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Bryn Mawr College
Bettws-y-Coed
101 North Merion Avenue
Bryn Mawr, PA 19010-2899
Phone: (610) 526-5376
Fax: (610) 526-7476

Haverford College
Founders 028
370 Lancaster Avenue
Haverford, PA 19041-1392

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Faculty and Staff

Howard Glasser, Ph.D.

Howard Glasser is a Post-Doctoral Fellow in Science Education. In addition to teaching secondary science and mathematics classes, he has taught undergraduate teacher education courses that focused on educational psychology, the role schools and other social institutions play in the social construction and maintenance of diversity and inequality, and science education for pre-service secondary science teachers who were in classrooms during their yearlong internship.

His main professional interests are in equity, social justice, and under-representation issues in education, primarily science and mathematics education. His dissertation focused on equity issues in an all-boy science class and an all-girl science class in a public middle school, examining what it meant to be a boy or girl in this setting and what it meant to learn science as boys and girls in this program. Additionally, his work with the National Alliance for Partnerships in Equity's STEM Equity Pipeline Project has him providing training and technical assistance for members of different states’ public education systems to increase their ability to act as vehicles for female students to enter careers in science, technology, engineering, and math (STEM).

Howard received a Ph.D. in Educational Psychology and Educational Technology from Michigan State University, an M.Ed. in a Secondary Education-Science Certification Program from Temple University, and a B.A. in Physics with a Concentration in Educational Studies from Haverford College.

Summer 2010 News

Howard writes, "During this past summer, I worked with Alice Lesnick, Maggie Powers (Class of 2010), and Alex Funk (Class of 2011) to progress with ideas for a new half-semester spring course called Educ255: Technology, Education, and Society: Altering Environments. Alice and I will co-facilitate the course and we connected with a number of K-20 teachers, as well as other people involved in education, about tech issues in the field. Additionally, I participated in three unconferences, namely #edcamp, #higheredcamp, and #ntcamp that further introduced me to more people, practices, technologies, and work being done locally in education.

On a related note, there’s a crowdsourced file on “Creating a Great Ed Tech College Course” that was created and modified before, during, and after a session Alice co-facilitated at #ntcamp, which Maggie Powers and I joined digitally from afar. Please review and contribute to it here. It’d be great to hear more input from all of you!

As for research and writing, I currently have four manuscripts that are under review and a fifth one that I hope to submit soon. One paper explores how an inverted high school science sequence of physics-chemistry-biology correlated with students’ improved performance on quantitative elements of standardized tests and another one is co-written with Maggie Powers (Class of 2010) on how our use of Twitter disrupted traditional student-teacher roles. The remaining three papers relate to my dissertation, which investigated two public single-sex middle school science classrooms, one all-boy and one all-girl. The 2006 amended regulations to Title IX have attempted to make it easier for public schools in the United States to offer sex-segregated opportunities and my work explored issues of equity between these courses and how the classes impacted the science students learned and their development as men and women. One paper focuses on how the boys gained greater exposure to argumentation, a discursive practice that is highly valued in science. Another paper explores the reasons the single-sex classes were started and maintained at this school, highlighting how these reasons endorsed heteronormativity and constructed differences between the sexes that can impact the academic and socioemotional-related outcomes for individuals, schools, and society. The third paper explores ways this environment positioned adolescent boys and girls as different, endorsing a view of boys as deficient in multiple areas relative to girls in this particular setting.

If you're interested in these topics, or the general area of gender and sex issues in education, consider joining Educ280: Gender, Sex, and Education: Intersections and Conflict this fall and/or interacting with me, and possibly other members of the class, through Twitter. My Twitter account is @hglasser.