Dr. Dorothy E. Hines holds a joint appointment as an Assistant Professor in African and African American Studies, and an Assistant Professor in the Department of Curriculum and Teaching in the School of Education. She received a Ph.D. in Education Policy from Michigan State University. Dr. Hines holds a Master's Degree in Public Administration from North Carolina Central University graduating Magna Cum Laude. Dr. Hines is a former high school U.S. History teacher, and she received a Bachelor's Degree in Political Science from North Carolina State University. Previously Dr. Hines served as a Teaching Fellow with the Harvard Graduate School of Education.
- Urban Education, Race and Equity, School Discipline Policies, Multicultural Education, Teacher Education
Dr. Hines is an award-winning writer and author of several texts that examine the intersections of race, gender, and space in structuring school discipline practices and policies, school pushout, and urban schooling. Dr. Hines' research examines the racialized and gendered schooling experiences of Black students with a focus on Black girls and girls of color.
- Urban Education, School Discipline Policies, Dropout Recovery, Race and Gender Equity
Hines, D. E., & Young, J. L. (in press). In Fear of My Safety: Black Female Faculty Responding to Spirit-Murdering, Racism, and Healing on the Academic Plantation. In . (Ed.), The Undivided Life: Faculty of Color Bringing Our Whole Selves to the Academy. .
Hines, D. E., Barrett, C. Boveda, M. Hollis, T. & Lindo, E. (in press). Racism by Another Name: Black Students, Overrepresentation, and Carcerality in Special Education, Information Age Publishing .
Young, J. L., & Hines, D. E. (in press). Killing My Spirit, Renewing My Soul: Black Female Professors’ Critical Reflections on Spirit Killings while Teaching . Women, Gender, and Families of Color University of Illinois Press.
Whitaker, M. & Hines, D. E. (in press). Teaching What We Don't Know: Community-based Learning as a Tool for Implementing Critical Race Praxis. In . (Ed.), Service-Learning Initiatives in Teacher Education Programs. IGI.
Hines-Datiri, D. & Carter Andrews, D. J. (2017). The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline. Urban Education.
Hines-Datiri, D. (2017). Cloaked in Invisibility: Dropout-Recovery Narratives of Girls of Color After Re-enrollment. Women, Gender, and Families of Color.
Hines-Datiri, D. (2016). Resisting Internalized Racism: RACE Mentoring as a Survival Strategy in the Ivory.(1st editionst ed.). J.M. Scott-Carrol & D. Y. Ford (Eds), Race mentoring through social media: Black and Hispanic scholars share their journey in the academy. Information Age Publishing.
Hines-Datiri, D. (2015). When Police Intervene: Race, Gender, and Discipline of Black Male Students at an Urban High School. Journal of Cases in Educational Leadership, 18(2).
- Ph.D., Education Policy, Michigan State University, 2014
- Master of Public Administration, Magna Cum Laude, NC Central University, 2008
- Bachelor of Political Science, NC State University, 2004