Travis J. Bristol

My research is situated at the intersection of policy and practice and is centered on three interrelated strands: (1) district and school-based practices that support teachers of color; (2) national, state, and local education policies that enable and constrain the workplace experiences and retention for teachers of color; (3) the intersection of race and gender in schools. 


Bristol, T. J. & Shirrell, M.(2018).Who is here to help me?: The work-related social networks of teachers of color. American Educational Research Journal

Bristol, T. J.& Goings, R. B. (2018).Exploring the boundary heightening experiences of Black male teachers: Lessons for teacher education. Journal of Teacher Education

 Bristol, T. J.& Mentor, M. (2018). Policing and teaching: The positioning of Black male teachers as agents in the universal carceral apparatus.The Urban Review, 50(2), 1-17.  

Bristol, T.J. (2018). To be alone or in a group: An exploration into how the school-based experiences differ for Black male teachers across one urban school district. Urban Education, 53(3), 1-21.

Goings, R. B., Bristol, T. J. ,& Walker, L. (2018). From refugee to teacher: The transition experiences of one Black male immigrant nontraditional health education major at an HBCU. Journal for Multicultural Education,12 (2). 

Waite, S, Mentor, M., & Bristol, T. J. (2018).Growing our own: Reflections on developing a pipeline for male educators of color. Journal of the Center for Policy Analysis and Research, 1(1), 148-166. 

Esboldt, J. & Bristol, T. J. (2018, November 8). [Review of the book Systems for instructional improvement: Creating coherence from the classroom to the district officeby P. Cobb, K. Jackson, E. Henrick, & T. Smith]. Teachers College Record

Stosich, E. L. & Bristol, T. J. (2018). Moving from teacher quality to advancing a new perspective on teaching quality: A critical synthesis. Stanford Center for Opportunity Policy in Education. 

Bristol, T. J. (2017, February 21).  Supporting novice teachers to develop culturally sustaining performance based assessments. Education Week Teacher.

Bristol, T. J. (2016, May 15). The troubling shortage of Latino and Black teachers – and what to do about it. The Washington Post.

Bristol, T. J. (2015). Male teachers of color take a lesson from each other. Phi Delta Kappan,92(2), 36-41.

Snyder, J., & Bristol, T. J. (2015). Professional accountability for improving life, college, and career readiness.Education Policy Analysis Archives23(6), 1 – 30.

Bristol, T.J. (2015). Teaching Boys: Towards a theory of gender relevant pedagogy. Gender and Education, 27(1), 53-68.

Bristol, T. J.& Goldenberg, C. (2015). Teachable moments and academic rigor: A mini-unit. Edutopia.

Presentations and Professional Experiences


Noonan, J., Bristol, T. J., & Jones, M. (2019). “Taking care of your own”: Parochialism, pride of place, and the drive to diversify teaching. Paper will be presented at the 2019 American Educational Research Association Annual Meeting, Toronto, ON.  

Bristol, T. J. & Mentor, M. (2018). Policing and teaching: How Black male teachers embrace and resist the encapsulated role of behavior manager. Paper presented at the 2018 American Educational Research Association Annual Meeting, New York, NY

Bristol, T. J. (2018). Policing and Teaching: The Positioning of Black Male Teachers as Agents in the Universal Carceral Apparatus. Harvard Law School, Cambridge, MA

Bristol, T. J. (2018). Supporting and Retaining an Ethno-racially Diverse Educator Workforce: At the Intersection of Research, Policy, and Practice. University of Pennsylvania Graduate School of Education, Philadelphia, PA.

Bristol, T. J. (2018). Policy Levers for Increasing the Ethnoracial Diversity of Teachers in Urban Public Schools. Brown University, Providence, RI. 

Bristol, T.J. & Shirrell, M. (2017). Who is Here to Help Me?: The Work-Related Social Networks of Teachers of Color. Paper presented at the 2017 American Educational Research Association Annual Meeting,San Antonio, TX.  

Bristol, T.J. (2017). Organizing for Diversity in a Flat World.Organization for Economic Co-operation and Development, Paris, France.

Bristol, T. J. (2017). More than Recruitment: Supporting and Retaining Teachers of Color. Yale University, New Haven, CT. 

Bristol, T.J. (2016). A Tale of Two Types of Schools: An Exploration of How the School Working Conditions Influence Black Male Teacher Turnover. Paper presented in a symposium at the 2016 Sociology of Education Annual Meeting, Pacific Grove, CA.

Bristol, T.J. (2016). Research on the Effects of a Non-Diverse Teaching Force Coupled with Recommendations for Research, Practice, and Policy. U.S. Department of Education National Teacher Diversity Summit, Washington D.C.

Bristol, T.J. (2016). A Call to Increase the Racial & Ethnic Diversity of Tennessee’s Teaching Force: The Intersection of Research, Policy, & Practice. State Collaborative on Reforming Education, Nashville, TN.    

Bristol, T.J. (2015). Black Men of the Classroom: How School Organizational Conditions Influence Black Male Teachers’ Experiences with Performance Pressure. Paper presented in a symposium at the 2015 Academy of Management Conference, Vancouver, B.C.

Bristol, T.J., Benoit, G., & Sahle, S. (2014). Boston Teacher Residency Male Educators of Color Network: A Model for Urban School Districts. Paper presented at the 2014 American Educational Research Association Annual Meeting, Philadelphia, PA. 

Bristol, T.J. (2013). Organizational Purgatory: An Exploration into How the Within School Experiences of Black Male Teachers Differ Across One Urban School District. Paper presented at the 2013 American Educational Research Association Annual Meeting, San Francisco, CA.        

Bristol, T. J. (2012). Teaching Boys: Towards a Theory of Gender Relevant Pedagogy. Paper presented at the 2012 American Educational Research Association Annual Meeting,Vancouver, B.C.

Professional Experiences

Visiting Scholar in Education. Harvard Graduate School of Education. (September 2018 – May 2019)

Peter Paul Assistant Professor. Boston University School of Education. (August 2017 – June 2018); Assistant Professor of Education. Boston University School of Education.(July 2016 – August 2017)

Research and Policy Fellow. Stanford Center for Opportunity Policy in Education. (August 2014 – June 2016) 

Clinical Teacher Educator. Boston Teacher Residency.(June 2011 – July 2014)

English Teacher. New York City Department of Education. (September 2004 – June 2009)

Activities and Honors


Editorial BoardUrban Education

Board of Directors, Teach Plus

Research Advisory Board, The Black Teacher Collaborative 


American Association of Colleges for Teacher Education Teacher Diversity Research Award, Washington, D.C., 12/15

National Academy of Education/Spencer Dissertation Fellowship, Washington D.C., 05/13

Ford Foundation Dissertation Fellowship, Washington D.C., 05/13

American Educational Research Association Minority Dissertation Fellowship, Washington D.C., 05/13

The Rockefeller Brothers Fund Fellowship for Aspiring Teachers of Color, New York, NY, 3/02

Specialization and Interests

Teachers' Work
Achievement Issues
Equity and Diversity
Ethnic and Racial Identity
K-12 educational reform
New Teacher Development
Race and Schooling
Research-practice partnerships
Teacher Education
Teaching and Learning
Urban Schooling


Ph.D., Columbia University
M.A., Stanford University
A.B., Amherst College

Contact Information

Office #4106

Graduate School of Education
Berkeley Way West Building (BWW)
UC Berkeley
2121 Berkeley Way
Berkeley, CA 94720-1670