Chayla Haynes Davison
Office#: 543 Harrington Office Building
Mail Stop: 4226
Office Phone: Not provided
Vita: View Document
Short Bio
Dr. Chayla Haynes Davison received her PhD in Higher Education from the University of Denver in 2013. Prior the professioriate, Dr. Haynes Davison served the higher education and student affairs profession for 15 years as a scholar practitioner. She joined the Eduational Administration and Human Resource Department at Texas A&M University in 2016. Dr. Haynes Davison is a critical qualitative researcher who explores issues of power and powerlessness through the scholarship of teaching. In addition to having her research featured in the Journal of Critical Scholarship in Higher Education and Student Affairs, the National Association of Student Affairs Professionals Journal, and the Journal of Negro Education, her scholarly constributions also includes two co-edited books, Interrogating Whiteness and Relinquishing Power: White Faculty's Commitment to Racial Consciousness in the Classroom (Peter Lang Publishing) and Race, Equity, and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies (Stylus Publishing). The impact of her research thus far was recently recognized by the American College Personnel Association, which named Dr. Haynes Daivson a 2016 Emerging Scholar Designee.
Publications (journal articles, books, book chapters)*

1. Haynes, C., Stewart, S, & Allen, E. (in-press). Three paths, one struggle: Black women and girls battling invisibility in U.S. classrooms. The Journal of Negro Education (In Press)

2. Patton, L. D., Crenshaw, K., Haynes, C., & Watson, T. (Eds) (in-press). Why we can't wait: (Re)examining the challenges and opportunities for Black women and girls in education [Special Issue]. Journal of Negro Education. (In Press)

3. Patton, L. D. Croom, N. & Haynes, C. (Eds.) (2017). Centering the experiences of Black undergraduate women in college [Special Issue]. NASPA Journal about Women in Higher Education, 10(2).

4. Haynes, C. (2017). Dismantling the white supremacy embedded in our classrooms: White faculty in pursuit of more equitable educational outcomes. International Journal of Teaching and Learning in Higher Education, 29(1), 87-107

5. Patton, L. D., Haynes, C., Stewart, S., & Ivery, S. (2017). Enhancing classroom learning environments for students of color: Curricular and pedagogical models to address microaggressions. In J.F.L. Jackson (Ed.), Advancing equity and diversity in student affairs: The applied scholarship of Melvin C. Terrell (pp. 149-164). Charlotte, NC: Information Age Publishing, Inc.

6. Stewart, S. & Haynes, C. (2016). An alternative approach to standardized testing: A model that promotes racial equity and college access. Journal of Critical Scholarship in Higher Education and Student Affairs, 2(1), 122-136

7. Tuitt, F., Haynes, C., & Stewart, S. (Eds.) (2016). Race, equity, and the learning environment: The global relevance of critical and inclusive pedagogies. Sterling, VA: Stylus Publishing.

8. Haynes, C. (2016). Critical and inclusive pedagogy: Why the classroom is all its cracked up to be. In F. Tuitt, C. Haynes, & S. Stewart (Eds.). Race, equity and the learning environment: The global relevance of critical and inclusive pedagogies. Sterling, VA: Stylus Publishing

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

Teaching Student Affairs Educators How to Apply a Critical Lens in the Translation of Student Development Theory to Student Affairs Practice. (PI)
American College Personnel Association (Private)
2016/11/01 - 2018/12/31
Total Funding: 3,000.
Editorial Positions

Editorial Board Member (2016 - ). Journal of Education and Development in the carribean


(2018). 2018 Research and Scholarship award.  2018 Resarch and Scholarship Award, American College Personnel Association Coalition for women identities

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