Constance A. Lindsay, Ph.D.

The Kinnard “Kin” White Faculty Scholar in Education

Associate Professor

Journal Article

Lindsay, C., Wilson, S., Kumar, J., Byers, T., & Gershenson, S. (2026). How Teachers Learn Racial Competency: The Role of Peers and Contexts. The Urban Review, 58(1).

Goldhaber, D., Grout, C., Lindsay, C., Mykerezi, E., & Sojourner, A. (2026). School System Selection Processes and Workforce Diversity in Schools. Published.

Goldhaber, D., Grout, C., Lindsay, C., Mykerezi, E., Sojourner, A., & Dachille, L. (2025). Exploring the Landscape of Teacher Applications. CEDR Working Paper No. 07222025-1. Center for Education Data \& Research. Published.

Supovitz, J. A., O’Shea, C., & Lindsay, C. (2025). Validating Rubrics Measuring School Cultural Responsiveness. Published.

Phelps, C., Slaughter, D., Marraccini, M., Lindsay, C., Griffin, D., Greene, M., Simmons, K., Ingram, K., Chan, M., Chambers, C., Allen, J., Kim, E., & Jimerson, S. (2025). A Trauma- and JEDI-Informed Approach to Suicide Prevention Among Black Boys. Science-to-Practice Brief, Communique’ NASP. Published.

Lindsay, C., Marraccini, M., & Griffin, D. (2025). Aligning State Discipline and Mental Health Policies with Trauma and JEDI-Informed Suicide Prevention for Black Youth. Children and Youth Services Review, 179. https://doi.org/10.1016/j.childyouth.2025.108578

Griffin, D., Lindsay, C., Marraccini, M., Middleton, T., & Mathis, J. (2025). Mental Health or Discipline? Exploring School Counselors’ and School Administrators’ Perspectives on Black Youth Suicide Prevention. Journal of Trauma Studies in Education. Published. https://doi.org/10.70085/jtse.v4i3.341

Hart, C., & Lindsay, C. (2024). Teacher-Student Demographic Match and Identification for Discretionary Educational Placements. American Education Research Journal. Published. https://doi.org/10.3102/00028312241229413

Bratsch-Hines, M., Cohen-Vogel, L., Little, M., Lindsay, C., & Carr, R. (2023). Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes. Early Childhood Research Quarterly, 63, 145–155. https://www.sciencedirect.com/science/article/abs/pii/S088520062200134X

Marraccini, M., Lindsay, C., Griffin, D., Greene, M., Simmons, K. T., & Ingram, K. (2023). A Trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-Informed Approach to Suicide Prevention in School: Black Boys’ Lives Matter. School Psychology Review. Published. https://doi.org/10.1080/2372966X.2021.2010502

Lindsay, C., & Brooks, C. (accepted). Black Teacher Displacement in the Post-Brown v. Board Era: A Review of Black Teachers’ Lawsuits as Responses to Integration Efforts. Journal of Negro Education.

Gershenson, S., Hart, C. M., Hyman, J., Lindsay, C., & Papageorge, N. W. (2022). The long-run impacts of same-race teachers. American Economic Journal: Economic Policy, 14(4), 300–342.

Okonofua, J., Goyer, J. P., Lindsay, C., Haugabrook, J., & Walton, G. (2022). A Scalable Empathic-Mindset Intervention Reduces Group Disparities in School Suspensions. Science Advances. Published.

Marraccini, M., Lindsay, C., Griffin, D., Greene, M. J., Simmons, K. T., & Ingram, K. M. (2021). A Trauma-and Justice, Equity, Diversity, and Inclusion (JEDI)-Informed Approach to Suicide Prevention in School: Black Boys’ Lives Matter. School Psychology Review, 1–24.

Lindsay, C. (published). The Long Run Impacts of Same Race Teachers. American Economic Journal: Economic Policy.

Anderson, T., Blount, D. C., Lindsay, C., Blom, E., Gebrekristos, S., & Alba, F. (2019). Robust and Equitable Measures to Identify Quality Schools. Published.

Lindsay, C., Lee, V., & Lloyd, T. (2018). The prevalence of police officers in US schools. The Urban Institute. Published.

