Anjalé D. Welton’s scholarship examines how educational leaders both dialogue about and address race and racism in their school communities. Her research specific to racial equity and justice also considers the role of student and community voice, leadership, and activism in education reform and transformation. Some of her professional experiences include coordinator of a leadership and empowerment program for urban youth, a facilitator of an urban education teacher preparation program, and a teacher in large urban districts. She is also committed to providing professional development for educational leaders on issues of race and equity. Her most recent co-authored book (with Sarah Diem, University of Missouri), Anti-racist Educational Leadership and Policy: Addressing Racism in Public Education, challenges school leaders to question the racial implications of the policies they design and implement. Their book received the 2020 Taylor and Francis “Outstanding New Textbook” Award in Behavioral Sciences and Education.
- PhD Educational Administration, University of Texas at Austin, 2011
- MA Special Education, George Washington University, 2005
- MA Educational Policy and Leadership, University of Maryland, College Park, 2003
- BA Psychology, Southern Methodist University, 2001
- Diem, S., & Welton, A. (2020). Anti-racist Educational Leadership and Policy: Addressing Racism in Public Education. In Routledge.
- Welton, A., & Mansfield, K. (2020). More than Just an Academic Exercise: Conjoining Critical Policy Analysis and Community-Engaged Research as an Embodiment of Political Action. Educational Studies, 56(6), 619-635.
- Welton, A., Diem, S., & Carpenter, B. W. (2019). Introduction to the special issue: Negotiating the politics of antiracist leadership: The challenges of leading under the predominance of whiteness. Urban Education, 54(5), 627-630.
- Welton, A., Diem, S., & Carpenter, B. W. (2019). Negotiating the politics of anti-racist leadership: The challenges of leading under the predominance of whiteness, Special Issue. Urban Education, 54(5)
- Welton, A., Owens, D., & Zamani-Gallaher, E. (2018). Anti-racist change: A conceptual framework for educational institutions to take systemic action. Teachers College Record, 120(14) Online Publication/Abstract.
- Welton, A., & Freelon, R. (2018). Community organizing as educational leadership: Lessons from Chicago on the politics of racial justice. Journal of Research on Leadership Education, 13(1), 79-104.
- Welton, A., & Zamani-Gallaher, E. M. (2018). Facilitating Institutional Change for Racial Equity in the Educational Pipeline. Teachers College Record, 120(14) Online Publication/Abstract.
- Welton, A., & Diem, S. (2016). Who will be “My Brother’s Keeper?” The Problematic nature of using a Colorblind approach to address racial inequities. Teachers College Record Online Publication/Abstract.
- Welton, A., & Williams, M. (2015). Accountability strain, college-readiness drain: Sociopolitical tensions involved in maintaining a college-going culture in a high “minority,” high poverty Texas high school. The High School Journal, 98(2), 181-204.
- Welton, A., Diem, S. A., & Holme, J. J. (2015). Color conscious, cultural blindness: Suburban school districts and demographic change. Education and Urban Society, 19(4), 731-762.