Chair of Psychology and Education
Chair of Education Division
Professor of Psychology and Education
- B.A., Salem State College
- M.A.T., Salem State College
- Ed.D., Harvard Graduate School of Education
- Racism and inequality in schools and society
- Learning in the digital age
- The process of teaching and learning in middle and secondary schools
- Student teaching in middle and secondary schools
- Practicum seminar in teaching and learning: Middle and secondary schools
- Researching race and racism in education
My research has two strands. I am interested in teaching and learning processes in the digital age. In particular, I am exploring how preschool children use educational apps on digital devices and whether and how the use of these devices in the classroom influences social interactions among the children. I am also interested in how college students in general and teacher education students in particular think about and teach in ways that challenge racial ideologies.
Lawrence, S. M. (2013). Shifting identities in digital contexts: Undergraduates collaborating with professors in “participatory cultures.” Teaching and Learning Together in Higher Education, 10th issue.
Lawrence, S.M. & Pliner, S.M. (2008). Learning about whiteness in a first-year seminar: Challenging self and others. Journal on Excellence in College Teaching, 19, (2&3), 51-86).
Lawrence, S. M. & Tatum, B. D. (2004). White educators as allies: Moving from awareness to action (revised). In M. Fine, L. Weiss, L. Powell, L. Pruitt and A. Burns (Eds.). Off/White: Readings on power, privilege and resistance, 2nd edition, (pp.362-372). NY: Routledge.
Lawrence, S. M. (1998). Research, writing and racial identity: Cross-disciplinary connections for multicultural education. The Teacher Educator, 34 (1).
Lawrence, S. M. (1998). Unveiling positions of privilege: A hands-on approach to understanding racism. Teaching of Psychology, 25, (3) 198-200.
Lawrence, S. M. (1997). Beyond race awareness: White racial identity and multicultural teaching. The Journal of Teacher Education, 48 (2), 108-117.