmm, Am I A Culturally Relevant Middle School Mathematics Teacher? Professional Development provided to Middle School Mathematics Teachers.
  • Parker, W. and Davis, J. (2017). Exploring Culturally Relevant and Responsive Educational Leadership. Professional Development provided to Assistant Superintendent, Principals, Directors and Equity Officers.
  • Parker, W. and Davis, J. (2017). Race and Poverty is Everyone’s Business. Professional Development provided to Teachers, Teacher Leaders, Instructional Leaders, Principals and Assistant Principals.
  • Parker, W. and Davis, J. (2017). On a Mission to Examine Implicit Bias, Race and Poverty in Schools. Professional Development provided to Principals, Directors and Equity Officers.
  • Parker, W. and Davis, J. (2017). Improving Instructional Leadership and Student Learning of Racially and Culturally Diverse Student Populations. Professional Development provided to Assistant Superintendent, Principals, Directors and Equity Officers.
  • Parker, W. and Davis, J. (2017). Taking Action to Achieve the Mission to Address Implicit Bias, Race and Poverty in Schools. Professional Development provided to Principals, Directors and Equity Officers.
  • Davis, J. (2015). What are You Willing to Do?: Culturally Relevant Practices for Black Males in Elementary and Middle School. Professional Development provided to Teachers and Teacher Leaders.

PUBLICATIONS (Select)

Books

  1. Davis, J. & Jett, C. (2019). Critical race theory in mathematics education. New York, NY: Routledge. (book)

Journal Special Issue Editorship

  1. Davis, J., Lewis, C. & Toldson I. (2018). Introduction to special issue: International perspectives on Black male teachers, teacher and educational leaders. Journal of Multicultural Education, 12(2), 86-89 (special issue)
  2. Ladeji-Osias, J., Coleman, S. & Davis, J.(approved). Increasing the Representation of Black Male Middle Schools Students in Engineering and Technology Fields through Informal Learning Programs at HBCUs. Journal of African American Males in Education (Fall 2019).

Peer-Reviewed Journal Articles

  1. Davis, J., Anderson, C. & Parker, W. (in-press). Identifying and supporting Black male students in gifted, honors, and advanced mathematics courses and programs throughout the K-12 pipeline. Gifted Child Today
  2. Davis, J. (2018). Redefining Black students’ success and high achievement in mathematics education: Towards a liberatory paradigm. Journal of Urban Mathematics Education, 11(1&2), 69-77. (article)
  3. Goings, R.B., Alexander, S. Davis, J., Walters, N. (2018). Using double consciousness as an analytic tool to discuss the decision making of Black school leaders in disrupting the school-to-prison pipeline. Taboo: The Journal of Culture and Education, 17(4), 29-48. *Article with school leaders* (article)
  4. McIntosh, K., Davis, J., Garraway, R. & Burt, J. (2018). Every student succeeds (except for Black male students) act. Teachers College Record. 120(13), 1-20. *Article with doctoral student* (article)
  5. Davis, J., Long, L., Green, S., Crawford, Y. & Blackwood, J. (2018). An in-depth case study of a prospective Black male teacher candidate with an undisclosed disability at a HBCU. Journal of Research Initiatives, 3(2), 1-18 *Article with doctoral student* (article)
  6. Davis, J. (2018). An examination of three Black African mathematics teachers’ teacher preparation and teaching experiences in Africa and the U.S. Journal of Multicultural Education. 12(2), 161-171. (article)
  7. Harris, D. and Davis, J. (2018). The experiences of three Black African male mathematics teachers in a same race and gender peer mentoring program. Journal of Multicultural Education. 12(2), 172-182. *Article with practicing school leader* (article)
  8. Goings, R. B., Davis, J., Britto, J., & Greene, D. (2017). The influence of mentoring on the academic trajectory of a 17-year-old Black male college sophomore from the United Kingdom: a single case study. Mentoring & Tutoring: Partnership in Learning, 25(3), 346-368. *Article with undergraduate and doctoral students* (article)
  9. Pitts Bannister, V. R., Davis, J., Mutegi, J., Thompson, L., & Lewis, D. (2017). "Returning to the Root" of the problem: Improving the social condition of African Americans through science and mathematics education. Catalyst: A Social Justice Forum. 7(1), 4-14. *Article with doctoral student* (article)
  10. Davis, J. (2014). The influence of hip-hop on African American middle school youth in a poor and working class urban community. African American Learner, 3(1) (Online Journal)
  11. Davis, J. (2014). The mathematical experiences of African American males in a predominantly Black urban middle school and community. International Journal of Education in Mathematics, Science and Technology (IJEMST) 2(3), 206- 222. (article)
  12. Clark, L., Jones, T. & Davis, J. (2013). Conceptualizing the African American mathematics teacher as a key figure in the African American education historical narrative. Teachers College Record. 115(2), 1-29. (article)
  13. Thompson, L. & Davis, J. (2013). The meaning high-achieving African American males in an urban high school ascribe to mathematics. Urban Review. 45(4), 490-517. (article)
  14. Davis, J. & Martin, D.B. (2008). Racism, assessment & instructional practices: Implications for mathematics teachers of African American students. Journal of Urban Mathematics Education 1(1), 10-34. (article)

