Summary
Easton-Brooks is internationally recognized as a critical quantitative, culturally responsive researcher. His research has helped shape policies both in the United States and in places such as Africa, New Zealand, Germany and Australia. Based on his research, he has been interviewed nationally and internationally by television stations, radio talk shows, newspapers and parenting magazines. Easton-Brooks has held various roles in policy committees on both the state and national levels.
Easton-Brooks' research is centered on equity in education, and he is instrumental in introducing the concept of "ethnic matching" to the field of education, which has promoted developing a more diverse educator workforce. His world-renowned work includes a book, "Ethnic Matching: Academic Success of Students of Color," (Rowman & Littlefield), winner of the 2019 Phillip C. Chinn Book of the Year by the National Association of Multicultural Education (NAME). His collective work in Higher Education led to the 2020 Neuner Award for Excellence in Professional-Scholarly Publication by the American Association of University Administrators (AAUA) for his co-author article, The Crises Are Coming: Social Media Challenges Facing Higher Education Leadership, published in the Journal of Higher Education Management. In addition, he has served as a section editor on "The Handbook of Teachers of Color" through the American Educational Research Association (AERA). He also serves on the editorial board for Urban Education.
Through his leadership and research, Easton-Brooks was the co-founder and chair of the Oregon Educator Equity Advisory Group, which assists the state, universities and school districts in creating a culturally-responsive educator workforce. He directed the Oregon Teacher Pathway program and co-directs the Center for Culturally Responsive Practice at Eastern Oregon University. He was elected to the board of the American Association of Colleges for Teacher Education (AACTE). He also serves on the executive board of The Council of Academic Deans from Research Education Institutions (CADREI), on the Board of Directors for WestEd, and is a member dean of the Learning and Education Academic Research Network (LEARN), a group of deans from top research universities who meet with national legislators to promote the continued support of educational research. On the international level, his leadership has been recognized twice at the International Urban Education Conference. He has also served as a mentor for the Committee on Scholars of Color in Education (CSCE) through the American Educational Research Association (AERA).
Prior to joining the University of Nevada, Reno, Easton-Brooks was the dean of the College of Education at the University of South Dakota, the dean of the Colleges of Business and Education at Eastern Oregon University and served as the associate dean in the School of Education at Hamline University in Minnesota. He has held other leadership roles at the University of North Texas, the University of Connecticut and Seattle Central Community College.
Easton-Brooks earned his Ph.D. in Educational Leadership and Innovation from the University of Colorado at Denver. He also earned his master's degree in Early Childhood Special Education with an emphasis on multicultural family studies from the University of Colorado at Denver. Easton-Brooks and his wife, Lori, are the parents of three energetic, yet amazing boys.
Research Highlights:
- Mitchell, S. & Easton-Brooks, D. (2023). Black faculty serving Black students during Covid-19: reflections on impact, experiences, and best practices in higher education. Special Issue of JNE, Black Education Matters: Promoting Post-Pandemic Excellence in Black Education.
- Young, J. & Easton-Brooks, D. (2022). The impact of teachers of color on school belonging: A conceptual framework. In Travis J. Bristol. & Gist, C. D. Handbook of Research on Teachers of Color and Indigenous Teachers. NY: AERA.
- Gist, C. D., Bristol, T. J., & Easton-Brooks, D. (2021). The positive effects of Teachers of Color and Indigenous Teachers in Building a more ethnoracially diverse teaching force: New directions in research, policy, and practice A Kappan Special Report.
- Easton-Brooks, D. (2021). Ethnic-matching in Urban Education in Milner, H. R. & Kofu, L. (Eds). The Handbook on Urban Education Edition 2. Taylor & Francis, NY.
- Young, J. & Easton-Brooks, D. (2020). Present but unaccounted for: Practical considerations for the recruitment and retention of Black Female Teachers. Theory Into Practice.
- Easton-Brooks, D., Robinson, D., & Williams, S. M. (2018). Schools in Transition: Creating a diverse school community in Goings, R. & Young, J. (Eds). Teachers College Record 2018 Yearbook: The Every Student Succeeds Act: Critical Multicultural Perspectives from the Field.
The 2019 Philip C. Chinn Book of the Year by the National Association of Multicultural Education (NAME)
- Easton-Brooks, D. (2019). Ethnic Matching: Academic Success of Students of Color. Lanham, MD: Rowman & Littlefield.
2020 Neuner Award for Excellence in Professional-Scholarly Publication by the American Association of University Administrators (AAUA)
- Ginsberg, R., Chval, K., & Easton-Brooks, D. (2019). The Crises Are Coming: Social Media Challenges Facing Higher Education Leadership. The Journal of Higher Education Management, (32)2, 49-59.
Technical Reports:
- Easton-Brooks, D. Garcia, M., Ortiz, M, & Kaashifh (2022). Summer Program: Mentoring as a model for success.
- Easton-Brooks, D. & Kaashifh (2022). Benefits of At-Risk Student Intervention: Nevada solution to amplify graduation rates.
- Easton-Brooks, D. & Collins, M. (2021). STEM Education Learning Lab2: To enhance life-long learning.
Education
- Ph.D., Educational Leadership, University of Colorado at Denver
- M.A., Early Childhood Special Education, University of Colorado at Denver
- B.A., Sociology, Greenville University, IL