Travis J. Bristol is an assistant professor of education at the University of California, Berkeley. Before joining Berkeley’s faculty, Dr. Bristol was a Peter Paul Assistant Professor at Boston University. He is a former student and teacher in New York City public schools and teacher educator with the Boston Teacher Residency program. Dr. Bristol's 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 educators of color; (2) national, state, and local education policies that enable and constrain the workplace experiences and retention for educators of color; (3) the intersection of race and gender in schools. His research has appeared in such peer-reviewed journals as Urban Education, the American Educational Research Journal, and the Journal of Teacher Education.The National Academy of Education/Spencer Foundation, Ford Foundation, and the American Educational Research Association awarded Dr. Bristol dissertation fellowships in 2013. In 2016, he received the inaugural teacher diversity research award from the American Association of Colleges for Teacher Education. In 2019, Dr. Bristol received a Ford Foundation Postdoctoral Fellowship and an emerging scholar award from the Comparative and International Education Society, African Diaspora SIG. He is on the Board of Directors of Teach Plus, the National Center for Teacher Residencies, and the East Bay School for Boys.
Bristol, T. J. (forthcoming). A tale of two types of schools: An exploration of how school working conditions influence Black male teacher turnover. Teachers College Record.
Bristol, T. J. (forthcoming). Black men teaching: Toward a theory of social isolation in organizations. Race Ethnicity and Education.
Woodson, A., N. & Bristol, T. J. (forthcoming). Male teachers of color: Charting a new landscape for educational research. Race Ethnicity and Education.
Bristol, T. J. & Shirrell, M. (2019).Who is here to help me?: The work-related social networks of teachers of color. American Educational Research Journal, 56(3), 868-898. https://journals.sagepub.com/doi/full/10.3102/0002831218804806
Bristol, T. J.& Goings, R. B. (2019).Exploring the boundary heightening experiences of Black male teachers: Lessons for teacher education. Journal of Teacher Education. 70(1), 51-64. https://doi.org/10.1177/0022487118789367
Bristol, T. J. & Martin-Fernandez, J. (2019). The added value of Latinx and Black Teachers for Latinx and Black students: Implications for policy. Policy Insights from Behavioral and Brain Science, 6(2), 147-153. https://doi.org/10.1177%2F2372732219862573
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. https://link.springer.com/article/10.1007/s11256-018-0447-z
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. https://doi.org/10.1177/0042085917697200
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). https://doi.org/10.1108/JME-01-2017-0004
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. https://www.cbcfinc.org/research-policy/the-journal-of-the-center-for-policy-analysis-and-research/
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. http://www.tcrecord.org/Content.asp?ContentID=22557
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. https://edpolicy.stanford.edu/library/publications/advancing_teaching_qu...
Bristol, T. J. (2017, February 21). Supporting novice teachers to develop culturally sustaining performance based assessments. Education Week Teacher. goo.gl/rCt5oc
Bristol, T. J. (2016, May 15). The troubling shortage of Latino and Black teachers – and what to do about it. The Washington Post. https://www.washingtonpost.com/news/answer-sheet/wp/2016/05/15/the-troubling-shortage-of-latino-and-black-teachers-and-what-to-do-about-it/?utm_term=.d050dd5e41a9
Bristol, T. J. (2015). Male teachers of color take a lesson from each other. Phi Delta Kappan,92(2), 36-41.https://doi.org/10.1177/0031721715610089
Snyder, J., & Bristol, T. J. (2015). Professional accountability for improving life, college, and career readiness.Education Policy Analysis Archives, 23(6), 1 – 30. http://dx.doi.org/10.14507/epaa.v23.2002
Bristol, T.J. (2015). Teaching Boys: Towards a theory of gender relevant pedagogy. Gender and Education, 27(1), 53-68. https://doi.org/10.1080/09540253.2014.986067
Bristol, T. J.& Goldenberg, C. (2015). Teachable moments and academic rigor: A mini-unit. Edutopia. https://www.edutopia.org/blog/teachable-moments-academic-rigor-mini-unit-travis-bristol
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. (2019). Policy Levers for Supporting Teachers of Color. Obama Foundation: My Brother’s Keeper Rising, Oakland, CA.
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.
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 Board, Urban Education
Board of Directors, Teach Plus; National Center for Teacher Residencies; East Bay School for Boys
Research Advisory Board, The Black Teacher Collaborative
Ford Foundation Postdoctoral Fellowship, Washington D.C., 04/19
Comparative and International Education Society African Diaspora SIG Emerging Scholar, San Francisco, CA, 04/19
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