Book Chapters

  1. Jett, C. C., & Davis, J. (in-press). Black males' experiences throughout the STEM pipeline: Factors that contribute to their success. In E. McGee & W. Robinson (Eds.), Interjecting multidisciplinary perspectives of race and gender for diversification in STEM. New Brunswick, NJ: Rutgers University Press. (Peer-Reviewed)
  2. Davis, J. Goings, R. & Allen, K. (2019). Developing pre-service mathematics teachers to meet the needs of Black male students in teacher education programs. In G. Prime (Ed.), Centering race in the STEM education of African American K-12 learners. New York, NY: Peter Lang Publishing Inc. (Peer-Reviewed). (book)
  3. Davis, J. (2016). Free to conduct research of race and racism in the lives, schooling, and mathematics education of Black students in my West Baltimore community (pp. 79-89). In R. Palmer, C. Gipson, L. Walker, C. Troy, R. Goings, & F. Commodore (Eds.), Graduate education at HBCUs: A student perspective. United Kingdom: Routledge. (Peer-Reviewed) (book)
  4. Davis, J., Jones, T. & Clark, L. (2013). The case of a Black male mathematics teacher teaching in a unique urban context: Implications for recruiting Black male mathematics teachers (pp. 77-92). In C. W. Lewis & I. A. Toldson (Eds.), Black male teachers: Diversifying the nation’s workforce. Bingley, United Kingdom: Emerald Group Publishing. (Peer-Reviewed) (book)

Book Review

  1. Davis, J., Pitts-Bannister, V. & Mutegi, J. (2014). Hip-Hop and mathematics: Schooling hip-hop: A critical review of the use of hip-hop based education to teach African American students’ mathematics in urban schools. Journal of Urban Mathematics Education, 7(1), 96-106. (Peer-Reviewed) (article)

International & National Peer-Reviewed Presentations (Select)

  1. Davis, J. (Symposium organizer, discussant, April, 2019). Leveraging Instructional, Content, and Mentoring Practices for Black Male Middle School Students in Informal STEM Programs at Historically Black Colleges and Universities. American Educational Research Association Annual Conference. Toronto, Canada.
  2. Burt, J., Davis, J., Hairston, K. & Long, L. (April, 2019). Sankofa: Examining the Impact of a Preservice Teacher Culturally Responsive Curriculum at an HBCU. Presentation at American Educational Research Association Annual Conference. Toronto, Canada.
  3. Coleman, S., Davis, J., & Goings, R. (April, 2019). Using Asset-Based Pedagogy to Facilitate STEM Learning, Engagement, and Motivation for African American Middle School Boys. Presentation at American Educational Research Association Annual Conference. Toronto, Canada.
  4. Davis, J.Goings, R. & Allen, K. (April, 2019). Developing pre-Service mathematics teachers to meet the needs of Black male students in teacher education programs. Mini-course presentation at the National Association for Research in Science Teaching Annual International Conference. Baltimore, MD.
  5. Burt, J., Davis, J., Hairston, K. & Long, L. (2019, February). Culturally Responsive Practice and Diversity Workshop Series: Teaching Practices through Diversity to Impact Personal Behavior in Education. Presentation at American Association of Colleges for Teacher Education. Louisville, KY
  6. Davis, J. (2018, November). Supporting Prospective Black Male Teachers in an Educator Preparation Program at an HBCU. Presentation at International Conference on Urban Education. Nassau Bahamas.
  7. Davis, J. (Symposium organizer, chair, April, 2018). Developing the next generation of Black male teacher through undergraduate research. American Educational Research Association Annual Conference. New York, NY.
  8. Parker, W. & Davis, J. (2017, July). Real talk: What are you willing to do for students’ living in poverty? Presentation at Association for Supervision and Curriculum Development (ASCD) Conference on Educational Leadership. Denver, CO.
  9. Parker, W. & Davis, J. (2016, November). Culturally responsive educational leaders: A critical conversation. Presentation at Association for Supervision and Curriculum Development (ASCD) Conference on Educational Leadership. National Harbor, MD
  10. Parker, W. & Davis, J. (2016, November). Understanding poverty and race: It’s everyone’s business. Presentation at Association for Supervision and Curriculum Development (ASCD) Conference on Educational Leadership. National Harbor, MD
  11. Davis, J. (2016). STEM Education for liberation: The key to achieving equity and social justice for people of African ancestry. Keynote address for the Continental and Diasporic Africa in Science Education (CADASE) research interest group within the National Association for Research in Science Teaching (NARST) Annual International Conference. Baltimore, MD (Invited)
  12. Davis, J. (Symposium organizer, April, 2016). International perspectives of Black male teachers. Presentation at American Educational Research Association Annual Conference. Washington, DC.
  13. Davis, J. (2016). Black African mathematics teachers: Are they preservice or inservice teachers? Presentation at the Annual American Educational Research Association Annual Conference. Washington, DC.
  14. Long, L., Davis, J., Hicks, T. & Williams, C. (November, 2015). Achieving equity/access for African American males through developing partnerships. Presentation at National Alliance of Black School Educators (NABSE). Washington, DC.