Lindsay, C., & Hart, C. M. (2017). Exposure to same-race teachers and student disciplinary outcomes for Black students in North Carolina. Educational Evaluation and Policy Analysis, 39(3), 485–510.

Gershenson, S., Hart, C., Lindsay, C., & Papageorge, N. (2017). The long-run impacts of same-race teachers (IZA DP No. 10630). Retrieved from IZA Institute of Labor Economics Http://ftp. Iza. Org/dp10630. Pdf. Published.

Lindsay, C., & Hart, C. (2016). Teacher Race and School Discipline. Education Next, 17(1), 72–78.

Metzger, M. W., Fowler, P. J., Anderson, C. L., & Lindsay, C. (2015). Residential mobility during adolescence: Do even “upward” moves predict dropout risk?. Social Science Research, 53, 218–230.

Lindsay, C., & Anderson, C. (2015). When families move, high school students may suffer. Published.

Lindsay, C. (2011). All middle-class families are not created equal: Explaining the contexts that Black and White families face and the implications for adolescent achievement. Social Science Quarterly, 92(3), 761–781.

Book

Gershenson, S., Hansen, M., & Lindsay, C. (2021). Teacher Diversity and Student Success Why Racial Representation Matters in the Classroom. Harvard Education Press.

Magazine/Trade Publication

Lindsay, C. (2021). Teacher Diversity and Student Success. State Education Standard, 21(3), 16.

Grissom, J., Egalite, A., & Lindsay, C. (2021, April). What Great Principals Really Do. Educational Leadership, 78(7), 21–25. http://www.ascd.org/publications/educational-leadership/apr21/vol78/num07/What-Great-Principals-Really-Do.aspx

Other

Gershenson, S., Lindsay, C., Papageorge, N. W., Campbell, R., & Rendon, J. (2023). Spillover Effects of Black Teachers on White Teachers’ Racial Competency: Mixed Methods Evidence from North Carolina. In SSRN Electronic Journal. Elsevier BV. https://doi.org/10.2139/ssrn.4490168

Lindsay, C., Monarrez, Tom\’as, & Luetmer, G. (2021). The effects of teacher diversity on Hispanic student achievement in Texas. Urban Institute.

Martin, S., Gallagher, M., Su, Y., Lindsay, C., Tatian, P. A., & MacDonald, G. (2018). A Study of Enrollment Projections for DC’s Public Schools: Assuring Accuracy and Transparency. In https://www.urban.org/research/publication/study-enrollment-projections-dcs-public-schools-assuring-accuracy-and-transparency.

Lindsay, C., Blom, E., & Tilsley, A. (2017). Diversifying the classroom: Examining the teacher pipeline. In Retrieved from the Urban Institute website: https://www. urban. org/features/diversifying-classroom-examining-teacher-pipeline.

Technical Report

Goldhaber, D., Grout, C., Lindsay, C., Mykerezi, E., Sojourner, A., & Dachille, L. (2025). Exploring the Landscape of Teacher Applications. Center for Analysis of Longitudinal Data in Education Research. https://doi.org/10.63302/qugk9912

Hood, S. L., Dilworth, M. E., & Lindsay, C. (2022). Landscape of Teacher Preparation Program Evaluation Policies and Progress. Evaluating and Improving Teacher Preparation Programs. In National Academy of Education. National Academy of Education. 500 Fifth Street NW Suite 339, Washington, DC~….

Grissom, J. A., Egalite, A. J., & Lindsay, C. (2021). How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research. In https://www.wallacefoundation.org/knowledge-center/pages/how-principals-affect-students-and-schools-a-systematic-synthesis-of-two-decades-of-research.aspx.

Anderson, T., Blom, E., & Lindsay, C. (2020). Identifying High-Performing Schools for Historically Underserved Students.

Blom, E., Anderson, T., & Lindsay, C. (2020). Identifying High-Performing Schools for Historically Underserved Students: Exploring a Multistate Model.

Gershenson, S., Hart, C., Hyman, J., Lindsay, C., & Papageorge, N. W. (2018). The long-run impacts of same-race teachers. National Bureau of Economic Research.

Duncan, G., Miller, C., Classens, A., Engel, M., Hill, H., & Lindsay, C. (2008). New Hope’s eight-year impacts on employment and family income. In New York: MDRC.