Travis J. Bristol (he/him/his)

Travis J. Bristol is an assistant professor at the University of California, Berkeley’s Graduate School of Education. Before joining Berkeley's faculty, he was a Peter Paul Assistant Professor at Boston University. Dr. Bristol's research is situated at the intersection of educational policy and teacher education. Using qualitative methods, he explores three related research strands: (1) the role of educational policies in shaping teacher workplace experiences and retention; (2) district and school-based professional learning communities; (3) the role of race and gender in educational settings. Dr. Bristol's research has appeared in peer-reviewed journals including Urban Education, the American Educational Research Journal, the Journal of Teacher Education, Teachers College Record, and Harvard Educational Review. He is currently co-editing (with Conra Gist) The Handbook of Research on Teachers of Color, which will be published by the American Educational Research Association (AERA).  The National Academy of Education/Spencer Foundation, Ford Foundation, and AERA 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. In 2020, he received a National Academy of Education/Spencer Postdoctoral Fellowship. More recently, in 2021, Dr. Bristol received the Early Career Award from AERA (Division-K). He is on the Board of Directors of Teach Plus; the National Center for Teacher Residencies; the Albert Shanker Institute; and the East Bay School for Boys. He is a former student and teacher in New York City public schools and teacher educator with the Boston Teacher Residency program. Dr. Bristol received his A.B. from Amherst College; an M.A. from Stanford University; and a Ph.D. from Teachers College, Columbia University.


Bristol, T. J. & Esboldt, J.  (2020). Curricular contradictions: Negotiating between pursuing national board certification and an urban district’s direct instruction mandate. Harvard Educational Review. 90 (3), 474 - 496.

Bristol, T. J. (2020). A tale of two types of schools: An exploration of how school working conditions influence Black male teacher turnover. Teachers College Record.122 (3),1-41.

Bristol, T. J. (2020). Black men teaching: Toward a theory of social isolation in organizations. Race Ethnicity and Education. 23(3), 288-306

Bristol, T. J., Wallace, D. J, *Manchanda, S., & *Rodriguez, A. (2020). Supporting ethnoracially diverse male preservice teachers of color: Evidence from an alternative teacher certification program. Peabody Journal of Education, 95(5), 484-497

Noonan, J. & Bristol, T. J. (2020). “Taking care of your own”: Parochialism, pride of place, and the drive to diversify teaching. AERA Open. 6 (4), 1 - 12.

Woodson, A., N. & Bristol, T. J. (2020). Male teachers of color: Charting a new landscape for educational research. Race Ethnicity and Education. 23(3), 281-287.

Bristol, T. J. & Shirrell, M. (2019).Who is here to help me?: The work-related social networks of teachers of color. American Educational Research Journal56(3), 868-898.     

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. 

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. 

Bristol, T. J. (2019). The added value of Latino and Black teachers for Latino and Black students: Implications for the reauthorization of the higher education act. Brookings Institute’s Brown Center Chalkboard. 

 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). 

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

Presentations (selected)  

Gist, C. & Bristol, T. J. (2020). An intersectional examination of the research base on teachers of color and indigenous teachers: What works, under what conditions, and for whom? Paper presented in a Presidential Session at the 2020 American Educational Research Association Annual Meeting, San Francisco, CA. (Conference canceled)

Davis, J.E., Bristol, T. J., Carey, R. L., Wright, B. L. (2020). Boys and men of color: New possibilities for engaged and collaborative education research and practice. Paper presented in a Presidential Session at the 2020 American Educational Research Association Annual Meeting, San Francisco, CA. (Conference canceled)

Bristol, T. J. (2020). Teaching Senior School District Leaders of Color to Design Equitable Policies and Practices. Organization for Economic Co-operation and Development, Paris, France.

Noonan, J., Bristol, T. J., & Jones, M. (2019). “Taking care of your own”: Parochialism, pride of place, and the drive to diversify teaching. Paper 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.

Professional Experiences

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; National Center for Teacher Residencies; East Bay School for Boys


American Educational Research Association Early Career Award (Division-K), Washington, D.C., 02/2021

National Academy of Education/Spencer Postdoctoral Fellowship, Washington D.C., 05/2020

Ford Foundation Postdoctoral Fellowship, Washington D.C., 04/2019

Comparative and International Education Society African Diaspora SIG Emerging Scholar, San Francisco, CA,  04/2019

Thomas B. Fordham Institute Emerging Education Policy Scholar, Washington, D.C., 9/2017

Peter Paul Career Development Professorship at Boston University, Boston, MA, 08/2017

American Association of Colleges for Teacher Education Teacher Diversity Research Award, Washington, D.C., 12/2015

National Academy of Education/Spencer Dissertation Fellowship, Washington D.C., 05/2013

Ford Foundation Dissertation Fellowship, Washington D.C., 05/2013

American Educational Research Association Minority Dissertation Fellowship, Washington D.C., 05/2013

John Woodruff Simpson Fellow in Education Policy, Amherst, MA, 09/2009

The Amherst College Commitment to Teaching Fellowship, ‘54, Amherst, MA, 4/2006

The Rockefeller Brothers Fund Fellowship for Aspiring Teachers of Color, New York, NY, 3/2002

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

Curriculum Vitae


Office #4106

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

Office Hours

Monday, 10:00 a.m. - 11:00 a.m.


(510) 664-4646

Staff Contact

Susie Hill