Grants (Select)

  1. Davis, J. (2018). Expanding Black Male Research Across Campus. Bowie C2ARES Transition Research Grant. $6,000. Lead Principal Investigator.
  2. Davis, J. & Parker, W. (2018). Faculty Professional Development Award. Bowie State University Title III Faculty and Staff Ecosystem for Professional Development. $6,000. Lead Grant Writer.
  3. Davis, J. & Ladeji-Osias, J. (2017). Exploratory Research: Discovering Promising Pedagogical and Mentoring Practices and Strategies to Increase Black Males Participation in Engineering. National Science Foundation EAGER. $249,000. Lead Principal Investigator.
  4. Hairston, K., Davis, J. & Long, L. (2017). Collaborative Video Lab: Enhancing Pre-Service Teacher Experiences through Culturally Responsive Pedagogy. University System of Maryland. $25,196. Co-Principal Investigator.
  5. Davis, J., Goings, R., Long, L. & Parker, W. (2016). The Black Male Teach Project. Bowie C2ARES Competition. $5,500. Lead Principal Investigator.
  6. Davis, J. (2016). The Undergraduate Black Male Teacher Research. Bowie State University. EI2: Summer Undergraduate Research Institute. $12, 450. Principal Investigator.
  7. Sweeney, J., Davis, J., Garin, E., & Williamson, J. (2014). Strengthening Disciplinary Writing in Math and Science through Culturally Responsive Practices. Maryland Higher Education Commission. $112,000. Co-Principal Investigator.
  8. Garin, E., & Davis, J. (2014). The University System of Maryland. Teacher Redesign Grant. $20,000. Co-Principal Investigator.
  9. Davis, J., Garin, E. & Long, L. (2013). Preparing Secondary Education Teachers to Teach Diverse Learners in High Minority Schools. The Maryland State Department of Education (MSDE) Race to the Top High Needs/High Minority Schools Grant Sponsored by the Maryland Teach Consortium. $25,000. Lead Principal Investigator.
  10. Garin, E., & Davis, J. (2013). The University System of Maryland. Teacher Redesign Grant. $25,000. Co-Principal Investigator.
  11. Garin, E., Davis, J. & Long, L. (2012). The University System of Maryland. Teacher Redesign Grant. $30,000. Co-Principal Investigator.
  12. Davis, J. (2012). Center for Excellence in Teaching and Learning (CETL) Grant: The Black Male Project. $3,500. Principal Investigator.
  13. Brooks, C. & Davis, J. (2012). Center for Excellence in Teaching and Learning Grant: The Master of Arts in Teaching Program Improvement Grant. $3,500. Co-Principal Investigator.

CONTRIBUTING MANUAL & STRATEGIC PLAN AUTHOR

  1. Maryland State Department of Education (2014). STEM education strategic plan. Baltimore, MD: Author (strategic plan)
  2. Maryland Teaching Consortium (2014). Preparing educators for high teachers, and principals. Baltimore, MD: Maryland State Department of Education (manual)

MEDIA/NEWS (Select)